Plan of Service

English Learner Plan of Services

Farmington Area Public Schools



Communication


Identification procedures and a program description (both English and translated versions) are made available to parents by mail at the time a student qualifies for EL services (initially, as well as from year to year).


Additionally, these identification procedures and program descriptions are listed on the district website, to be available to parents and other stakeholders.


When a student has achieved proficiency and is ready to be exited from the EL program, parents will be notified via written communication (translation available as needed) from the EL teacher.  Additionally, classroom teachers and Special Education teachers (as applicable) are notified by the EL teacher that the student will be exited from the program, but will be monitored by the EL teacher.




Initial Identification and Placement in a Language Instruction Program


Research has shown acquiring Academic English is a long-term process.  Specifically, students ages 8-11 years old with 2-3 years of native language education took 5-7 years to test at grade-level in English.  Students with little or no formal schooling who arrived in the United States before the age of 8 took 7-10 years to reach grade-level norms in English language literacy (Thomas & Collier, 1997).  For this reason, ELs need to be evaluated on an individual basis, with special consideration given to grading, intervention, and placement decisions.


Farmington Area Public Schools follows the Minnesota Standardized English Learner Procedures as outlined in the MDE flowchart:  https://education.mn.gov/mdeprod/groups/communications/documents/hiddencontent/bwrl/mdcy/~edisp/mde072445.pdf


During the registration process, all parents/guardians fill out a Minnesota Language Survey (MNLS).  More information and a copy of the MNLS can be found on the Minnesota Department of Education website:  https://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/bwrl/mdcy/~edisp/mde072042.pdf


If there is a language other than English indicated on the MNLS, then the school secretary makes a copy of the MNLS and gives it to the EL teacher who works at that school.


The EL teacher reviews any MNLS that indicates a language other than English. If the student is in grades 1-12, the EL teacher will assess the student's social and academic language proficiency using the WIDA Screener Assessment. A student who scores below a 4.5 in Overall Proficiency, or any single strand below a 4.0 on the assessment would qualify for EL services. These students would be indicated as EL in MARSS.


If the student is in kindergarten, the EL teacher will assess the student’s social and academic language proficiency using the WIDA MODEL Assessment.  Kindergarteners are only assessed in the domains of speaking and listening for the first half of the school year.  Students who enter the district in the second half of the school year can be assessed in all four domains: reading, writing, speaking, and listening.  A student who scores below a 5 in overall Proficiency, or any single domain below a  4.0 on the assessment would qualify for EL services.  These students will be indicated as EL in MARSS.  


*Kindergarten students who did not qualify for EL services in the fall based on their scores in the speaking and listening domains may be tested in the domains of reading and writing during the second half of the year.  This is done when students are not meeting the standards in kindergarten formative assessments.  


If the student qualifies for services, parents will be notified in writing by the EL teacher within ten days of completing the assessment.


Additionally, English Language proficiency of EL students may be measured using the following: 


  • Writing samples scored using the Writing Rubric of the WIDA Consortium (for grades 1-12)

  • Input from mainstream teachers, Special Education teachers (as applicable) and parents on the student’s performance in the classroom

  • Information from cumulative file




Continuing Eligibility


Once a student has qualified for EL services, the student’s progress is closely documented by the EL teacher.  This documentation includes but is not limited to records of anecdotal evidence, common formative assessments, and parental input. Students annually complete the ACCESS for ELLs 2.0 to measure their English language proficiency.  If a student’s ACCESS composite score is less than 4.5 or two or more ACCESS domains are less than 3.5, then the student will remain in EL services.




English Learner Program, SCOPE, AND AMOUNT of Service


ENGLISH LEARNER PROGRAMS


District Mission

The mission of Farmington Area Public Schools, the center of inspiration and the cultivation of ideas, is to ensure each student reaches his or her highest aspirations while embracing responsibility to community through a system distinguished by:

  • Supporting individuality while understanding our interdependence

  • Developing wisdom and integrity of each individual

  • Nurturing the will to succeed in each student

  • Customized learning environments

  • Deep community collaboration


Farmington English Learner Program Belief Statements

The purpose of the Farmington EL Program is to assist students in the development of their language skills while maintaining the integrity of their linguistic and cultural identities.  Our goal is to motivate and encourage students to feel successful and to foster a love of learning.


We value parent/guardian involvement in the program and in the education of their children.

Therefore we will:

  • When available, provide translated copies of forms and letters, and utilize tele-language services;

  • Plan and facilitate a district-wide parent night that offers opportunities for networking; and

  • Meet with parents/guardians on open house nights, parent conferences, and throughout the year, as necessary.


We value learning environments where students feel safe expressing themselves and their cultures.

Therefore, we will:

  • Advocate for English Learners and their parents/guardians with staff, school and district administration, and the community;

  • Develop relationships with English Learners and their parents/guardians;

  • Connect with classroom teachers, sharing concerns and experiences of English Learners; and

  • Recognize the added value of diversity in the classroom and engage in courageous conversations to promote the intercultural competence of the school and community.


