Reception, ELL Database and Spring Census
District Reception

The first step in welcoming families into our school district occurs during Central Registration. Students new to the district who may require ELL support are given an appointment at the School Board Office ELL reception centre before attending their neighbourhood school. This is done through the Central Registration secretary and parent and the assessment is generally done within the week. Students who have been attending public school in Canada four years or less and who speak a language other than English must come to the Board office for an ELL assessment. This includes students born in Canada or with a Canadian passport who have not been attending public school in Canada and students entering Kindergarten who speak another language at home. It also includes students who have been attending a francophone school in Canada as well as French Immersion students who speak another language other than English at home. New students who have been in Canada more than four years may come to the reception centre at the discretion of the school or the Coordinator may do the testing at the school.

Please note that on a rare occasion, a student may start school and thereafter the teacher finds that there is an indication that s/he needs ELL support. This may occur if the family states that English is the home language yet the language of the home is not standard English. In such a case, the teacher should talk to the family explaining the reasons that s/he feels the student may need support and ask that the child be assessed at the School Board Office ELL reception centre. As done with all students, at the assessment, information on ELL support and our school system is shared with the family. SWIS support will be also given if appropriate. Once the child is assessed and deemed needing ESL and the parents agree, ELL service for the child should begin. A file should be set up as well as an AIP started. The student's name will be entered in the ELL database as well as coded for ELL in BCeSIS, permitting the school to claim for ELL staffing if before September 30, or thereafter, to be claimed in the February Echo Check.

Eligibility
Documents are checked. Students must have either a Canadian Birth Certificate, Canadian Citizenship card, Permanent Resident card, or Landed Immigration papers. In order to attend school, students who do not have one of these documents must apply for Student Authorization from Immigration Canada and request a Letter of Permission from the Superintendent. This is typically done when parents are here on a work visa or study permit. Parents must show proof of residence in the form of either a rental agreement, mortgage agreement, completed purchase of sale, or a tax notice. A driver's license does not qualify as proof of residence. Families who do not rent or own a home but instead live with relatives or a friend must fill in a Confirmation of Residence form signed by the owner and show the tax notice for that home.

Welcome and Information
Wherever possible students are placed in their neighbourhood school according to their address and in a grade according to their age. Parents are given an opportunity to ask questions and to receive information about our school system. They also provide background information on the child's education or special needs if any. Parents are offered copies of several brochures, including "Welcome to Richmond Schools", "What is ESL?", the ELL matrix, and "The Guide to Newcomers for Services in British Columbia". If the child has been in Canada four years or less, a SWIS worker reviews these materials with the parent as well as provides suggestions regarding ESL classes for adults, daycare for younger children, as well as work and health information. They also give the name of the school SWIS worker to the family so they can meet.

Assessment of Language
Students complete three language tasks to determine the level of support they will require. For students in Grades 4-12, this includes a cloze grammar exercise, a multiple-choice reading assessment using reading materials found in Richmond classrooms, and an Oral Language Proficiency assessment. Students in Grades 2 and 3 complete the reading and oral language assessment tasks. Students in Kindergarten and Grade One complete an oral language task. Where appropriate, students are given a first language screen in Chinese.

This initial screening is part of the ongoing assessment/evaluation and welcome that occurs at the school. After the assessment, families are shown a summary of the results on the "green sheet". This paper is sent to the school along with copies of their ID, address and tests through the inter-school mail. The green sheet is a record of the assessment and is representative of the data in the District ESL master database.

Students are always assigned to their neighbourhood school if space allows. If students arrive before June 15 and their neighbourhood school is full at their grade, they are assigned to another nearby school but offered a spot in their neighbourhood school in September of the following school year. Students arriving after June 15 through to the end of August are assessed during the last two weeks of August and are assigned in their neighbourhood school if space allows. Parents may request a transfer to a specific school after January 15 for placement the following September.

Levels and Matrices (See Section B for full details)
Within Richmond, we have developed the following support levels system to facilitate communication and consistency for support of students acquiring English as a Second Language. This system is used for a variety of purposes including resource allocation, staffing, reporting to parents and planning for appropriate instruction.

This system consists of five support levels:
Level 1 Emerging
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Consolidating

Levels 1 and 2 could be considered as BICS (Basic Interpersonal Conversational Skills) and levels 3 to 5 as CALP (Communicative Academic Language Proficiency).

