English Learners (EL)

Students who are identified as Multilingual/English Learners (ML/EL) in the St. Anthony-New Brighton School District are served in an instructional program designed to meet varying needs across proficiency levels. Licensed teachers are available at Wilshire Park Elementary, St. Anthony Middle School, and St. Anthony Village High School.

Mission of ML/EL program

While honoring and building on the personal and cultural assets of each student, we empower learners with social and academic language skills. We work collaboratively to dismantle systemic barriers, thus ensuring equitable access for all.

ML/EL program goals

Empowering students
- Social and academic language skills
Recognizing and celebrating individual differences and acknowledging the whole student
Building an identity as a learner
Fostering connections
Working with staff to meet the needs of our students

Home language questionnaire

A home language questionnaire (HLQ ) is completed for all students who enroll in our district. The HLQ is the first step in determining whether a student is eligible for Multilingual Learner programs and services.

Parent notification of ML/EL services

When a student is first identified as a Multilingual Learner, we notify parents that ML services are available to the student. All parents have the option of declining ML services.

Seven Steps of Multilingual/English Learner (ML/EL) Service

Step 1: Identification

Identification consists of two parts. The first part is determining the language(s) a student has learned, speaks, understands, and/or interacts with. The second part is assessing a student’s proficiency in English based on developmentally appropriate measures.

Part 1: Minnesota Language Survey:
Upon enrollment, all parents/guardians must complete the Minnesota Language Survey. The survey asks if a student:

first learned a language other than English
speaks a language other than English
understands a language other than English
has consistent interaction in a language other than English

If any of the above is answered yes, the procedure continues with Part 2. Neither country of origin nor conversational ability of the student determines whether or not the student is screened for English proficiency—screening is based solely on the results of the Minnesota Language Survey.

Part 2: Developmentally Appropriate Language Screener:
Students who are determined to have a primary language other than English are not automatically MLs/ELs. They are, however, screened to determine whether or not they qualify for ML/EL designation. The student’s records may be used to determine eligibility if they contain WIDA ACCESS or WIDA Screener (proficiency assessments) scores from the previous year. If the student is new to the United States or there are no ACCESS/Screener scores available, the student will be assessed using the WIDA Screener or Kindergarten W-APT.

A student will be identified as an EL if the following score is attained:

Assessment	Score
WIDA Screener	Composite score below 4.5 OR any domain below 4.0
Kindergarten W-APT	Score is below 27 OR reading or writing domain is 11 or below
WIDA ACCESS	Composite score is below 4.5 OR two or more domains are below 3.5

Step 2: Program entrance

If the previous step identifies a student as eligible for ML/EL services, the student is placed into the program using the following procedures.

Initial Placement Procedures:
The Multilingual/English Learner teacher will collect and review language proficiency data to determine specific student language abilities and needs. This data will be used in LIEP placement decisions to determine more precisely what amount or type of service is appropriate. In addition to the language proficiency assessment scores, the decision may consider:

Teacher judgement of student language samples (speaking and writing).
Educational transcripts and records, including additional services for which the student qualifies.
Parent/guardian input.

Step 3: Parent notification

Once a student is identified as an ML/EL and subsequently placed in the ML program, the family will be notified within ten calendar days of enrollment.

Parents/guardians have the right to refuse ML/EL service for their student. If a family chooses to refuse programming, the student is still designated ML and is required to take the ACCESS for ELLs annual proficiency assessment. Written documentation of refusal must be completed by the family annually.

Step 4: Service

Students who are identified as ML/EL are served according to the LIEP. This program is designed to meet varying student needs across English proficiency levels. ELs are divided into six proficiency levels, as seen below. However, beginning in 2018, Minnesota regulations required that MLs/ELs be exited from service when a student’s annual ACCESS composite score is greater than or equal to 4.5 AND scores on three or more language domains (reading, writing, listening and speaking) are greater than or equal to 3.5. Classroom and content-area teachers still have an obligation to support the language development of MLs/ELs who have been exited from service so that they can continue to develop their proficiency.

Accordion

Performance definitions for the levels of English language proficiency
Program Model

Performance definitions for the levels of English language proficiency

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

6 Reaching	Specialized or technical language reflective of the content areas at grade level. A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level. Oral or written communication in English comparable to English-proficient peers.
5 Bridging	Specialized or technical language of the content areas. A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports. Oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material.
4 Expanding	Specific and some technical language of the content areas. A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs. Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support.
3 Developing	General and some specific language of the content areas. Expanded sentences in oral interaction or written paragraphs. Oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support.
2 Beginning	General language related to the content areas. Phrases or short sentences. Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support.
1 Entering	Pictorial or graphic representation of t he language of t he content areas. Words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic, or interactive support. Oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support.

Program Model

ML teachers will provide services through a combination of models as is appropriate for grade level, proficiency level, individual student need, and building schedule. The following models are utilized within the district.

Model	Description	Location
English Language Development (ELD) Course	Elementary students are pulled out of the general education classroom for targeted language development taught by an EL teacher; secondary students are enrolled in a credited ELD course.	ML classroom
Co-teaching	Direct instruction in both content and language development taught collaboratively by EL and classroom teachers.	General education classroom
Push-in Instruction	Direct language instruction taught by ML teacher to small groups of EL students.	General education classroom
Sheltered Content Course	Direct instruction in both content and language development taught by a dual-licensed ML teacher.	ML classroom
Targeted Language Assistance	Students are retaught content and/or tutored in curriculum from other content courses by an ML.	ML classroom

The goal of all ML instruction is to increase English proficiency in reading, writing, listening, and speaking, while also increasing student academic achievement in the core academic subjects. ML service will be guided by English Language development standards and best practice in ML pedagogy.

Scheduling ML Service:
ML staff will work with administrators, classroom teachers, and/or counselors to ensure that all students needing ML services are scheduled appropriately based on language proficiency needs.

Student Placement and Evaluation:
Research has shown that acquiring academic English is a long-term process that is influenced by many factors, including age and development of native language literacy. The average English learner reaches grade-level norms in English language literacy (Thomas & Collier, 1997) in five to 10 years. For this reason, ML service needs to be looked at on an individual basis with special consideration given to grading, intervention, and placement decisions.

Step 5: Annual progress evaluation

Step 6: Exiting ML services

According to state regulations, students are exited from the ML/EL program based on scores from the annual state proficiency assessment (WIDA ACCESS for ELLs). The regulations state that:

The student must be exited from ML/EL services if achieving an overall composite score of 4.5 or greater AND a score of 3.5 on all domains (Listening, Speaking, Reading, Writing).
The student may be exited from ML/EL services if achieving an overall composite of 4.5 or greater AND a score of 3.5 or higher in at least three domains (Listening, Speaking, Reading, Writing).
- If the school district determines to continue ML/EL services, the district must use provide evidence to justify continuation.

Step 7: Reclassification

Once MLs/ELs have successfully met the required exit criteria that has been set forth by the Minnesota Department of Education, they are officially exited from the ML/EL program. As required by the federal government, these former Multilingual/English Learners will be monitored for academic success by the district for an additional two school years. If it is determined that the student is not performing as expected and that the student’s English language proficiency is playing a part in the struggle, reentry into the ML/EL program may be considered.

District contact

Viviana Chavez Garcia
ML/EL District Coordinator
Bilingüe en Español/Inglés
vchavez.garcia@isd282.org
School: 612-706-1061