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  • ENGLISH LEARNERS (EL) PROGRAM

    Marshall Public Schools District #413 11/9/2015

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    Marshall Public Schools District #413

    ENGLISH LEARNERS (EL) PROGRAM

    Mission of Marshall Public Schools is to work as one in the pursuit of excellence. The EL department views its purpose to provide students who fit the state requirements for EL instruction with the skills necessary for success in school and in the real world. Our goal is to enable English learners (EL) to take full advantage of their education by achieving academic language proficiency in Listening, Speaking, Reading, and Writing. While the EL students present new challenges, they also contribute new cultural and linguistic dimensions in our schools. In planning to meet their needs, we can benefit from their strengths to enrich our schools and community. Minnesotas Definition of an EL Student As defined in the Minnesota Education for Limited English Proficiency Act (M.S.124D.59), EL students are students in grades Kindergarten through 12 who meet the following criteria:

    a. The pupil, as declared by parent/guardian (1) first learned a language other than English, (2) comes from a home where the language usually spoken is other than English, or (3) 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.

    Identification Process for EL Students For the academic success of a student with limited English proficiency, it is important to properly identify and place students for EL services. The identification process will include the following:

    1. Completion of the Home Language Questionnaire (a copy of this can be found in Appendix A) by parent/guardian of all new students in Marshall Public Schools. (A positive response to items on the questionnaire does not identify a student as limited English proficient; it merely helps to identify students who potentially should be considered to be EL students.)

    2. An oral interview will be administered in English by one of the following: an admin assistant, a school counselor, EL teacher, or administrator. (To view the questions and the scoring rubric, see Appendix A.)

    3. Assessments in the areas of reading, writing, listening, and speaking will be considered when determining student proficiency. The assessment tool used is the W-APT. MCAs, NWEA, ACCESS and AIMSWeb data are also considered for placement.

    4. Information regarding previous EL service, classroom work samples, and grades will also be considered.

    MPS will make every effort to provide parents with materials and communication in their native language. A list of available interpreters will be provided to all EL teachers, classroom teachers and all administrative assistants at the beginning of each school year. The list is also available through the Human Resource Officer at the District Office. The school does employ minority

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    advocates who speak Spanish and Somali. These advocates should be your first point of contact if the parent needs an interpreter. The identification process will be shared with parents during the enrollment process. Identifying Ongoing Students If a teacher feels that a student may need EL services, they are to fill out the EL Student Identification Form (a copy of this can be found in Appendix A). Once a teacher submits this form to an EL teacher, the student being referred will be re-tested using the W-APT. Eligibility Criteria and Procedures/Program Entrance K-12

    1. Indication of another language on the Home Language Questionnaire. 2. For students in grades 1 (semester 2)-12 scoring below a 5 on the W-APT. For students in

    Kindergarten-1(semester 1) scoring below a 26 on the W-APT. 3. Recommendation from the EL instructor after reviewing the results of the oral interview,

    assessment data, academic performance, and parent/teacher input. The W-APT uses a 1-6 scale. The performance definitions are as follows. 1-Entering 2-Emerging 3-Developing 4-Expanding 5-Bridging 6-Reaching Parents/guardian have the right to refuse EL service for their child even if they are identified as an EL student. If this happens, the student must remain EL identified in MARSS but would have no start date for EL services. When a student begins receiving service, a start date for EL service should be entered in the students MARSS information. A start date for EL service must be entered in MARSS annually. Parent Notification When a student is eligible for placement in an EL program, parents/guardian must be notified in writing within ten days of the student being placed in the EL program and given the opportunity to withdraw the student from the program. This notification does not have to happen annually unless the District is receiving Title III dollars. If the District is receiving Title III dollars, parents must be notified annually if their child is participating in the EL program within 30 days of the beginning of the year or within two weeks if the child enters the district during the course of the year. (Parent letters can be found in Appendix A.) Services for EL Students