After the initial assessment has been completed, students are determined to be at one of five levels of English language proficiency. Assessment should be ongoing both formally and informally to insure that instructions remain with the students' zone of proximal development. Students differ in the amount of time they need to acquire a specific language. Factors that may affect the rate of learning are student ability, self-esteem, varied cultural experiences, position in family and society, comfort level and adjustment to the new environment.

Although students are determined to be at one of five levels of proficiency, language learning occurs on a continuum. Development in the four skill areas may not be even obvious to the observer. Typically, students may exhibit some of the following behaviours:

Level 1: Emerging
  • may often use gestures and facial expressions to communicate feelings and needs
  • may work exclusively with students who speak the same first language
  • may use only the first language in most situations
  • may understand more English than they express
  • may communicate meaning more often than correctness

Level 2 Beginning and 3 Developing
  • may continue to rely on support of first language friends but may show willingness to engage in English
  • may participate in activities and conversation
  • may use English skills successfully in social situations
  • may recognize the main idea in a passage
  • may be approaching native fluency in pronunciation (especially younger students)

Levels 4 Expanding & 5 Consolidating
  • may be developing vocabulary which is beginning to approach the level of native peers
  • may use English oral skills with confidence for academic purposes
  • reading and writing skills are approaching grade level
  • may continue to require support in academic areas where concepts rely heavily on detailed language structure
  • may need support with the nuances of language in specific situations (idioms, humour, register, and content areas unfamiliar to the student, e.g. Canadian history, geography, culture, etc.)

Levels of proficiency are described in the following matrices for teachers and parents:




Matrices for parents in other languages are available on Richnet in the folder "Translated Documents".

Initial Welcome to Schools for Parents(Also refer to Section L of this site.)
Schools are encouraged to designate a staff member to welcome new families.
When the parents first arrive, secretaries will request documents for registration and make an ESL appointment. Upon return from the appointment, parents will present the "green sheet" to their school secretary.

Sample blank "Green Sheet"
Picture_2.png

  • Parents must be present at registration and show proof of residence. Children attending Richmond schools must be living with a parent or court appointed legal guardian.
Information that the school may provide that will be helpful to parents:
  • A map of the school (highlight a route to the child's classroom)
  • An information sheet or school handbook
  • Information on the school hours (i.e., is there an early dismissal on a certain day, etc.)
  • Procedures to follow if their child is absent.
  • Information sheet on days school is not in session.
  • Drop off and pick up procedures before and after school.
  • Information regarding the Parent Advisory Council.

In most cases, the school SWIS worker will be able to assist in sharing this information with parents who need support.
Upon receiving a new student and welcoming them into the class, the ELL teacher should create a student file, including the student assessment received from the School Board, an AIP, and the student's schedule that shows when ELL support is provided. See section below on the Ministry Audit for details.

Form 1701 Ministry Count
Form 1701 is the Ministry's student data collection form to be completed by September 30th, each year, for every student enrolled in B.C. One of the items on this form is the identification of students who require ELL support. In order to receive funding for ELL support, a student must be identified on the 1701 form as ELL. This identification process should involve a number of staff members.

Note: ELL support for students arriving before September 30th needs to begin before September 30th in order for the student to be counted and funded in the 1701 count. New ELL students arriving after September 30th should also receive support and are counted in the February "Echo Check".

Note: the Ministry funds ELL programs; the District decides what the programs will look like.

ELL, French Programs, and First Nations Information
In mid-September, a digital copy of the current ELL database is shared with schools. Please follow the accompanying memo to ensure that these individuals are correctly recorded in your school database and on MyEd.

Note: Any student who is indicated as ELL on the 1701 must also show a primary language home as OTHER than English on the Student Registration Form. Failure to do so will result in the student being rejected for funding.

District ELL Database
The District ELL database is maintained for all students who are learning English as an additional language. This database is updated daily as students enter our schools and is checked by school secretaries when needed. A check on its accuracy is done against BCeSIS twice a year: at the end of September for the 1701 Ministry count and in February for school information for future projections. The database is maintained at the School Board Office and pdf copies with a breakdown of the levels are provided upon request and can be found on Richnet in the ELL (Richmond) and Clerical folders. The intent is that school administrators and teachers can confirm that all students in their school that have English as a second language are receiving the correct and adequate amount of support. WIth over 35,000 names in this database, the complexity of maintaining the database has increased. Throughout the course of the year, as new students come into the system through the reception process, their names are added to the database. To view the database, speak to your school secretary or administrator as it is only available via designated computers and is password protected.

