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New Prague Area Schools

ELL Manual
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New Prague Area Schools: Proud Tradition, Promising Future

 Table of Contents

New Prague Area Schools​ ​ELL Manual 0

English Learner Identification Criteria and Procedures 1
English Learner Program Description 2
English Learner Exit Criteria and Reclassification Procedures 4

1
English Learner Identification Criteria and Procedures
Procedure for Initial Identification
Minnesota Law and the federal Elementary and Secondary Education Act (ESEA) require that we identify
whether the students in our school district are English Learners (ELs). Both these laws require a language
instruction educational program for ELs with limited English proficiency. The identification process and
placement of children in a language instruction educational program is based on a combination of:
● Home language questionnaire completed by parents when registering students
● Previously being classified as an English Learner
● Results of an English language proficiency test (Kindergarten MODEL or WIDA Screener)
administered by an EL teacher
The decision to identify a student as EL should be based on developmentally appropriate measures and
assessment of English proficiency skills in speaking, listening, reading and writing for students in grades
K through 12.

Procedure for Ongoing Identification and English Learner Proficiency Measures

Ongoing assessment will determine continued EL identification and movement from level to level within
the EL program. ELs participate in a statewide English language proficiency assessment, ACCESS (WIDA),
as well as other standardized language proficiency assessments. These measure English language
development (listening, speaking, reading and writing), academic language in the areas of language arts,
math, science, social studies, and social language. These assessments are aligned to the ​WIDA English
Language Development Standards​, and support the ​Minnesota Academic Standards (K-12)​.

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Eligibility Criteria for Initial or Continued Instruction

To be eligible for EL services a student must meet both criteria below:

1. The MN Language Survey indicates a language other than English is spoken at home
AND
2. At least one or more of these assessment criteria need to be met

Initial Identification Continuing Instruction

Grade Level Kindergarten MODEL WIDA Screener ACCESS Additional Criteria

K Overall composite score Overall composite See table for

of at least 5 score below 4.5 or descriptions of
Two or more domains additional criteria
1-12 Overall composite less than 3.5
below 4.5 or Any
domain score below
4.0

Notification Accessible to Parents and Stakeholders

EL teachers will notify parents within 10 days of initial enrollment or within 30 days for returning
students. Communication to parents/guardians is, as much as possible, provided in both English and the
primary home language. As needed, interpreters are utilized to provide more detailed communication.

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Description of EL Program
The goal of the program for English Learners is to provide instruction so that students can become fully
proficient in English and meet the same challenging state academic content and student achievement
standards as all other children are expected to meet.

Students participate in pull-out, push-in, inclusion, and Sheltered Instruction settings based on student
need. Academic language is the focus, and is supported in the four domains: Reading, Writing, Speaking,
and Listening. The goal is grade-level proficiency in all content areas. Differentiated content-based
instruction focuses on district curriculum in the academic language of Mathematics, Science, Social
Studies, and Language Arts. Instruction is aligned to to the ​WIDA English Language Development
Standards​ to support students in attaining the ​Minnesota Academic Standards (K-12)​.

Students meet consistently in small groups with EL teachers, receive support and accommodations on
various tests (as needed), and receive a language development progress report twice per year (K-5) or
report card grades each quarter (6-12).

Additional Programming or Services

Student receiving language instruction educational programming are also eligible for Title I/Intervention,
Gifted & Talented, Special Education, and Targeted Services should criteria be met. For students with
disabilities requiring a language instruction educational program, EL instruction is included in the
student’s Individualized Education Program (IEP).

Academic Monitoring
Students enrolled in language instruction educational programming are academically monitored by both
the EL teacher and the general education teacher(s). As with all students, teachers monitor academic
performance, attendance, and results on standardized assessments. Students who are exited from EL
programming are academically monitored for potential concerns related to language proficiency for four
years or until graduation, whichever occurs first. EL teachers conduct a program-level data review and
evaluation of general academic performance on an annual basis.

Professional Development
Ongoing professional development to support students working towards English proficiency occurs for
both general education and EL teachers. General education teachers are provided opportunities to gain
additional instructional strategies that support the language development of students. EL teachers are
provided opportunities to engage with general education teachers in job-embedded professional
development in content areas.

Amount and Scope of EL Instruction

In determining the amount and scope of instruction, not only is the proficiency of each student
considered, but also his or her individual learning needs. The following table outlines an approximate
amount of instruction a student may receive based on his or her proficiency, grade level, and learning
needs.

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English Learner Exit Criteria and Reclassification Procedures
Exit Criteria
Students are exited from language instruction educational programming based on the results of the
annual ACCESS proficiency assessment. To exit programming, a student must have an overall composite
score of at least 4.5 and three out of four domain scores (listening, speaking, reading, and writing) of at
least 3.5. Students exited from the language instruction educational program should be able to perform
in the general education program without significant barriers primarily caused by limited English
proficiency. If a student is identified as being eligible to exit the language instruction educational
program, the EL teacher notifies parents/guardians and an exit form is placed in the student’s
cumulative file.

In some cases, a student may have met the overall composite score of at least 4.5 for exit criteria, but
has an individual domain score below 3.5. In these situations, an EL teacher considers additional criteria
for continuing service. The additional language assessment criteria is aligned to the identified domain
(see table). If it is determined that the student should continue receiving instruction, the student’s
parents/guardians are notified and documentation for the decision is included in the student’s
cumulative folder.

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 Additional Language Proficiency Assessment Options for Determining Continued Instruction
Domain Allowable Assessments: Must be from the domain that is below 3.5.

Reading ❏ Teacher developed formative assessment

❏ WIDA MODEL reading section
❏ Locally used reading assessment that assesses reading comprehension

Writing ❏ Teacher developed formative assessment

❏ WIDA MODEL writing section
❏ Student work samples evaluated using the WIDA writing rubric or WIDA performance
definitions for writing
❏ Minnesota Test of Emerging Academic English (TEAE) writing rubric

Listening ❏ Teacher developed formative assessment

❏ WIDA MODEL listening section
❏ Student interviews or classroom observations evaluated using WIDA performance definitions
for listening
❏ Minnesota Modified Student Oral Language Observation Matrix (MN SOLOM)

Speaking ❏ Teacher developed formative assessment

❏ WIDA MODEL speaking section
❏ Student interviews or classroom observations evaluated using the WIDA speaking rubric or
WIDA performance definitions for speaking
❏ Minnesota Modified Student Oral Language Observation Matrix (MN SOLOM)

Reclassification Procedures
ELs who reach a level of English proficiency that no longer prevents them from fully accessing the
curriculum of the school will be exited from the EL program. Reclassification for students exiting occurs
prior to the beginning of a new service (school) year.