ENTRY ASSESSMENT AND PLACEMENT OF LANGUAGE MINORITY STUDENTS Overview of Process Entry assessment of language minority students is conducted at the ESOL Office located 220 S. Fifth Street. In addition, Kindergarten students will be assessed at their home school in late August and early September. All students enrolling after Labor Day will be assessed at the ESOL Office. All language minority students should be assessed to determine whether or not they are in need of English for Speakers of Other Languages (ESOL) services. The assessment of language minority students is comprised of several components. These are: Student/Parent Interview (K-12) English Language Proficiency Assessment (K-12) Home Language Proficiency Assessment (Grades 2-12) Mathematics Proficiency Evaluation (Grades 4-12) After language minority students have been assessed, results are recorded on the Initial Language Placement Committee Recommendation Form. Assessment results are reviewed and past educational history is discussed with a parent or guardian by ESOL office staff. Based upon this information, a determination is made as to whether or not the student will be eligible for ESOL services. If it is determined that ESOL services are needed, an ESOL staff member will discuss with the parent or guardian the reasons the child is identified as an English Language Learner, the ESOL program(s) available for the child, the criteria for being reclassified as Fluent English Proficient, and the parent’s/guardian’s right to decline ESOL services. This is accomplished by going over the appropriate “Notification of Placement” form with the parent. The first page is the same for all students. The second page depends on the student’s current grade level placement. The links above describe each of the components of the entry assessment process in more detail.