Ministry Audit
Each year the Ministry sends an audit team to schools in selected Districts to ensure that all students identified as ESL are present and receiving adequate ELL support. If your school is selected, you will be notified approximately one week ahead of the auditor's arrival.

ALL students reported on the 1701 MUST receive additional service and have the following documents in their student files:
  • record of current English language proficiency (annual assessment)
  • annual instructional plan (AIP): includes specific information about instructional goals and strategies - dated and signed each term by the ESL specialist
  • schedule or list of the specialized ESL services over and above the regular classroom instruction
  • evidence of reported progress (i.e. copies of each term report card)

Sample of Suggested AIP for Elementary Schools
An electronic interactive version of the AIP is also available through the Coordinator or on Richnet ESL (Richmond).


Overview of Spring Census
General comments
The Spring Census is three part assessment taken between late March through to early May to determine the level of support needed for ELL students for the following September and fulfills the Ministry's requirement for an annual assessment of the students' language proficiency. The Spring Census includes assessment for reading, writing and oral language proficiency. Ongoing evaluation is an integral part of your program and this census is just a snapshot in time of the entire population. The goal is to be consistent and fair across the district using the same matrices in all schools. Try to be as objective as possible.

An annual Spring Census training session is held in March provided by the District Curriculum Coordinator for ESL. In the session, testing materials, matrices and suggestions for delivery are given. Here is a sample list of the testing materials that are distributed :



Overview of Spring Census (Elementary) (2copies)
white
ESL database for your school (also viewable online starting Mar. 9)
white
RERA Answer Key Primary E
golden yellow
RERA Answer Key Intermediate E
salmon
RERA Conversion sheet
golden yellow
Directions for oral and written language assessment
pink
Writing samples by level Primary & Intermediate (Ministry ESL Standards
pink
Directions for K oral language assessment (on back of Directions for oral and written language assessment)
pink


Multiple
Copies


Oral and Written Language Matrices Primary
green
Oral and Written Language Matrices Grade One
salmon
Oral English Language Assessment for Kindergarten
white
RERA Tests Primary (Form E)(green or white cover)
green/white
RERA Intermediate E Answer Sheets
white
Oral and Written Language Matrices Intermediate
yellow

Overview of Instructions for Elementary Spring Census
General Comments
This census is taken to determine the level of support needed for ESL students for September. It fulfills the Ministry’s requirement for an annual assessment of all the students’ language proficiency. Ongoing evaluation is an integral part of your program and this census is just a snapshot in time, of the entire population. The goal is to be consistent and fair across the district. Try to be as objective as possible. However, this census does not necessarily have to be the sole means of determining the ESL levels for September. Use your professional judgment.
A. Updating the online database FINAL DUE DATE Friday May 4th , 201_.

The database must contain the names of all students receiving support for the next year and must indicate the level of support each student will require. This information will be used to determine the level of ESL staffing necessary for your school. Update the levels on the online database ASAP. The final deadline to complete the entering of the levels is May 4th.1. Check the years in District Total Years column – if currently at five or more years:
(The district total will sometimes appear to be one year less because the student entered the district after September 30th and thus was not counted on the September 1701.)
delete as finished all students currently with five or more years of support who will be level 3, 4 or 5. Remember that they will receive no funding or staffing. Refer Level 3 students to School Based Team (SBT) as necessary.
• Refer to Level 1 and 2 students to SBT for additional support.
2.Check the years of level 5 support and delete all students who have had two consecutive years of level 5 support. (Some exceptions may occur with Grade One students.)
3.Delete the names of any students who have left your school, and if you know why, indicate the reason students are being deleted from your school’s list. We have added a “drop-down list” in the comments column of the online database with some of the common reasons for deleting students from your database. Please select accordingly.
4.Indicate the Grade 8 school for your Grade 7’s.
5.Additions
During Spring Census, March 9th - May 4th , when your school secretary or administrator visits the online ESL database, you will see the list of your ESL students with their current levels. During this time, you will be able to update levels but not add new students. Any new students must be entered before March 9 or after May 4. Otherwise, please notify Suzanne Mah (6072) of any additions.
New students arriving after April 1st will be added, but do not assess. They were already assessed at the District Reception Centre.
B. Contents of Packages of Assessment Materials
PLEASE NOTE: For security reasons, keep materials locked up. Do not photocopy RERA booklets or answer keys. After testing, please count booklets and return answer keys and all RERA tests to the School Board Office to the attention of Diane Tijman. Please indicate your name and school when returning tests.
C. Annual Assessment
1 .Who should be assessed?
Assess all students remaining on the database currently in levels 1-5. Do not assess students who arrived from outside the district after April 1st. However, put their name and birthdate on the district database and indicate, ‘new’ and that their ESL assessment has been done at the ESL District Reception Centre.

