English Language Learner Plan

Blooming Prairie School
District # 756

Mr. Chris Staloch, Superintendent

Mr. Jacob Schwarz, Elementary Principal

Ms. Lauren Nelson, EL Instructor

Updated: November 6, 2019

Master Plan

Blooming Prairie Public Schools

Overview of the English Language Learner Master Plan

Overview

The purpose of the English Language Learner Master Plan is to describe consistent practices that ensure that students whose first language is not English receive adequate and meaningful instruction that complies with state and federal laws.  Approximately five percent of Blooming Prairie Schools’ students are identified as needing English language instruction.  Most of these English Language Learners speak Spanish.

According to the Minnesota Department of Education, Minn. Stat. &124D.61, districts that enroll one or more children of limited English proficiency must implement an educational program that include at a minimum:

1. Identification and reclassification criteria for children of limited English proficiency and program entrance and exit criteria for children with limited English proficiency must be documented by the district, applied uniformly to children of limited English proficiency, and made available to parents and other stakeholders upon request.
2. A written plan of services that describes programming by English proficiency level made available to parents upon request.  The plan must articulate the amount and scope of service offered to children of limited English proficiency through an educational program for children of limited English proficiency.

Blooming Prairie Public Schools has a well-articulated plan that is clearly communicated to all stakeholders and has a blueprint from which to appropriately identify English learners and implement services that effectively address the needs of its English learners.  Policies and procedures are clearly documented and submitted to the Minnesota Department of Education for feedback.  Blooming Prairie Public Schools will regularly evaluate and support efforts to continuously improve educational outcomes for English learners.

Purpose of EL

The purpose of EL is to help students develop English and perform at grade-level in all areas.  The student will be able to show proficiency in English similar to that of a grade-level peer.  EL will provide the student will support to be successful in the classroom.

Scope and Sequence

            The contents of this document are derived from several sources including research from peer reviewed journals in the field of English language and special education services, a survey of surrounding districts regarding EL (English learner) service provision and a review of related federal and Minnesota state laws as they apply to English learner service.  These related statutes include, but are not limited to:

Equal Education Opportunities Act of 1974

Title III

Title VI of the Civil Rights Act of 1964

MN Statute 123B.30

MN Statute 124D.59

MN Statute 124D.61

Definition of a Pupil with Limited English Proficiency

A pupil of ‘limited English proficiency” means a pupil in kindergarten through grade 12 who meets the following requirements:

1. The pupil, as declared by his parent or guardian, first learned a language other than English, comes from a home where the language usually spoken is other than English, or usually speaks a language other than English; and
2. The pupil 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.

MN Identification of English Language Learners

Blooming Prairie Public Schools identifies students as needing an English Language Learning Program based on state criteria.  The follow components are required:

1.  Completed Home Language Questionnaire.  The District uses the forms provided by the Minnesota Department of Education.  http://education.state.mn.us/mde/Learning_Support/English_Language_Learners/Communication_With_Parents/index.html
2. The District translated the forms into any languages the State does not provide.  All completed HLQs that are marked with speaking anything other than English are forwarded to the English Language (EL) teacher.
3. Intake procedures include a review of the completed HLQ and a review of the student’s educational history.
4. The guidance department or office secretaries schedule appointments with an EL teacher and/or a guidance counselor for all new students who indicate a first language other than English on the HLQ.
5. An EL teacher meets with the student, the student’s parents or guardian, and the student’s guidance counselor to conduct an informal oral interview.  The student’s records from any previous schools are reviewed. 
6. Trained EL staff conducts assessment procedures for enrollment criteria.  Valid and reliable assessments are used for measuring students’ English language proficiency.  Tests are chosen for age appropriateness, skills to be evaluated, ease of time of administration, and cost factors.   Student’s schedules are developed based on testing information, EL and mainstream teacher referral, counselor recommendation, parent and student input.  Newly enrolled ELLs will be assessed within approximately 10 days of enrollment.
7. If the student qualifies for EL services they are entered as LEP “Y” in MARSS whether or not the child receives services.  If the child qualifies for EL services, but does not receive services (e.g., the parent refused services) the “Status Begin Date” is left blank on MARSS.
8. The child’s LEP status is changed to LEP “N” upon exiting the program.

