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I teach in along with comparing the ELL identification and exit process for the 11th and 12th grade students and the Adult Education students currently in use by the faculty and staff. For the 11th and 12th grade students attending the Eastland-Fairfield Career & Technical Schools (EFCTS), they would complete the Home Language Survey through their home school districtnot at Eastland when enrolling in their home district school. Then, when Figure 1 Eastland Career Center Figure 3: Eastland Career Center the student chooses to attend the EFCTS in 11th or 12th grade, students, who have been identified as ELL students, will have the accommodations provided at their home school replicated at EFCTS facilitated by the Student Services Department at the Eastland Career Center or Fairfield Career Center. The Student Services Department staff members are made up of Special Figure 2 Fairfield Career Center Education Teachers, ESOL/ESL and ABE/ABLE specialists. For the Adult Education students, there is no formal assessment process for short-term, career enhancement courses such as 1-day, 6-hour computer skills classes. For the full-time students, once they decide on a full-time program, they complete an orientation/enrollment process. The Initial Home Language Survey used in K-12, is not used; however, the full-time programs use the TABE (Test of Adult Basic Education) which may assist in identifying ELL students. For ALL K-12 students in Ohio, Ohio Department of Education provides the guidelines all school districts must comply with, so I have used the 2012 Ohio Guidelines for the Identification and Assessment of Limited English Proficient Students as the primary source for my Decision Tree. The process for identification and exiting starts on the following page.
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