MONITORING
Monitoring Exited ESOL Students
Students may exit the ESOL program by means of test scores and/or the Language Assessment Conference
(LAC) as outlined by the state Exit Criteria for Language Assistance Services for English Learners flow chart.
In either case, monitoring will begin in the fall for two full academic years. This monitoring process is the
responsibility of the ESOL Team at individual school.
The primary function of the ESOL Team at each school is to monitor the progress at the end of each
grading/progress report period for exited and EL students whose parents waived ESOL services. Eligible
students who are not being served by the ESOL Program because their parents waived services should also be
monitored by the team for as long as they continue their eligibility status. Monitoring for ‘parent waived’
students begins as soon as they take on this status. Each school has an ESOL Team led by an ESOL Team
Facilitator who is designated by the principal. See Appendix 6-A for list of ESOL Team Facilitators.
The school level ESOL Team should consider the following when conducting the monitoring process:
 Attendance
 Grades and Academic Performance against Standards
 Standardized test scores and classroom evaluations
Refer to Responsibilities of the ESOL Team and How the Team Works for details of the Hall County
monitoring process. (See following pages)
The following steps should be taken:
For those students who were LAC’d or Tested Out (ACCESS CPL score of 5.0 or higher with Literacy
subscore of 4.8 or higher on Tier B or C):
1. Instructional accommodations MUST be implemented as needed (RTI Tier 1). See Appendix 6-B,
EL Instructional Accommodation Checklist for suggested accommodations.
2. If academic difficulty persists after consistent instructional accommodations in Tier I have been
utilized for a reasonable amount of time, the student should be referred to RTI Tier 2.
Interventions in Tier II should be based on specific academic need. The ESOL teacher(s) can lend
expertise regarding second language acquisition at RTI meetings (recommend appropriate
intervention regarding language development).
3. A LAC meeting, held in conjunction with the RTI meeting, determines if the student should reenter the ESOL program during the two year monitoring period. Documentation including EL
Monitoring Forms, K-8 or High School (Appendix 6-C and D) and progress monitoring
documentation should be reviewed. A W-APT test is not required for re-entry to ESOL services
for ELs exited by LAC or test scores, but can be used on rare occasions, if deemed necessary as
part of the decision-making process.
4. Students who have been deemed proficient and completed the two year monitoring process can reenter ESOL ONLY with a recommendation from the RTI team after completing Tier III of the RTI
process. The district coordinator should be notified of the rare occurrence.
Who Should Be Monitored?
 Students exiting ESOL eligibility by LAC or test scores.
 Students whose parents waived ESOL services:
A parent conference must be held to inform the parents of any student difficulties and to provide
information about ESOL or alternative instructional support services.
RESPONSIBILITIES OF ESOL TEAM
Each school will have an ESOL team. This team should consist of the ESOL team facilitator (teacher that has
received county training or ESOL Endorsement), regular classroom teachers, ESOL teacher(s), administrator
or counselor. The team forwards records of meetings to the Assistant Principal. The team will:
1. Monitor progress of students exited from the ESOL program for two years
Since the ESOL teachers will no longer be involved with the student’s instruction after exiting the
ESOL program, it is effective for the current teachers working with the exited students to monitor the
student’s progress. Monitoring will take place at the end of each grade period / progress report
period. However, monitoring at progress report time would provide opportunity for further
accommodations to be made for struggling students before the grading period ends.
2. Monitor progress of students whose parents waived ESOL services. Suggestion: Assign a mentor
teacher for each of these students to work with them and their mainstream teachers as needed.
3. Recommend to mainstream teachers alternative instructional strategies and accommodation for
use with ELs not experiencing success.
4. Discuss appropriate placement of EL’s. The team will evaluate academic records, work samples, and
testing results of monitored students when needed to determine appropriate placement in mainstream or
alternative programs. If the English Learner (EL) continues to have difficulty after consistent
instructional accommodations and modifications have been utilized for a reasonable amount of time,
the student should be referred to RTI Tier 2 for interventions (tutoring, specialized services,
afterschool, etc). The ESOL teacher(s) should be in attendance during the RTI meetings to lend
expertise regarding second language acquisition. During the two year monitoring process, after Tier II
interventions have been employed, a LAC can be held to determine if a student should re-enter the
ESOL program.
5. Facilitate communication within the school on issues concerning EL’s.
- Grade level or content area team members will provide ESOL teachers with a copy of the report card
of any ESOL served student who is failing in any area. ESOL teachers and mainstream teachers
should then conference about student’s progress.
–It’s crucial that information about EL students be communicated among teachers from one year to the
next.
6. Forward documentation of accommodations provided for the English Learner who is being referred
to RTI.
7. Help establish any programs that support English Learners. This may include sponsored activities
by any stakeholder for peer advocacy, tutorial, parent outreach and activities that embrace cultural
diversity.
8. Communicate to school administrators any EL concerns and suggestions.
Lau vs. Nichols (1974 Supreme Court Decision) dictates that students who do not speak English as their
first language must be provided instructional and assessment modifications.
How does the ESOL Team Work?
ESOL Facilitator’s Responsibility
ESOL Teacher’s Responsibility
1. ESOL Facilitator meets with school administration
to form the ESOL team and plan ESOL Team
meeting schedule for the end of each
grading/progress report period.
1. ESOL teachers are a member of the team
2. Clarify team members’ responsibilities and the
protocol for monitoring.
2. See Responsibilities of the ESOL Team
3. Obtain the following documentation:
 Spring Exited ESOL Student- Monitoring
Roster from ESOL teachers or Assistant
Principals.
 EL Monitoring Form (Exited ESOL Students)
–ESOL teacher will complete the top section of
the form and homeroom teachers will
maintain/update the form throughout the year.
NOTE: Separate form is used for high school.
3. ESOL teacher completes:
 Exited ESOL Students-Monitoring Roster
each spring and provides a copy for AP and
ESOL Team Facilitator.
 The top section of the EL Monitoring Form
and forwards to ESOL Team Facilitator for
distribution to mainstream teachers.
4. Meet at the end of each grading/progress report
period to monitor EL student progress.
a. Exited Students
- Grade level/content representative brings EL
Monitoring Form completed by mainstream
teacher to the team meeting. After discussion
and recommended accommodations, the grade
level/content representative will return the EL
Monitoring Form to the classroom teacher.
- If student is failing in any area, EL
Accommodation Checklist should be provided
to appropriate teachers. ESOL team members
will conference with mainstream teachers if
necessary.
4. ESOL Teacher Role:
ESOL teachers are a part of the team to review exited
student progress at the ESOL Team meetings at the
end of each grading/progress report period.

ESOL teachers are a valuable resource for
recommending accommodations that might
help EL’s be successful in the classroom.

Meet with mainstream teachers of ELs who are
not being successful to suggest
accommodations that might help EL’s be
successful in the classroom.
b. Current ELs- Parent Waived or not
served
- Team Facilitators should keep a list of all nonexited students (Parent Waived and not served)
who need to be monitored for academic
success. Grade level or content area team
members will review progress/report cards and
bring to the team a copy reports of any EL
student who is failing in any area. ESOL
teachers and mainstream teachers should then
conference about student’s progress.
5. At the end of the two years of monitoring, the
completed monitoring forms are returned to the
ESOL teacher to be filed in the blue ESOL Student
Portfolio.
5. ESOL teacher must file monitoring forms in ESOL
Students Portfolio at the end of the year. Make sure
that permanent folders are marked for any student
exiting the monitoring process.