English Learner Program


Roseville Area Schools provides services for many students who speak a primary language other than English in their home. The district also serves students who are immigrants from approximately 40 countries.

In order to meet the needs of students who require support in language acquisition and fluency, the District employs teachers licensed in the area of English as a Second Language and teacher assistants with special training. (MN Statute 124D.61 General Requirements for Programs)

Services include:

    • Evaluations,
    • Direct instruction in small groups,
    • Consultation with other teachers,
    • Alternative testing, and
    • Monitoring of progress.

The purpose of this web page is to share the context and components of our English Learner (EL) program and recommendations for future planning with staff and administration. This follows the suggested elements for effective EL programming as noted by the Minnesota Department of Education (http://education.state.mn.us/mdeprod/groups/EnglishLang/documents/Publication/007285.pdf)

Summary | Definitions | Demographic Construction of LEP in Roseville | Funding
Critical Element 1 | Critical Element 2 | Critical Element 3 | Critical Element 4 | Critical Element 5 | Critical Element 6

Summary

The enrollment of our EL students is continuing to rise while our overall school population is stable. This is leading to a marked increase in the proportion of our students (particularly at the elementary level) who are learning both English and the school curriculum. In 2003 approximately 6% of K-12 students were identified as EL. In 2006, the percentage had risen to 9% of the student population, and currently Roseville is at 13%. This growth continues to be ahead of the trend in Minnesota. The number of students from refugee families is substantial (282 students in 2011)among English Learners. These families need additional support to locate and access community resources.

Classroom teachers have primary responsibility for all students, including those with English language learning needs. In addition:

  • EL licensed teachers provide direct English language instruction to students in four domains of instruction: Speaking, Listening, Reading and Writing;
  • EL licensed teachers provide consultation support to classroom teachers and student support staff, based on each student’s English language learning needs;
  • Support staff (cultural liaisons, social workers, guidance counselors, nurses) provide resource services to EL students and their families;
  • Teacher assistants are used in limited ways to support the direct instruction provided by the licensed teachers;

EL teachers align their curriculum and program with the district's curricula in English literacy, WIDA national standards, and Minnesota state content standards. Roseville Area Schools offers the following EL program models:

  • Intensive Newcomer Instruction-RAMS and FAHS;
  • Pullout English Instruction;
  • Collaborative Teaching Model;
  • Sheltered Content Classes (Secondary)
  • Dual Language Immersion (fall 2012)

Definitions

EL - English Learner. This is the term most frequently used in reference to the learner, instructional program, and instructional expertise. Minnesota and the Roseville Area Schools are moving to use this term in place of other terminology used in the past (LEP,ELL,ESL).
LEP - Limited English Proficient (LEP) is a term usually used in conjunction with funding. This is the federal classification recognized by the state of Minnesota in meeting the requirements for No Child Left Behind.
ELL - English Language Learners (ELL) was a term used by Roseville Area Schools and the state of Minnesota to refer to LEP students.
ESL - English as a Second Language (ESL) is currently the recognized license that a teacher must hold to offer highly qualified instruction in the four domains of Speaking, Listening, Reading and Writing.
Title III - This is the federal program that provides parameters and supports for educating EL students.

Demographic Construction of LEP in Roseville

An analysis of the demographics of the LEP students in Roseville reveals a rich and complex picture of diverse life and educational experiences.  The educational needs of the children in the EL program vary greatly across the District.  Demographic variables of interest for the purposes of planning include:

  • School of enrollment
  • Grade
  • Previous Formal Schooling
  • First Language Literacy Levels
  • English Proficiency
  • Other Services (Title 1, Special Education, Gifted and Talented)
  • Free and Reduced Lunch Status

The following charts show the LEP growth rate from 1997 to current numbers for the 2011/2012 school year.  The mobility of the population adds to the complexity of long-term, systemic planning for these students, in recent years as much as 20% of this population may change in a year.

English Learner Enrollment Trend - Roseville Area Schools

 

 

Roseville Area Schools Trend of EL Enrollment By Percent

Funding

A critical element of any instructional program is the revenues and expenditures to support systemic planning and instruction. Minnesota is one of the few states to dedicate some state funding for the sole purpose of educating students who speak a language other than English. Currently, the state of Minnesota pays districts an additional $700 per year for every LEP=Y student. This funding does have a cap of five years, even if the student remains in the EL program. An outcome of a funding structure like this is that many of the secondary EL students generate no state EL funding, yet they continue to need the educational service. Roseville Area Schools also receives Title 3 funding, a dedicated source of funding from the federal government. Title 3 revenues are generated at a rate of roughly $100 per EL student with no cap on the years of service.