2.How should the assessment be completed?
Reading - Grades 2-7
Writing - Grades 1-7 Oral - Grades K-7
Reading Assessment for students in Grades 3-7 at levels 1-4, in Grades 2 at levels 1-5.- RERA Primary (Grades 2 & 3) and RERA Intermediate (Grades 4 to 7)- Do not administer a reading assessment to students in Grade 1 nor to Level 5 students.- Students in Grades 2 & 3 record their answers in the test booklets. They can either print each answer on the line or cross out the correct box.- Students in Grades 4-7 record their answers on answer sheets. They are not to write in the test booklets as the booklets are reusable and need to be returned.- Please return the intermediate booklets and any unused primary booklets to the Coordinator at the SBO, indicating what school they are being returned from.
These are timed tests. Refer to the times in the test booklets. Students may not always finish on time and that is one of the reasons they are designated ESL. To score, determine the raw score and then use the ESL conversion charts.
Written Assessment for students in Grades 1-7 - All levels 1 – 5, Grade 1-7.Please note: this is the only assessment piece required for students at level 5, in Grades 1 to 7.Written Language Matrix - date and attach the unassisted writing sample. - see suggestions for using the writing matrix. - put your signature and date on the matrix.
A photocopy of a journal entry, preferably unaided and independent, could be used for Grade One. In cases where the written samples are too short, several recent samples could be used. Teachers can suggest topics related to student experiences. Teachers can lead a discussion about a picture or topic in order to generate ideas. Keep instructions consistent with daily practice. If possible, collaborate with the classroom teacher in completing the matrix. In determining the level, try to give equal weight to the various categories.
Oral Language Assessment for students in Grades 1-7 levels 1-4 , Kindergarten levels 1-5.Oral Language Observation Matrix – see suggestions for using the matrix and instructions for orally assessing K students.For Overall ELL level, consider all three areas and assign a level that reflects the student’s overall need for support.
D. What Happens to this Information Now?All documents must be dated and initialed. All raw data must be kept in the student’s file for at least one year. Auditors will ask to see proof of the annual assessment. This information must be forwarded to a new school if a student changes schools within Richmond.
Transfer of information related to Grade 7 students going to Grade 8: Ensure that information and assessment documents related to Grade 7’s are transferred to the secondary school. Do not recommend ESL support for students at levels 4 & 5 who are not eligible for funding.
All Grade 7 ELL files should be transferred directly to the Secondary ELL facilitator.Record all the information for entry on the spring census database. Please note if you report level 2(3) or 2/3, the person entering the data will assign level 2.
See below on how to update the ESL levels on the online ESL database. Your secretary will receive a digital copy and you will need to work with your clerical staff to be able to do this as teachers do not have access to the database.
Keep a print copy of the spring census database in case the original gets lost before the information is entered onto the District ESL database.
Update the spring census levels on the online database ASAP. The final deadline is May 4th, 2012. All this information will need to be entered onto the online District ESL database for staffing to be completed.
Information for Secretaries and StaffUPDATING THE ELL LEVELS ON THE DISTRICT ONLINE DATABASE
Here below is the instructional information for viewing and updating the ELL District Database. To access this database, please see your school administrator or secretary. If you have any questions, please contact Suzanne Mah at 6072, or the ELL Coordinator.

Spring Census School Instructions: Updating Student ESL Information
To update your student ELL information, you will be required to log into the ELL Master Database (ESLM) by using the updated FileMaker SD 38 Access file. All administrators and clerical staff have access to this database.

