English Language Learner Plan

Blooming Prairie School

District # 756
Mr. Barry Olson, Superintendent/Secondary Principal
Mr. Chris Staloch, Elementary Principal
Ms. Nelson, ELL Instructor
Jon Kison
May 20, 2014
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 ESL
The purpose of ESL is to help students develop English and perform at grade-level.



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:
a. 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
b. 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:
a. 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/Com
munication_With_Parents/index.html
b. The District translated the forms into any languages the State does not provide. All
completed HLQs are forwarded to the English as a Second Language (ESL) teacher.
c. Intake procedures include a review of the completed HLQ and a review of the students
educational history.
d. The guidance department or office secretaries schedule appointments with an ESL
teacher and/or a guidance counselor for all new students who indicate a first language
other than English on the HLQ.
e. An ESL teacher meets with the student, the students parents or guardian, and the
students guidance counselor to conduct an informal oral interview. The students
records from any previous schools are reviewed.
f. Assessment procedures for enrollment criteria are conducted by trained ESL staff. 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. Students schedules are developed based on testing
information, ESL and mainstream teacher referral, counselor recommendation, parent
and student input. Newly enrolled ELLs will be assessed within approximately 10 days of
enrollment.
g. If the student qualifies for ESL services they are entered as LEP Y in MARSS whether or
not the child receives services. If the child qualifies for ESL services, but does not
receive services (e.g., the parent refused services) the Status Begin Date is left blank
on MARSS.
h. The childs 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 ESL 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 students with a home/primary language other than English
Action Person Responsible
1. Enrollment form indicates a language other than Enrollment secretary
English first learned by student, used most often in
the home or most frequently used by student
2. Notification of ELL staff by email Enrollment secretary
3. W-APT administered: check file for W-APT score ELL teacher
from previous district or other documentation
of LEP status including proficiency
4. If the score on the W-APT is less than 6.0 on the ELL teacher
grade level adjusted composite score, student
should be identified as LEP
(Kindergarten second semester and 1
st
grade first semester,
Listening & Speaking: less than 29, Reading: less than 11,
Writing: less than 12)
5. ELL teacher and parents notified of LEP status ELL teacher
(Mandatory NCLB parent notification within 10 school days,
W-APT summary report placed in cum file)
6. Principal and ELL teacher arrange for placement and Principal/ELL teacher
Scheduling
7. MARSS coordinator notified of student status change ELL teacher
8. LEP designation is changed to LEP-YES in MARSS MARSS coordinator


For new to the district secondary students with a home/primary language other than English
Action Person Responsible
1. Enrollment form indicates a language other than Enrollment secretary
English first learned by student, used most often in the
home, or most frequently used by student
2. Notification of ELL teacher Enrollment secretary
3. Appointment for language assessment made with Enrollment secretary
ELL teacher
4. W-APT assessment administered (check file for ELL teacher
W-APT score from previous district or other
documentation of LEP status including proficiency)
5. If the score on the W-APT is less than 6.0 on the grade ELL teacher
level adjusted composite score, student should be
identified as LEP
6. Counselor and ELL teacher arrange for placement Counselor and ELL teacher
and scheduling
7. Parents notified of LEP status (mandatory NCLB ELL teacher
parent notification within 10 school days)
8. MARSS coordinator notified of student status change ELL teacher
9. LEP designation is changed to LEP-YES in MARSS MARSS coordinator




ELL Service Model for Elementary Schools
Level 1 & 2 (Newcomer) 3 (Developing) 4 & 5 (Advanced)
Daily Service
Minutes
60-90 minutes
depending on
individual student
need
25 minutes 2-3
times per week
30 minutes once a
week or monitor
only
Program Small group
instruction plus
pull-out group
Pull-out group Support in class as
needed
Curriculum Teaching Based on
WIDA ELD
Standards: Social
and Instructional
Language and
Language of
Language Arts
Teaching Based on
WIDA ELD
Standards:
(Newcomer
Curriculum) and
Language of Math
Teaching Based on
WIDA ELD
Standards:
(Newcomer and
Developing
Curriculum),
Language of
Science and
Language of Social
Studies

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
Level 1 & 2 (Newcomer) 3 (Developing) 4 & 5 (Advanced)
Daily Service
Minutes
150 min/week
(depending on
classes needed)
100 min/week Monitor
Program 1 period of ELL
Newcomers
instruction plus
one period of ELL
math as needed
plus one period of
ELL reading and
writing support as
needed
Leveled reading as
indicated by
district
assessment data
Instruction in
mainstream with
reading and math
intervention as
needed
Curriculum Teaching Based on
WIDA ELD
Standards
Teaching Based on
WIDA ELD
Standards
Teaching Based on
WIDA ELD
Standards

Each spring ELL students are assessed to determine their need for English language support.
Students are placed in the classes that meet their level of need for the following year. 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.
Newcomer: Students receive small class instruction for one 45 minute period each day. This
setting allows the teacher to spend individual time with students. These classes help
newcomers gain basic school skills and English vocabulary. Students also spend independent
study time on vocabulary. Students advance out of the newcomer class when they gain enough
English language ability to understand instruction in English. An ELL math class is offered for 45
minutes each day when there are newcomer students who have not gained these skills in their
prior schooling.
Developing: Students are assigned to reading classes according to their reading assessment
data. This may be an ELL or mainstream class. Classes help strengthen literacy skills and build
strategies for comprehension. ELL reading and writing support class teaches study skills while
working with grade-level language arts content. Classes are designed to meet grade-level
academic standards in order to prepare students for classes outside of ELL. Students may
participate in an afterschool homework help session.
Advanced: Students are monitored by the ELL staff for one year to ensure that they are
academically successful while making the transition out of ELL support services. They are
brought back into ELL support if needed. Reading support may be given if needed. Students
may be in a co-taught language arts or math class which is taught by both a content and ELL
teacher. An after-school program may be recommended for students who are still struggling to
work at grade level.

Monitoring and Exiting Criteria
Students are monitored for one year after they meet the districts exiting criteria. The districts
exiting criteria is based upon the WIDA ACCESS test. The student must receive a composite
score of at least 5.0 and score no lower than 4.0 on all domains. Exiting is also based upon the
input of the general education teacher. The ESL teacher:
1. Gives the classroom teachers an annual notification of ESL services.
2. Advises classroom teachers to contact ESL staff if concerns arise.
3. Documents any concerns after each grading period.
4. Completes a monitoring review and place this record in the students cumulative file.
5. Completes an exit form when all criteria for exiting students have been met.
6. Instructs the building secretary to change the students LEP indicator in the MARSS
report from LEP Y to LEP N.