Roughly half of the revenue for EL instruction comes from the basic educational formula generated by every child in the district. This is the same fund that pays for general education costs, administration, and program coordination.

 

Critical Element 1: The district must develop, identify and place EL in appropriate programs.

1.1 Evidence that the district equitably applies the use of a home language questionnaire and developmentally appropriate measures with all student to identify English language learners (ELs). Evidence of the district procedure to appropriately identify immigrant and refugee students.

Entrance Criteria: State and Local
A Home Language Questionnaire is given to all families upon registering their children at the District Center. The District uses a centralized enrollment process to consistently apply all of the requirements related to the Home Language Questionnaire.

Current State Criteria: “A 'pupil of limited English proficiency' means a pupil in any of the grades of Kindergarten through Grade 12 who meet the following requirements:

  1. Home Language Questionnaire – According to Minnesota Statute 124D: A student is identified as an EL if:
    1. the pupil first spoke a language other than English,
    2. the primary language spoken in the home of the pupil is not English; or
    3. the language most often spoken by the pupil is not English.
    4. The primary language of each student, regardless of proficiency status, must be determined with a home language questionnaire the first time that the student enrolls in the district
    5. [LANGUAGE MINORITY STUDENT] A “language minority student” means a pupil in kindergarten through Grade 12 who has a primary language other than English.
  2. Program Entrance Screening Methods
    Qualification for EL service is based on
    1. Home Language Questionnaire and English proficiency measures including (but not limited to):
    2. WAPT for any new students to the Minnesota school system at the elementary and selected secondary students
    3. Combination of WAPT, SLEP, Woodcock Munioz and local assessments at the middle school level
    4. SLEP for any new students to the Minnesota school system at the high school level
    5. At any time other developmentally appropriate measures may complement the formal measures including, but not limited to
      1. Observations
      2. Teacher judgment
      3. Parent recommendations
  3. Annual Proficiency Screening Minnesota State K-2 Reading/Writing Assessment
    The district uses a combination of tools including, but not limited to:
    1. MNSOLOM (Minnesota Student Oral Language Observation Matrix)
    2. Students score 1-5 in six areas of oral language proficiency, 30 total points possible.
    3. TEAE (Test of Emerging Academic English)
    4. ACCESS test
    5. Academic Achievement Tests
      1. Minnesota Comprehensive Assessments (MCA) for Reading, Mathematics and Science. To qualify, students should fall below the 50th percentile for local (district) norms in Reading.  Students either “Do Not Meet, or “Partially Meet” the MN State Standards.
      2. Measures of Academic Progress for Reading and Mathematics.  To consider qualification for EL services, the student should demonstrate academic performance in English below the 50%tile.

1.2 Evidence that the district has written policies and procedures regarding identification, program entrance and placement.

Family Refered to Central Enrollment Center

1.3 Evidence that the district has written policies and procedures regarding EL program exit and reclassification as no longer LEP.

Exiting EL and Reclassification
The decision to exit a student from EL and service is based on multiple measures, including teacher recommendation, parental input, and assessments of speaking, listening, reading and writing. The District will include state assessments such as the TEAE, MCA, MAP and GRAD among its multiple measures.

While EL students who reach a level of English proficiency that no longer prevents them from fully accessing the curriculum of the school may be exited from the EL program, MDE recommends that the district change the student's classification from EL to non-EL only after the student has scored in the proficient range on the Test of Emerging Academic English (TEAE).  Scoring the highest range on both the TEAE Reading (Level 4) and TEAE Writing (Level 5) is considered proficient. For students who have an ACCESS test score, exiting will be considered when the student achieves at a composite score of 6.0.

If a student "Meets" or "Exceeds the Standard" on the MCA test and is proficient on the TEAE and MN SOLOM, that student will considered and recommended for exiting from the EL program.

State Guidelines applied to the procedures in the Roseville Area Schools - "School districts need to have a specific and consistent procedure in place by which the LEP students are identified, assessed, and placed into appropriate service options . . .. It should include the following: Home Language Questionnaire, oral interview in English and first language if possible, oral proficiency test, reading test or inventory, writing sample, information re: native language skills and educational background, determination of migrant or immigrant status."

 

Critical Element 2: The district must implement programs that address the needs of all levels of English proficiency.

2.1 Evidence that the district has in place a written plan of services based on scientific research and proven effective.

Less proficient English Language Learners will receive more hours of EL instruction than those who are more proficient in English.

