Placement Procedures
Minnesota’s Definition of an English Language Student (Minnesota Statute 124D.59)
A student, as declared by a parent or guardian:
- First learned a language other than English OR
- Comes from a home where the language usually spoken is other than English, OR
- Usually speaks a language other than English
The student is determined by developmentally appropriate measures, which might include observations, teacher judgment, parent recommendations, or developmentally appropriate assessment instruments, to lack the necessary English skills to participate fully in classes taught in English.
Step 1
All enrolling student families are required to complete the Minnesota Language Survey (MNLS).
- If MNSL indicates students have been exposed to languages other than English, continue with step 2
- If MNSL indicates students have been exposed to English only, STOP process (students are not eligible for EL services)
Step 2
Students are screened with the WIDA screener for grades 1-12 or the WIDA screener for Kindergarten. The WIDA screener for grades 1 -12 and the WIDA screener for Kindergarten are an English language proficiency assessment given to incoming students to assist educators with the identification of students as English Learners (ELs). Students are eligible IF:
- The WIDA screener overall composite score is below 4.5 or any domain score is below 4.0
- First semester Kindergarten oral composite score is below 4.5 and second semester Kindergarten overall composite score is below 4.5
Students determined to be EL are scheduled for English language support services and a parent notification of EL services is sent home within 10 days.
Students identified as EL in MARSS will be scheduled to take MN ACCESS for ELLs which is used to satisfy legal requirements of annual assessment and accountability.
EL Proficiency Criteria and Exiting EL Program
Minnesota Department of Education has established proficiency criteria for English Learners (ELs) based on ACCESS for ELs. For a student to be considered proficient on ACCESS for ELLs a student must have at least a 4.5 overall composite score and any three of the four domains (listening, speaking, reading, writing) must be at or above 3.5. State approved additional criteria are applied if lowest ACCESS domain is below 3.5 Students who reach the above level of English proficiency on ACCESS for ELLs are exited from the EL program. Once a student is reclassified as not EL in MARSS, he/she will no longer be administered the ACCESS for ELLs. ELs exited from the program are monitored for 2 years.
LIEP Description and Amount and Scope of Instruction
EL teacher will work with administrators, classroom teachers and/or counselors to ensure that all students needing EL services are scheduled appropriately based on language proficiency needs, grade level and individual student need. On-going communication between the various staff members is important as they work together to plan and carry out an instructional program that is most beneficial for the social and academic language needs of each English Learner. EL services may increase or decrease throughout the school year according to communicated need.
EL instruction will aim to increase English proficiency in speaking, listening, reading and writing while also increasing student academic achievement in the core academic subjects. EL instruction is aligned to WIDA English Language Development standards and Can-Do Descriptors to support students in attaining the MN Academic Standards.
EL students will be provided an individual or a small group instruction in Speaking, Listening, Reading, and Writing to help students develop the Basic Interpersonal Cognitive Skills (BICS) and Cognitive Academic Language Proficiency (CALP) levels.
EL instruction will focus on phonics, vocabulary, reading comprehension, grammar, writing and conversational language to help students develop the Basic Interpersonal Cognitive Skills (BICS) and Cognitive Academic Language Proficiency (CALP) levels. Specialized EL materials are incorporated to provide pull-out instruction for EL students. Research has shown that an inclusionary, least-restricted environment is a sound educational practice for all special learners. English Learners can learn English from peers and feel more successful if they are part of the whole group.
Students receiving EL services are also eligible for Title I/Intervention, Speech and Special Education should criteria be met. Students who are exited from EL services are academically monitored for potential concerns related to language proficiency for 2 years or until graduation, whichever occurs first.
The following outlines an approximate amount of weekly instruction a student may receive based on student’s proficiency, grade level, and learning needs:
Proficiency Level Newcomer
K:120 min; 1-5:160 min; 6-8:180 min; 9-12:180 min
Proficiency Level 1/Entering
K:100 min; 1-5:150 min; 6-8:160 min; 9-12:160 min
Proficiency Level 2/Beginning
K:75 min; 1-5:120-140 min; 6-8:90-100 min; 9-12:90-100 min
Proficiency Level 3/Developing
K:50 min; 1-5:100-120 min; 6-8:50-70 min; 9-12:50-70 min
Proficiency Level 4/Expanding
K:40 min; 1-5:80-100 min; 6-8:50-60 min; 9-12:50-60 min
Proficiency Level 5/Reaching
Exit and monitor
LIEP Plan Communication
As per state guidelines, the parents or guardians of students who have been enrolled in EL services are notified within 10 days of initial enrollment or 30 days for returning students. Communication to parents/guardians is provided in English and the primary home language if needed. LIEP is posted on EL Teacher’s webpage of the Breckenridge Public Schools.