• Students Receiving English Language Learner (ELL) Services

    In accordance with Title III of the No Child Left Behind Act of 2001, English Language Learners (ELLs) also known as English to Speakers of Other Languages (ESOL) students will attain English proficiency, reach high levels of academic attainment, and meet the same statewide academic standards as non-ESOL students. Students will receive targeted language support in ESOL classrooms in addition to instructional modifications and assessment accommodations in general education classes.

      • Teachers will implement the accommodations and modifications determined by the student’s ELL committee and documented in his/her English Language Learner (ELL) plan. These accommodations must be used in both instruction and assessment (Maryland Accommodations Manual, Maryland State Department of Education).
      • Grading of ESOL students should therefore reflect daily instructional accommodations as well as testing accommodations, and should not penalize the student for not yet being fully fluent in English. 
      • ELLs will receive grades based on accommodations or alternative assignments appropriate to the student’s language proficiency level, and receive the same report card that is used in general education.
      • Those students who are newly arrived in U.S. schools and at the lowest language proficiency level may receive a grade of N/A for up to one year if they are exempted from state and/or local testing and cannot demonstrate a basic command of the English language.
      • Students who receive ESOL instruction in lieu of a general education class may have their ESOL grade substituted for the class that they miss. 
      •  ELLs cannot be penalized for missing work in the general education class room during the time they are pulled for ESOL services. Teachers must grade students on the components for which they are present and derive the class grade based on the elements that the student completed.
        • Cmments should be used to explain that grades are based on instructional accommodations, modified materials, or alternative assignments (when applicable).