Recommended Minutes of Direct Instructional Service

WIDA Level 1

WIDA Level 2

WIDA Level 3

WIDA Level 4

WIDA Level 5

Primary Elementary

45 minutes per day

30 minutes at least 3 times per week

30 minutes at least 2 times per week

30 minutes at least once per week

30 minutes once per month

Middle School

180 minutes per day

Two or more sheltered content classes

One or more sheltered content class

At least one class per day with EL structured support

Indirect Service

High School

180 minutes per day

68 minutes per day plus at two or more sheltered content courses

68 minutes per day plus one or more sheltered content courses

68 minutes per day

68 minutes per day

 

Instruction
Instruction for ELs in Roseville Area Schools takes many forms. EL teachers, along with classroom teachers, teacher assistants, media specialists, music-, physical education-, and art teachers, special education staff, Friendship Connection staff, home/school liaisons, and volunteers all provide instruction to EL students.

Many EL students receive the greater part of their instruction in the general education classroom. Classroom teacher accommodations, collaboration with EL teachers, pullout by EL teachers and TAs, and sheltered content classes are some of the instructional approaches that support the learning of EL students.

EL teachers focus instruction on language acquisition, moving from Basic Interpersonal Communicative Skills to Cognitive Academic Language Proficiency (BICS and CALPs, Cummins), as students progress. Pullout (from the general education classroom) models allow for EL Beginners to practice using English in situations where they are comfortable, having a lower affective filter (Krashen). Classroom and EL teachers collaborate on instruction designed to meet content and language objectives for ELs in the mainstream (Echevarria, Vogt and Short. 2009). Based on the research of Echevarria, Vogt and Short, a district priority for the EL department has been to develop sheltered content classes at the high school and middle school in the areas of English, Mathematics, Social Studies and Science.

Responsibilities of the EL teacher extend beyond direct instruction, consultation and scheduling. Those responsibilities include:

  • TESTING: Administration, evaluation of the entrance and exit criteria testing, and for the administration of all state and federal mandated tests.
  • REFERRAL TO RRT: participation as a team member when an EL student is referred to Referral Review Team (RRT).
  • PROGRESS REPORTS/CONFERENCES: Attendance at parent conferences. Narrative reports for each student are entered into the database at the end of the year.
  • COMMUNICATION: Communication with staff and families on a regular basis. Often act as liaison between family and school. Family home visits when needed. Consultation with teaching staff to schedule, in-service on need for accommodations, monitor progress, share materials, etc.
  • SUPERVISION: Supervise Teachers Assistants
  • INSTRUCTIONAL MANAGEMENT: Send communications to families, order instructional supplies, etc.

2.2 Evidence of appropriate and effective EL curriculum and curriculum implementation.

Roseville Area Schools uses Minnesota state content standards and WIDA national standards in our instructional design for English Learners. Roseville has implemented a curricular mapping program Eclipse at the secondary level. EL teachers at the elementary align language instruction with the district content standards and will be revising this approach to incorporate WIDA standards.

As the district moves towards a more collaborative model of EL instruction, appropriate classroom materials for ELs will be increasingly important. When a content area of instruction is reviewed with the district curriculum review process, the EL curriculum be aligned and included in this process and outcome.

Sheltered Content teachers in the areas of English, Math, Science, and Social Studies also implement curricula designed to meet the content-knowledge and academic language needs of English Learners. Much of the instructional materials used in the sheltered content classes are teacher-created or modified, to meet student needs and instructional standards.

Elementary EL teachers have a variety of curricula for EL instruction in the pullout model. These include, but are not limited to:

  • Oxford Picture Dictionary series (for Children, Basic, Intermediate, and Advanced)
  • Words Their Way for ELL
  • Literacy By Design
  • Guided Reading
  • Steck Vaughn Reading Comprehension Series

2.3 If Applicable, evidence of implementation of specific programs for immigrant and refugee children and youth.

The district employs three bilingual liaisons fluent in Spanish, Hmong, and Karen. These liaisons are in contact with the students, families and staff on a daily basis. The liaisons go with new families to register incoming students, assist with Early Childhood screenings, Special Ed assessments and Parent/Teacher conferences. Liaisons and staff organize informational events for families in which the home languages are spoken rather than English-only. Liaisons make home visits, when needed, and assist the schools and families whenever an interpreter is required. Our district also has staff fluent in Spanish, Hmong, Vietnamese, dialects of Chinese, German and other languages.

The district also uses the Language Line, Over-the-Phone Interpretation Service, which allows staff, teachers, and families to communicate through interpreters using 3-way conference calls. The Language Line is available to all staff.