After opening the SD 38 Access file, click on the ELL Student Information button. Note: it may take up to a minute to connect to the database, so be patient.

Once you are connected, a log in screen appears. Select your school from the pop up list that appears when you click in the Site field. Enter your school password. This is the same password that you use for other areas you connect to using the SD 38 access file. Do not push return. Click the Accessbutton. After logging in you will see a screen that will show your school name with the number of ESL students currently assigned to your school from the ESLM database. This scrollable list shows related information in fields and the current levels for Overall ELL support as well as the breakdown of Oral Language, Reading and Writing.

Simply fill in all the blue cells with the latest update level information for each student. If you need to pass on any other information to district staff, click on the Comment icon at the end of the student line. A new Comment window will appear with a field where you can enter any comments you wish to pass on to district staff (moving to …). When finished, simply close the window. If you want to clear your comments, click the Clear button. When you return to the main list, a red check will appear indicating you have entered a comment for this student.

We have added a ‘drop down list’ with some of the common reasons to delete students from your database. This list is in the ‘More Info & Comment’ column.
  • IT IS VERY IMPORTANT that you check the complete box when you have completed updating all students. Otherwise, data may disappear.

We recommend printing a copy of this list for your records. Click on the Print Copy button at the top of the window when finished.

Finally, there is no saving involved as all changes are saved automatically. Simply close the window or quit FileMaker when finished.

1. Attend the Spring Census training and gather the appropriate documents. Note you should receive adequate copies of all testing materials from the training session however for the RERA intermediate testing, you will only receive approximately 20 reading test booklets.

2. Determine a schedule and time frame that best suits your school based on the following groupings:
K - oral
Gr. 1 - oral and written
Gr. 2-7 - oral, written and reading

Share this plan with your administration and staff. Discuss best options for ELL testing schedule. They may include assessing the students during their ELL time, shutting down your ESL support for a short period of time and administrating the tests as a group. Testing schedules will vary between schools based on individual circumstances. There is no wrong or right way except that it must be completed by the end of April.

3. Administer the tests. Students who are absent on the day of testing must be assessed before the end of April.

4. Mark and record using the conversion table and appropriate matrices.

5. Using your professional judgment; discuss anomalies in test results with the classroom teacher.

6. Complete form for the student files documenting the levels for oral/reading/writing for September of the following year. (see below). Print a hard copy for your files.

7. Meet with your school secretary** to enter the new assessment levels for September into the District ELL Database available online. Print copies of all students' levels entered.

8. The following information must be included in the student's ELL file:
  • K - oral assessment page with matrix of levels on back
  • Gr. 1: writing sample and oral/ written matrices (salmon or green coloured)
  • Gr. 2 - 3: writing sample attached to the written matrix with a date and signature on the matrix , RERA student booklet for reading assessment, and oral/written matrices
  • Gr. 4 - 7 : writing sample attached to the written matrix, RERA student response sheet for reading assessment, and oral/written matrices (yellow)

9. For students who have completed Level 5, their ESL files must be kept for a further two years after which the documents may be recycled.

The Spring Census should occur with the minimum amount of disruption of ESL service. Some schools will participate in the Spring Census within their regular ESL schedule while others will reduce service support and/or adjustment schedule in their ESL program in order to complete the assessment. This is a school-based decision as it is dependent on scheduling, staff availability, and student needs.

10. Steps for the Delivery of Spring Census:
Students participate in the following:
K - 7 : oral interviews
Gr. 1-7 : unassisted writing samples
Gr. 2-3: Primary Reading Assessment (RERA)
Gr. 4-7: Intermediate Reading Assessment (RERA)

However, note the differences in levels:
Levels 1-4 students participate in the following assessments during Spring Census:
LEVELS
Grades
Oral
Reading
Writing
1 - 4
K
yes
no
no
1 - 4
1
yes
no
yes
1 - 4
2
yes
yes
yes
1 - 4
3-7
yes
yes
yes
Level 5 students participate in the following assessments during Spring Census:
LEVELS
Grades
Oral
Reading
Writing
5
K
no
no
no
5
1
no
no
yes
5
2
no
yes
yes
5
3-7
no
no
yes
Considerations:

READING Assessment for Grades 2-7:
Students in Grades 2 and 3 record their answers in the test booklets.
Students in Grades 4-7 record their answers on answer sheets. Students are not to write in the test booklets as they are reusable. This is a timed test. Refer to times in the test booklets. To score, determine the raw score and then use the ESL conversion chart.

