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I think a 6 is putting a double standard on our ML students since only about 50% of students in our district are performing at grade level in reading and writing.  I think a 4 is a more fair expectation for my students. 

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I think a 6 is putting a double standard on our ML students since only about 50% of students in our district are performing at grade level in reading and writing.  I think a 4 is a more fair expectation for my students. 

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My thoughts are that at a 4, a student would have a 4 for both ACCESS scores but still be approaching in grade level expectations....this doesn't really make sense to me honestly, although I do understand that some native speakers would be at this level as well so...

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My thoughts are that at a 4, a student would have a 4 for both ACCESS scores but still be approaching in grade level expectations....this doesn't really make sense to me honestly, although I do understand that some native speakers would be at this level as well so...

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I think a 5 overall score is a better plan to begin a new method, then as people use it change as needed.

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I think a 5 overall score is a better plan to begin a new method, then as people use it change as needed.

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I agree with this because it allows English proficient students to exit when there is a possibility that they could not ever reach "grade level" (not due to English language). This new redesignation process would also allow us to keep students in program with a BOE if we think they are not quite ready to exit.

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I agree with this because it allows English proficient students to exit when there is a possibility that they could not ever reach "grade level" (not due to English language). This new redesignation process would also allow us to keep students in program with a BOE if we think they are not quite ready to exit.

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I think it should be higher than a 4, based on my experience with M1 students

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I think it should be higher than a 4, based on my experience with M1 students

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It might be good to have it at a happy medium (5).  I know that sometimes this is very individually dependent. Some kids are ready at a 4 and some aren't.  I feel like it is very dependent on individual circumstances.  My M1 kids that are in DOL this year are NOT ready for grade level online, but they might have been if they were in BAM.

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It might be good to have it at a happy medium (5).  I know that sometimes this is very individually dependent. Some kids are ready at a 4 and some aren't.  I feel like it is very dependent on individual circumstances.  My M1 kids that are in DOL this year are NOT ready for grade level online, but they might have been if they were in BAM.

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If we have multiple bodies of evidence for reading, how will that look on the form when there is only one section for it?

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If we have multiple bodies of evidence for reading, how will that look on the form when there is only one section for it?

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I think a writing sample might be hard to score on this chart.  However using a rubric that is well known, like a WIDA writing rubric, could help in the usage of the process.

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I think a writing sample might be hard to score on this chart.  However using a rubric that is well known, like a WIDA writing rubric, could help in the usage of the process.

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4 points, I also agree that it can depend on the individual student. I worry that expecting more than 4 points would hold students in program too long. 

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4 points, I also agree that it can depend on the individual student. I worry that expecting more than 4 points would hold students in program too long. 

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Maybe if there was a solid approaches and a half, that is a little closer to meets. 

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Maybe if there was a solid approaches and a half, that is a little closer to meets. 

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Could we revisit this early in August once people see how this works?  Since we will have many times to redesignate between the end of this year and the beginning of next year, it may be a good idea to look again and tweak as needed before making it a firm plan.  Is this possible? 

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Could we revisit this early in August once people see how this works?  Since we will have many times to redesignate between the end of this year and the beginning of next year, it may be a good idea to look again and tweak as needed before making it a firm plan.  Is this possible? 

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I think students that are at a 4 are able to access class content and many of them are able to participate just like other students in their classroom. 

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I think students that are at a 4 are able to access class content and many of them are able to participate just like other students in their classroom. 

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I had a student last year who passed the ACCESS with 4's or above and however she was approaching in grade level expectations and she and the teacher ended up asking for her to be back in CLD class this year because she was struggling...just a thought.

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I had a student last year who passed the ACCESS with 4's or above and however she was approaching in grade level expectations and she and the teacher ended up asking for her to be back in CLD class this year because she was struggling...just a thought.

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I better understand why we would use a 4 instead of a 6.

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I have no NSGRA scores for any current 4th graders. I am not sure why, but not one of my 4th graders has been tested. I have 4 that, if they were in BAM, they would likely reach the process, but they definitely won't since they are on DOL.

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I have a couple fifth graders who are performing close to their average peers in their classrooms, and their language skills are right where their peers are.  However, they often make mistakes with the writing prompts on WIDA, mainly due to lack of stamina and tend to rush with their writing responses.  

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I have a couple fifth graders who are performing close to their average peers in their classrooms, and their language skills are right where their peers are.  However, they often make mistakes with the writing prompts on WIDA, mainly due to lack of stamina and tend to rush with their writing responses.  

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With the minimum 4.0 scores and Appropriate BOEs, they should fit the process.

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It's pretty clear and concise although sometimes NWEA scores may not align for students in say NSGRA so that could be a bit confusing as far as where to put them in terms of grade level or not.

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It's pretty clear and concise although sometimes NWEA scores may not align for students in say NSGRA so that could be a bit confusing as far as where to put them in terms of grade level or not.

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A total of  4 - agree with the partially proficient.   

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A total of  4 - agree with the partially proficient.   

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Do we feel that WIDA Rubric expectations align with Units of Study Rubrics? If not, then should we choose one over the other for consistency?

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Do we feel that WIDA Rubric expectations align with Units of Study Rubrics? If not, then should we choose one over the other for consistency?

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I just hope classroom teachers have alll the scores updated on Alpine before school is out. ( :       Also, I will need to get some writing samples.

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How much wiggle room do we have for professional judgement if students are getting close to exiting? The question is if the student's proficiency level is due to the language or rather study habits or other factors. And that is not shown by mere numbers.

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Is it better to exit a student earlier in their educational career so they have more opportunity to access their grade-level content from a younger age?

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Is it better to exit a student earlier in their educational career so they have more opportunity to access their grade-level content from a younger age?

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I also think with 4 most kiddos are well able to get along in their classroom