Special instructional design targeted to refugee children exists at the secondary level in a newcomer model. These instructional designs have been in place since 2008 and continue to change based on our changing student needs.

 

Critical Element 3: The district must have appropriate staff to serve EL.

3.1 Evidence teachers are licensed and highly qualified in their teaching assignment.

An articulated description, as of fall 2011, of the various EL programs, and the licenses held by those teachers teaching within these programs:

Building:

Teacher:

Licenses:

Program Description

 

Initials:

Held:

 

RAHS:

KT 

EL K-12

self-contained EL classes, levels 1 & 2

 

RK

EL K-12

self-contained EL classes, levels 3 & 4

 

RB

Communication Arts/Literature 5-12

sheltered content English for ELs

 

CP

Coaching 7-12; Mathematics 7-12

sheltered content Algebra for ELs

 

YC

Social Studies  5-12

sheltered content Geography for ELs

 

EF

Physical Science 7-12

sheltered content Physical Science for ELs

 

 

 

 

FAHS:

KJ

EL K-12

self-contained EL for newcomers

 

MMM  EL K-12;

self-contained EL for newcomers

 

 

LK

Social Studies 7-12

sheltered content Social Studies for ELs

 

 

 

 

RAMS:

KG

EL K-12; Spanish K-12

Direct instruction EL, content Social Studies

 

JS

EL K-12

self-contained EL for newcomers

 

WB

EL K-12/English 7-12

sheltered content English for ELs

 

PM

EL K-12; Life Science 7-12

sheltered content Science for ELs

 

CR

EL K-12; Mathematics 5-8

sheltered content Math for ELs

 

 

 

 

BH:

SH

EL K-12

pullout & collaboration

 

BB

EL K-12

pullout & collaboration

 

 

 

 

CP:

IS

EL K-12

pullout & collaboration

 

SH

EL K-12; Elem Ed 1-6

pullout & collaboration

 

HW

EL K-12

pullout & collaboration

 

KA

EL K-12

pullout & collaboration

 

AE

EL K-12

pullout & collaboration

 

 

 

 

EDG:

NO

EL K-12; German K-12

pullout & collaboration

 

LH

EL K-12; Reading K-12

pullout & collaboration

 

JF

Elementary Classroom

Reading intervention

EDW:

KD

EL K-12

pullout & collaboration

 

DH

EL K-12

pullout & collaboration

 

 

 

 

 

 

 

 

FH:

VC

EL K-12

pullout & collaboration

 

 

 

 

LC:

TC

ESL K-12; Communication Arts/Literature 5-12

pullout & collaboration

 

ZM

ESL K-12

pullout & collaboration

 

 

 

 

PVC:

LH

Spanish 7-12; ESL K-12; School Counselor K-12

pullout & collaboration

 

M

Elementary Classroom

Reading instruction

 

 

 

 

Staffing Guidelines

  1. Funding for EL teachers and teaching assistants are allocated from district resources.
  2. Using the end-of-year number of EL students reported in MARSS, the district annually projects the number of EL students who will need EL services the following year.
  3. The goal of staffing is to deliver equitable EL service across the school district.
  4. Preliminary staffing assignments are made in the spring. Final staffing assignments occur the following fall, near the October 1st enrollment report.  It is expected that some preliminary assignments will change based on actual student enrollment. Staffing assignments will be reviewed and adjusted at least twice per year (October 1st, and in January).

3.2 Evidence that the district’s program teachers and paraprofessionals assisting in instruction are proficient in the language of instruction, if applicable.

All EL teachers in the district have gone through rigorous training and hold current Minnesota teaching licenses, and some hold other relevant licensures, such as Reading licensures, for example. Those who teach in sheltered content classes are required to hold current teaching licenses for the content area in which they are teaching, thus meeting Highly Qualified requirements. Ongoing professional development is required of all EL teachers, sheltered content teachers, and teaching assistants who work with EL students. Many of the EL teaching assistants in the district hold college degrees and some hold or are working towards licensure in EL.

Bilingual liaisons are part of the EL staff but do not have teaching responsibilities. Their responsibilities revolve solely around the facilitation of home/school communication. The district is fortunate to have liaisons who are native speakers of Spanish, Hmong, Karen and Somali who are also proficient speakers of English. When liaisons apply to the district, they must prove language proficiency in their home language and also oral and written proficiency in English before their applications can be considered.

Teachers are responsible for designing and delivering instruction. They are also accountable for designing instruction to be delivered by teaching assistants. EL teaching assistants are used to supplement classroom or EL teacher instruction but not to replace it.

