English Learners

Providing the assistance students need for success in school

The English Learner (EL) program in SoWashCo Schools follows governmental and professional guidelines to support students who are learning English as a Second Language (ESL).

Licensed ESL teachers and support staff, in collaboration with classroom and content area teachers, promote grade-appropriate learning in all academic coursework while developing students' English language proficiency. EL students are monitored and assessed to observe their progress in English language speaking, listening, reading and writing. This information, along with consultation from a student's teachers and parents, helps determine the necessity and level of EL support.

English Learner Program at Middleton Elementary

Contact

English Learner Program
651-425-6352
Fax: 651-425-6318

Language Instruction Education Program (LIEP) Plan

English Learner Program - Middleton Elementary School

demographics

EL students make up over 4% of the enrollment in SoWashCo Schools. EL students represent over 40 different languages and a rich diversity of culture.

adult el

Community Education offers classes aimed at helping adult English Learners through Great Rivers Adult Education Consortium. Visit the Community Education website here for more information

Eligibility Procedures

In order to be eligible for English Learner (EL) services, the State of Minnesota requires that a student has a home language other than English and be determined by developmentally appropriate measures to lack the necessary English skills to participate fully in classes taught in English.

The procedure

A student is identified as a potential EL by the Home Language Questionnaire and/or teacher referral.
The EL teacher meets with the student and attempts to contact the student's family.
The student's English language proficiency is assessed using the WIDA Model and other appropriate measures.
The EL teacher determines if the student is eligible for EL services.
The student's parents are notified of the results.
The EL student is serviced by EL staff.
The student is exited from EL services based on his/her performance on standardized tests, course work, teacher evaluations, and feedback from the parent(s) and child.

language performance descriptors

SoWashCo Schools recognizes the language performance descriptors provided by the WIDA Consortium as adopted by the Minnesota Department of Education.

Current language performance definitions:

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 specific 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 mulitple-step commands, directions or a series of statements with sensory, graphic or interactive support

1 - Entering

Pictorial or graphic representation of the language of the 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

Assessment and Testing

EL teachers carefully track the academic performance and language proficiency of EL students. The main indicators used are the WIDA Model, the ACCESS, and ongoing assessment by the EL teacher and classroom/content area teachers.

WIDA Model

The initial assessment is the WIDA Model. This placement test is given to a student only once. It measures the English language development of a student and helps determine whether or not a student qualifies for EL instructional services.

ACCESS (Assessing Comprehension and Communication in English State-to-State)

The annual state assessment for ELs is the newly-adopted ACCESS. The ACCESS provides a detailed picture of a student's English language development in reading, writing, speaking and listening. The test results help teachers to prepare appropriate instruction for the ELs.

Ongoing Assessments

EL teachers continually monitor the progress of their students through daily interaction and class time. EL teachers regularly consult with EL students' classroom teachers to target any problem areas where a student may need additional instruction or support. EL teachers also track student performance on standardized district and state tests.

Interpreters

South Washington County Schools arranges on-site interpreters for parent-teacher conferences and other significant events. For day-to-day communications, we have subscribed to telephone interpreting services from LanguageLine. LanguageLine provides professional interpreters within seconds for more than 170 languages. It can be used for calls coming into the school from student families or calls going out of the school. There is no cost to families for this service.

If you would like to use an interpreter to communicate with a school, please call the school's main office and tell them you need Language Line and the name of the language you require. They will return your call with an interpreter within a few minutes.

Classroom teachers should contact their school's EL teacher for information on how to easily place Language Line calls.

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In This Section

English Learners

Contact

demographics

adult el

Eligibility Procedures

The procedure

language performance descriptors

6 - Reaching

5 - Bridging

4 - Expanding

3 - Developing

2 - Beginning

1 - Entering

Assessment and Testing

WIDA Model

ACCESS (Assessing Comprehension and Communication in English State-to-State)

Ongoing Assessments

Interpreters

Resources

Frequently Asked Questions

My child was born in the United States. Can he/she still receive EL support?

My child already speaks English. Why is he/she receiving EL services?

How long will my child be in the EL program?

Can I refuse EL support for my child?

Will the school ask about my family's immigration status?

How will the EL program help my child?

Can my child be in Special Education and EL at the same time?