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    EL instruction means direct EL services from a certified EL instructor either in a general education setting (push-in or co-teaching), a pull-out instruction, or sheltered EL classes. Descriptions of Services Pull-Out: EL teacher instructs students in a separate classroom. Push-In: EL teacher and EL student work in the general education classroom with the general education teacher on a specific lesson or concept. Sheltered: A content specialist works with a classroom of just EL students. For example, MPS has a sheltered math class for EL students at the HS. This class is taught by a licensed math teacher and only EL students are in the class. The teacher to student ratio is kept at a low rate. Co-Teaching: EL teacher and content area teacher-teach content area together. For example, at the HS an EL teacher and a content teacher will teach a class together. They will both be assigned as teachers for the class. EL students are also identified by performance levels as follows: newcomer, beginner, intermediate, or advanced. That is determined by their W-APT score or their ACCESS score. The chart below defines the performance levels of EL students in grade 1 (semester 2) through grade 12. Performance Levels W-APT or ACCESS Score Newcomer 1-1.9 speaks very little or no English Beginner 1.5-2.9 Intermediate 3-4.4 Advanced 4.5-5 and above The information below defines the performance levels of EL students in Kindergarten through semester 1 for students in grade 1. Performance Levels ORAL Proficiency Score on W-APT Newcomer 0-3 Beginner 4-10 Intermediate 11-18 Advanced 19-28 Proficient 29-30 Performance Levels READING Proficiency Score on W-APT Newcomer 0-2 Beginner 3-10 Intermediate 11-12 Advanced 13 Proficient 14-15

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    Performance Levels WRITING Proficiency Score on W-APT Newcomer 0-3 Beginner 4-11 Intermediate 12-14 Advanced 15-16 Proficient 17-18 Services Provided by Building Park Side (PS) Grades K-2 Newcomer/Beginner Pull-out, Push-in, Co-Teaching Intermediate Pull-out, Push-in, Co-Teaching Advanced Pull-out, Push-in, Co-Teaching West Side (WS) Grades 3-4 Newcomer/Beginner Pull-out, Push-in, Co-Teaching Intermediate Pull-out, Push-in, Co-Teaching Advanced Pull-out, Push-in, Co-Teaching Middle School (MS) Grades 5-8 Newcomer/Beginner Pull-out, Sheltered Math Class Intermediate Pull-out, Sheltered Math Class Advanced Pull-out High School (HS) Grades 9-12 Newcomer/Beginner Pull-out, Sheltered Math, Science Intermediate Pull-out, Sheltered Math, Science, Co-

    Teaching in Science Advanced Pull-out, Push-in, Co-Teaching in Science MA-TEC Grades 9-12 Intermediate Pull-out Advanced Pull-out EL students may also be provided academic support by Title I personnel or special education programming depending upon student need. The Title I personnel will work under the guidance of the EL and mainstream teacher(s) but not necessarily in the EL classroom. Students qualify for special education services by following the special education identification process. If a student is identified as needing special education services, the special education teacher and the EL teacher will work together to provide the best education for the student.

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    Guidelines for Daily EL services are as follows: Park Side Elementary Kindergarten Newcomer 60 - 80 minutes Beginner 60 minutes Intermediate 40 minutes Advanced 30 minutes Grade 1-2 Newcomer 60 - 80 minutes Beginner 60 minutes Intermediate 40 minutes Advanced 30 minutes West Side Elementary Grades 3-4 Newcomer 60 80 minutes Beginner 60 minutes Intermediate 40 minutes Advanced 30 minutes Middle School Grades 5-8 Newcomer 120 minutes Beginner 60 minutes Intermediate 60 minutes Advanced 30-60 minutes High School & MA-TEC Grades 9-12 Newcomer 180 minutes Beginner 90 minutes Intermediate 90 minutes Advanced 45-90 minutes These are just guidelines. The actual amount of service a student is to receive will be based on recommendations by the EL teacher, general education teacher, counselor, and/or administrator. Annual Progress Evaluation Each year all EL students will be evaluated for progress using the ACCESS assessment, MCA assessments, NWEA math an

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