Complying With the Ministry's 1701 Requirements
Eligibility
School districts may receive supplemental funding from the Ministry of Education for eligible students needing ELL support. These students should be reported to the ministry as part of the Regular Enrolment report. Students are eligible for funding for up to five school years. Currently, the District receives about $1350 for each ELL funded student annually which goes into staffing allocation for ELL.

For a student to be reported in the ELL program so the district may receive supplemental funding, ALL of the conditions on page 7 of the ministry's “ELL Policy & Guidelines” must be met and documented.

See : http://www.bced.gov.bc.ca/ell/policy/guidelines.pdf

The eligibility criteria for ELL supplementary service is also outlined starting on page 9 of the 1701 Form Instructions at:
http://www.bced.gov.bc.ca/datacollections/september/public_school/pi1701.pdf

A more detailed description of the criteria and what auditors are looking for is contained on pages 9 through 13 of the Regular Enrolment Audit, Compliance Branch, Ministry of Education and can be found at the following website:
http://www2.gov.bc.ca/gov/DownloadAsset?assetId=855B2CE18A4340E7BC674A00E2B0A6CF&filename=1415-re-audit-program.pdf

A green “ELL FILE” should be started for each student and the following SIX pieces of documented evidence MUST be in each file.

1. Assessment
  • There is documentation of a current annual English language proficiency assessment dated before September 30th of the current year.
  • Each year’s assessment is done in March-May of the calendar year to ensure that the next school year’s Annual Instructional Plan is in place prior to start-up in September. In this way, a proficiency level has been assigned and goals have been assigned BEFORE the new school year starts.
  • Assessment must be done on the student’s English proficiency in each of:
o Listening
o Speaking
o Reading
o Writing

Please see assessment suggestions found in Section D.

2. Annual Instructional Plan (AIP)
There is an AIP in place dated before September 30 that is designed to meet the needs of the student as identified by the English language proficiency assessment. The AIP should identify:

- Current proficiency level
- Learning goals
- Instructional goals
- Specify what the special services will be

Sample AIP


3. ELL Specialist Teacher
There is evidence that an ELL specialist teacher (or an “in progress” ELL specialist, i.e. taking coursework) is involved in the development of the AIP and participates in a regular review of the AIP during the school year.
Examples of evidence include:
- Signature of the ELL specialist is on the AIP with a date, signed and dated three times a year.
- Specialist verifies that s/he is involved.

4. Additional Services are Provided
There is evidence that additional specialized ELL services are being provided. This evidence could include any or all of these supports:
- Pull-out services
- ESL specialist support to a classroom teacher
- Small-group or individualized instruction

The ELL services provided must be considered “service +”, i.e. the services must be in addition to the students’ regular scheduled instruction. When adaptations are made within mainstream classrooms, there must be documentation that these adaptations specifically address the ELL needs identified in the student’s AIP.

Please note that the Ministry states that:
"Reduction of class size by itself is not a sufficient service to meet the definition of ELL services. There must be evidence of continuous support throughout the school year. It may be appropriate to vary the level of service throughout the school year based on the student’s educational needs. Services such as Learning Assistance, Speech Language Pathology services, or other services provided to students are not considered to be additional ELL services."

5. Schedule
There is evidence of a schedule which details the nature and amount of direct service provided to the student by an ELL specialist teacher. An example would be a log of dates the ESL specialist met with the student and a short description of activities done.

6. Reporting
There is documentation of the student’s progress in the acquisition of English proficiency in all Student Progress Reports.
- The report card should contain a comment that the student receives ELL support.
- The ELL specialist should provide an additional report on the student’s progress that should be included in all progress reports, including:

o Descriptions of what the student can do.
o Areas in which further attention or development is required.
o Ways to support the student’s learning.
o Comments on the student’s achievement in the area of ELL.

To assist in verifying the 1701 compliance, please use the following District checklist:

For report card samples, visit section D on Assessment and Reporting.

Checking the ELL Database against MyED (formerly known as BCeSIS)

There are two databases: MyED and the District ELL Database. Entering your school's portion of the District ELL Database is done by clicking on ESL Student Information on the School District No. 38 Access and putting in your school's password. Only secretaries and administrators have access to this database as it requires special software to manage the database.

Upon entry, student names, birth dates, PENs, grades, languages and ELL levels are listed. Have your school secretary print this information for you and use this information to compare with your school's MyED list of ELL students. Changes in spelling of names, levels, etc. need to be noted in the Comment Box, next to the student's name. If you have students on your database list who are no longer at your school, record this in the comment box beside their name including the location they have moved if known. ELL students who are in your school and not on the District ESL Database list should be added to the Database at the bottom of the list in the Additions section.

To determine your 1701 count's accuracy, District ELL and BCeSIS databases should match.

There may be a time delay between when the school secretary enters the new ESL student’s information into BCeSIS and when the student's name shows up on the District ELL database. The District ELL database is updated by the District ELL secretary. She reads the comment boxes daily and makes changes to the database accordingly. For example, your secretary may send a comment that Student X has moved to School Y. Suzanne opens the comments and then makes the change, in this case adding him to the School Y database. Once done, your school and School Y will see the changes immediately in their school database. Contact the secretary at 6072 with any questions.

Here are a few questions that people have asked:
1. How do I count total years of service?
You can see the number of years of service listed on BCeSIS as well as in our database. Remember the Ministry only allows us 5 years of funding and therefore the student's name is removed from the list after 5 years. If a student enters the school system before September 30th, s/he is counted in the 1701 and is funded for year 1 of service. If a student enters after September 30th, then this counts as year 0. ELL support is provided but the funding from the Ministry will be noted in the February Echo Check.

2. What is the difference between "International Funded" and "International Non-Funded"?
"International Funded" students come here with a visa and a letter of acceptance granted by the school district to attend school. Their parents are usually here on a study permit or work permit. The Ministry funds these students and they are counted in the 1701. "International Non-Funded" students are international students, typically in a home-stay situation and with parents elsewhere. They pay international fees and are not funded by the Ministry, however their fees pay for staffing and ESL support if required. If an international non-funded student is at Level 5, you are not required to support or assess this child. Level 1-4 students should be supported as you would any other ELL student.