3.3 Evidence that long-term and scientifically based professional development is designed to improve the instruction and assessment of EL.

District EL teachers are invited to take part in professional development. It is encouraged that all EL staff attend the annual ESL, Bilingual, Migrant state conference each spring, and many also choose to attend a fall conference. On-site training is offered by district literacy coaches.

Critical Element 4: The district must collaborate and coordinate its EL program with other programs to maximize impact of resources.

4.1 Evidence that the EL program is coordinated with other programs in the district for maximal use of resources.

EL students are also eligible for Title 1, Gifted and Talented, Special Education, Reading Recovery, Targeted Opportunities for Success (TOPS), Summer School, and Advancement Via Individual Determination (AVID). Curriculum and staff development for the district is co-developed and implemented with EL instructional professionals.

4.2 Evidence that the district has policies and/or procedures in place to allow ESL/bilingual staff to communicate, meet, visit other classes and plan among themselves and with mainstream staff for maximal effectiveness.

EL and classroom teachers have been given release time for collaboration training, common planning times and mentoring opportunities.

 

Critical Element 5: The district must involve parent and community in the planning, development and implementation of the language instructional program.

5.1 Evidence that the district has an environment and policy that is inviting and welcoming to parents and families.

Each school and the district center have welcome signs in multiple languages. When it is determined a family needs interpretation services, bilingual liaisons are called in to assist with the registration process. Liaisons also go with the families to the schools to give a brief tour and tell families about school procedures. Liaisons are also made available for conferences and school events. Several EL teachers and other staff are also fluent in Spanish. The Roseville Area Schools is implementing a family involvement program called Family Project. There is certain and targeted design in this program to emphasis the cultural and linguistic diversity that creates an equitable approach to meeting the needs of English learners.

5.2 Evidence that parents and community members are involved in the planning, development and implementation of the EL program.

Currently, the parental involvement design is targeted at the development and implementation of the Dual Language Immersion program at Little Canada Elementary. Parents and community members are included in this planning.

5.3 Evidence that effective means of outreach to parents of EL are implemented.

5.4 Evidence that the district communicates with parents regarding their children's participation in the language instruction education program in an understandable and uniform format and to the extent practicable in a language that the parents can understand.

EL teachers report to parents of beginning level EL students using report cards for the first and third trimesters. A conference format is used for the second trimester. Bilingual liaisons are used continually by families and staff to facilitate ongoing communication.

This includes a description of the district's communication process with appropriate timeline as it relates to LIEP notification.
State:

  • Within ten days upon entering the program; AND
  • Parent option to decline services.

Federal (Title III):

  • Within 30 days upon entering the program;
  • Annual notification;
  • Results of most recent language proficiency assessments;
  • Program description;
  • Average number of years that EL are in the district's program;
  • Parent option to decline services; AND
  • District graduation rate of EL.

 

Critical Element 6: The district must adhere to state and federal fiduciary requirements and student achievement accountability measures.

The Roseville Area Schools follows all the guidance at the state and federal level related to fiduciary planning for the EL program. Primarily, the funding source for the EL program is the general education revenue generated through the Average Daily Membership function with the Minnesota Department of Education. In addition, the Roseville Area School utilized federal funds to supplement the core instruction in alignment with the supplement, not supplant approach to federal education funds.

6.1 Evidence of EL assessment, policy and procedures.

When a new family registers at the District Center, the SLEP is administered to students in grades 9-12 to decide placement in classes with the appropriate EL level. EL testing for students in grades K-8 is done at the elementary building or middle school with a combination of intake assessments which include the WIDA focused screener (WAPT).

If a student's cum folder contains current (from that school year) standardized test scores from the district that student was previously in, such as those from MAP, MCA-II, or other recognized EL tests, AND that student was previously identified as an EL, the district can forego the administration of an intake test.

6.2 Evidence of required Annual Measurable Achievement Objective (AMAO) improvement planning activities.

Each year, the Annual Measurable Achievement Outcomes are reviewed in the context of all academic progress data for our students. In the past years, the AMAO Improvement Plan and the Adequate Yearly Progress Improvement Plan have been one in the same. Given the district-wide focus and value in a collaborative and comprehensive instructional design for students learning English, it is likely that this combination plan will continue, as long as the focus on language instruction is held in balance with content proficiency.

6.3 Evidence of policies and procedures related to individual student data collection which adhere to state and federal requirements including Plyer v Doe.

 

For further information, please call or e-mail Martina Wagner, Supervisor for the District 623 English Language Learners, at 651-635-1624.