Initial Placement Determination

Descriptors of Proficiency Levels

Non-English Speakers – Level 1 (Newcomer):  Beginners range from having no English to demonstrating a minimal understanding of the use of English.  Their comprehension is limited to simple language containing mostly high-frequency vocabulary and simple grammatical patterns.  These learners derive a great deal of meaning from the context and nonverbal cues that accompany any English input and benefit from repetition, rephrasing and a slower rate of speech.  They can express basic personal needs.  They tend to communicate about very familiar topics based on personal experience.  Errors are frequent, expected and characteristic of language production at this stage.  Students receive one-on-one or small group instruction with an ELL teacher each day.  The instruction is based on the needs of the student and the literacy and academic skills in the home language.  It may be early literacy skills like learning letter sounds or it might involve building background knowledge in academic areas.  A beginning student usually receives this level of small group instruction for the first year in an English School.

Level I-II (Intermediate):  Intermediate-level learners can comprehend short conversations and simple written narratives in familiar contexts.  A limited vocabulary range necessitates frequent repetition and rephrasing for their understanding.  They frequently use contextual and visual cues to derive meaning and also rely on guessing.  Their production is characterized by simple vocabulary, verb tenses and syntax.  Many errors occur, some of which interfere with meaning.  Students benefit from language development time in the EL classroom with specialized support in academic vocabulary and background knowledge.

Level III-IV (Advanced):  Advanced-level learners can understand much of the speech delivered in authentic settings with some repetition or rephrasing.  Understanding grammatically complex structures proves problematic but, with support, these learners are able to master some grade-level academic content.  Their productive vocabulary, with some circumlocutions, is adequate to accomplish many tasks.  They can produce many of the basic and most frequently used grammatical structures, but their errors may become more abundant as they venture into less familiar topics and as they test hypotheses or take risks with more complex language structures.  Students stay with their class for the entire day and receive small group support in the classroom if they need it.  ELL teachers monitor their academic progress to help ensure that they are making yearly progress.

Level IV-Monitoring (Proficient):  Transitional learners still benefit from EL support, but they understand most standard speech and writing in a variety of settings.  These learners are approaching fluency in speaking, reading and writing in the content areas.  They demonstrate an increasing ability to successfully use language to convey their intended message.  They do not produce error-free language, but their errors generally do not interfere with meaning.  Students have acquired English skills similar to native English-speaking peers.  These students will be exited from the ELL program when assessment data indicates this level of English proficiency.

English Learner Identification Process

For new to the district elementary and secondary students with a home/primary language other than English

For new to the district Kindergarten students with a home/primary language other than English

ELL Service Model for Elementary Schools

Blooming Prairie ELL students work on the language skills that they need to get ready to read (literacy skills including building background knowledge and academic vocabulary.)  They work on letter and number recognition, letter sounds, blending sounds, and beginning sight words.  Small group support in class may be through the paraprofessional or classroom teacher.

ELL Service Model for Secondary Schools

High school ELL students are assessed for language proficiency in reading, writing, speaking and listening each spring.  Students are then placed in the classes that will provide the right amount of support for them for the following year.  Every effort is made to assign students to classes that receive credits toward graduation requirements.

Monitoring and Exiting Criteria

Students are monitored for two years after they meet the district’s exiting criteria.  Districts must wait until ACCESS test scores are available before beginning the exiting process. If a student has 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, that student has met the ACCESS proficiency score. If a student has not met the ACCESS proficiency score, the student must continue to receive instruction in an LIEP.  If, on the other hand, a student’s ACCESS composite score is at least 4.5 and ALL domain scores are at least 3.5, the student must be exited from the LIEP and reclassified in MARSS at the beginning of the following school year. If a student does not have a proficient ACCESS score, the district may not exit that student from the LIEP.  Additional exiting criteria must be met if a student has a proficient ACCESS score, but one individual domain score is below 3.5. If a student’s composite score is at least 4.5 but one domain score is below 3.5, the district must use Additional EL Exit Criteria to determine if a student should be exited from the LIEP or kept in the program for additional instruction.

If the student has a proficient score, the EL teacher then:

1. Completes an exit form when all criteria for exiting students have been met.
2. Instructs the building secretary to change the student’s LEP indicator in the MARSS report from LEP “Y” to LEP “N”.
3. Student is then monitored for two years to assure student is successful.
4. Gives the classroom teachers an annual notification of EL services.
5. Advise classroom teachers to contact EL staff if concerns arise.
6. Documents any concerns after each grading period.
7. Completes a monitoring review and place this record in the student’s cumulative file.