New guidelines and an EL Progress Monitoring Data Report are available to support school sites and educators in determining if multilingual learners (English learners) are progressing adequately in their development of English language proficiency. These tools will support us in identifying Potential Long Term ELs (PTELs) and to intervene with targeted supports to prevent Long term EL (LTEL) status. Long term ELs are students who have been in U.S. schools for six or more years, who have not made significant progress in English, and who lag behind their peers academically. 

Please share your feedback about these guidelines and data report so we can improve on these tools. Also reach out to Multilingual Pathways to support you in designing supports for students not making progress. 

Sukei Lao, laos@sfusd.edu