Audit Compliance

6 Criteria For Audit Compliance and Teacher Checklist

to be identified as an ELL student, there should be an assessment in all areas of language development (oral, reading, writing)
Assessment should be ongoing and at least annually to determine language acquisition to determine progress and eligibility for ELL funding
The initial assessmentshould be done upon arrival, but may be done at any point if there is indication the student needs ELL services to access the provincially prescribed curriculum
Initial and ongoing assessment can include: oral interviews, unedited written language samples, reading and listening comprehension, and a standardized test of language proficiency
ongoing review should include samples of unedited writing, assignments, tests, worksheets, essays projects etc
The ministry created an ELL Planning Tool
SD23 is currently using CMGE in addition to other assessment tools

based on the student's initial assessment, an AIP should be developed before September 30th of the current school year.
Each AIP needs to include: language assessment and determined language proficiency, literacy goals that can be met in the current year, and a support plan that includes nature of support and support strategies.
The objective of the plan is to integrated the student into the regular school program so they can achieve the learning outcomes of the curriculum with the appropriate adaptations and accommodations.

ELL services should support the student to: achieve the expected LO of the provincial curriculum; develop their individual potential; and acquire language proficiency, skills, and learning strategies to succeed in school and society.
Services should be flexible in response to changing needs.
Services should be delivered by the ELL specialist or under their guidance.
The services should be distinct from services provided to address general student differences.
Services can be delivered in a number of ways (see list of nature of support)
The ELL specialist, the classroom teacher, and others have a role to play depending on the nature of support and the needs of the student.
BAA courses do not qualify as additional service for ELL funding.
All ELL additional services should be documented including nature of support and support strategies.

The reporting requirements for ELL Students who are following the provincial curriculum for a course, subject or grade are the same as for other students. (Please see SD23 Reporting Guidelines)
Letter grades are appropriate for ELL students (with supports) can meet the LO for the particular subject.
Letter grades are not appropriate if the student are not yet able to follow the curriculum due to their level of language proficiency. In that case, describe what the student can do, areas of further development and ways to support their learning.
The ELL specialist should report progress of language acquisition and can include information on: language proficiency, ELL services, literacy goals, ways the parents can support the student.
Progress in language acquisition of an ELL student must be included in some format in each of the school's reporting periods.

An ELL specialist is involved in language assessment/review, planning and delivery of services, and reporting of progress and services for the ELL student.
ELL specialists should have post secondary academic preparation in a combination of the following areas: methodology for teaching ELL, applied linguistics, additional language acquisition, language assessment, cross-cultural communication, multicultural studies, and adapting instruction.
A Guide for ESL Specialists (BC Ministry)

Additional ELL services must be provided within and may include individual/small group instruction, pull-out, or services within the regular classroom. When adaptations are provided, there must be documentation of support designed to meet the needs of the ELL student.