Page 93 - Adult-Student-Pupil-Progression-Plan-2017-2018-v2

must meet to determine whether an ELL should be retained with documentation on the
English Language Learner (ELL) Report (PBSD 1512).

An ELL is required to meet student performance standards for the appropriate grade level.
However, ELLs who have been in an approved English for Speakers of Other Languages (ESOL)
Program for less than two complete school years should not be accountable to demonstrate
the standards in English. The Consent Decree and Title III requirement is to measure the
student’s ability toward attainment of the standards, regardless of whether that ability is
demonstrated in English or the student’s home language.

For students in Grades K-5, the Department of Multicultural Education has prepared English
Language Learners (ELLs) Student Progression Meeting Reports (PBSD 2182-2187) to assist
elementary schools in determining if the academic difficulties of ELLs are the result of a
language acquisition or an academic deficiency. These grade specific worksheets are designed
to reflect individual progress on the grade-appropriate Student Progression chart. A
completed Report must be brought to an ELL Committee meeting including the student’s
parent/guardian for each student who is being considered for retention. The ELL Committee
must determine whether an ELL should be considered for retention. Adequate progress, as
defined in the student’s individual ELL Plan and at least one other criterion, shall be used by
the ELL Committee as grounds for promotion. An ELL may be considered for retention, if the
ELL Committee determines that the student has not progressed satisfactorily and that the lack
of progress is not based on language acquisition. The English Language Learners (ELLs)
Student Progression Meeting Report (PBSD 2182-2187) is then sent to the Regional Office
where it will be reviewed by the Regional Superintendent and Regional Instructional
Coordinator for final determination.

Exceptional Student Education (ESE)

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires that the
IEP for each child with a disability include a statement of measurable annual goals, including
academic and functional goals. The IEP must meet the student’s needs that result from the
disability to enable the child to be involved in and make progress in the General Education
curriculum. Refer to School Board Policy 5.725 and Exceptional Student Education Policies and
Procedures (SP&P).

When a student with a disability is determined to be performing below grade level in reading,
writing, mathematics, and/or science, the IEP Team shall be convened to review the IEP. The
student’s IEP must address all of the student’s educational needs, including the student's
below grade level performance. The IEP Team may recommend a Progress Monitoring Plan
(PMP) to address the student’s educational need in reading, writing, mathematics, and/or
science.

In accordance with Florida Statute § 1008.25(1), it is the responsibility of the School Board and
School District administration to provide all students with effective instructional and remedial
programs that monitor progress, promote continuous achievement, and make provisions for

SDPBC Student Progression Plan 2017-2018 Page 86