WRITING Assessment for students in Grades 1-7 all levels 1-5
Written Language Matrix - date and attach the writing sample. A copy of an unassisted, unedited sample such as a daily journal is adequate for students in Grade One.

ORAL Language Assessment for students in Grades K-7
Oral Language Observation Matrix - see suggestions for using Oral English Language assessment for K notes

For Overall ELL level, consider all three areas and assign a level that reflects the students overall need for support.

What happens to this information now?
All documents must be dated and initialed. All raw data must be kept in the student's file for at least two years. Auditors will ask to see proof of the annual assessment. If student changes schools, all files need to be forwarded to the new school secretary. If the student moves out of district, then the file is mailed. If the student moves out of the country, then keep a copy of the file two years, after which the file may be recycled.

Updating the ELL online database is done with your school secretary and/or administration.
The database must contain the names of all students receiving support for the next year and must indicate the level of support each student will require. This information will be used to determine the level of ESL staffing necessary for your school. Update the levels on the online database ASAP. Leave no overall level spaces blank. Fill in the level or type in the comment box if the student was not tested. The final deadline to complete the entering of the levels is the end of the first week in May.

1. Check the years in District Total Years column – if currently at five or more years:
(The district total will sometimes appear to be one year less because the student entered the district after September 30th and thus was not counted in the September 1701 count.)

• delete as finished (UF in ‘School’ 11) all students currently with five or more years of support who will be level 3, 4 or 5. Remember that they will receive no funding or staffing. Refer Level 3 students to School Based Team (SBT) as necessary.
• Refer to Level 1 and 2 students to SBT for additional support.

2. Check the years of Level 5 support and delete all students who have had two consecutive years of Level 5 support. Some exceptions may occur with Grade One students.

3. Delete the names of any students who have left your school, and if you know why, indicate with the following codes as to why the students are being deleted from your school’s list:

UF: Finished ESL program (no longer requires ESL support)
UW: Unknown Whereabouts or Left the Richmond School District

School Name: Name the Richmond school the student has transferred to.
Ask your secretary to help by looking in the Transfer Out book.

Sample of current and updated levels:


Note for the database:
  • K students require the Oral level and overall level but no reading or writing. K students are referred to as Gr. 0 in the database.
  • Gr. 1 students require the Oral, Writing and overall level but no reading.
  • Gr. 2-7 students, Levels 1-4, require the Oral, Writing, Reading and overall level.
  • Gr. 3-7, Level 5, only require a writing level and overall level.

It is possible that student data may be lost when we "rollover" the data to next year if a student's overall level is not entered. If there is a problem, that is the student was absent or did not participate in the Spring Census, then enter this information into the comment box and we will contact you for other arrangements. Thank you.

4. Additions
During Spring Census, when your school secretary or administrator visits the online ESL database, you will see the list of your ESL students with their current levels. During this time, you will be able to update levels but not add new students. Any new students must be entered before or after Spring Census. Otherwise, notify the district ELL admin assistant of any additions.

New students to the District arriving after April 1st will be added, but do not assess. They would have been already assessed at the Richmond School Board Office District Reception Centre.

5. Transition from Grade 7 to Grade 8
  • Indicate the name of the Grade 8 school for your Grade 7s. Your secretary will need to record this in the comment box of the database.
  • Determine what schools the Grade 7 ESL students will be going and pull and sort their files.
  • If possible, arrange to meet the receiving high school ESL Facilitator to discuss your ESL students and hand over the files. Otherwise, these files will need to be delivered or sent through the interschool mail system.

6. Seeing Next Year's Data in June
Once the data has been "rolled over", then the new Kindergarten students as well as any incoming students from other schools will show up on your school ESL database. Levels will not be visible online, however electronic pdf copies of school databases containing names, grades and levels will be posted on Richnet in Clerical and in ESL (Richmond).

Summary or Conclusion
By using a combination of ongoing procedures at both the district and classroom level, it is hoped that students across the district will be identified in order to receive the necessary support. The focus is expected to remain upon the learner throughout all of these procedures. Through ongoing informal and formal assessment, it is hoped that the students will be identified and given the support that they require. What that support looks like will vary from situation to situation and is discussed in other sections of these guidelines.