We value the cultural and linguistic heritages that our English Learners bring to the classroom.

Therefore, we will:

  • Inform staff, students, and families of the benefits of maintaining home languages;

  • Encourage students to share their native languages and cultures;

  • Incorporate books and other resources reflecting the diversity of our English Learners;

  • Provide recommendations for expanding the multicultural elements of classroom libraries; and

  • Celebrate the assets that English Learners bring to the classroom.


We value high expectations, continually increasing student achievement, and high-quality instruction.

Therefore, we will:

  • Hold English Learners to the same MN academic standards as grade-level peers;

  • Provide challenging work so that English Learners understand how to self-assess and problem solve their learning needs;

  • Cultivate positive school experiences where English Learners build from previous success;

  • Incorporate research-proven instructional strategies;

  • Provide specifically-designed language instruction to meet the developmental needs of English Learners; and

  • Use data to differentiate instruction and monitor growth in English Learners.


We value staff collaboration and partnerships across the school community.

Therefore, we will:

  • Provide support for classroom teachers in working with English Learners; and

  • Provide professional development opportunities for all staff


Instructional Goals of EL Education

The goal of our program is for our students to meet the academic achievement standards for grade promotion and to become proficient in social and academic English.

Program Components

English learners will receive push-in instruction within the classroom, co-teaching, EL pull-out classes, sheltered English Language Development classes or a combination of models, to further develop reading, writing, listening, and speaking skills in both social and academic English.  EL services may increase or decrease throughout the school year according to need. 


EL teachers provide services as is appropriate for grade level, proficiency level, and individual student-need.  EL service is guided by WIDA ELD standards in combination with grade-level content standards.


Standard

Abbreviation


English Language Development Standard 1

English language learners communicate for social and instructional purposes within the school setting

Social and instructional language

English Language Development Standard 2

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts

English Language Development Standard 3

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics

The language of Mathematics

English Language Development Standard 4

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science

The language of Science

English Language Development Standard 5

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies

The language of Social Studies




SCOPE OF SERVICE


Elementary

At the elementary level, meeting the needs of English Language Learners can be done in different ways.  Students may be pulled-out of the mainstream classroom in small groups for a 30-minute period 2-5 days per week to develop academic language in the content areas through reading, writing, listening, and speaking.  Some students may receive push-in services, which is when the EL teacher goes into their mainstream classroom to support student learning. Co-teaching is another form of meeting EL student  needs.  When co-teaching the EL teacher and the classroom teacher work together planning, and delivering lessons within a certain subject area. 


Both push-in and pull-out supports are available to EL students at all proficiency levels based on teacher schedule and student needs. These decisions are made based on the number of students and their needs by grade level. 


Limited Formal Schooling

When students have limited school experiences including pre-school and/or interrupted schooling they will receive more support from the EL team.  This could include skill based paraprofessional support, or additional time with an EL teacher.


Gifted and Enriched Learning (GEL) 

There are no restrictions on EL students participating in GEL programs. 



Middle School

At Dodge Middle School and Boeckman Middle School, English Learners (EL) students receive academic language support through a variety of settings: an Academic Writing class, co-teaching in content classes, and push-in or pull-out support in small groups.  Different types of class support allows us to design our curriculum to better meet the needs of each student. Through each of the support settings, we focus on improving students’ academic language skills specifically related to the four language domains: listening, speaking, reading, and writing.  Students participate in a variety of literacy-based activities such as journaling, vocabulary expansion, independent reading, presentations with showcases, and much more.


Push-in, pull-out, and co-taught supports are available to EL students at all proficiency levels based on teacher schedule and student needs. These decisions are made based on the number of students and their needs by grade level. 



High School

At the high school level, English Learners (EL) receive services in two different ways.  Recently arrived English Learners and beginning English Learners are placed in a sheltered English Language Development (ELD) class.  The class meets for one period each day all year.  All English Learners also receive services through their content classes in the form of co-teaching.  The EL teacher and the content classroom teacher work together planning and delivering the lessons.


The EL courses at Farmington High School during the 2020-21 school year:


English Language Development A 1 Trimester

English Language Development B 1 Trimester

English Language Development C 1 Trimester

Offered for students in grades 9-12 who are recently arrived as well as beginning English learners.  This course will teach students reading, writing, listening, and speaking skills for conversational and academic English.  Students will learn vocabulary, grammar, and study skills that will help them to be more successful in their content classes.  Students will earn one elective credit per trimester.  In order to register, students need to be referred by the EL instructor.


Honors and Advanced Placement

All students are encouraged, and have the opportunity to, enroll in honors and/or Advanced Placement courses during their high school careers. 


Students with Limited or Interrupted Formal Education (SLIFE) Identification and Services


The LEAPS Act defines SLIFE students as those who meet three of the following:

  • Comes from a home where the language usually spoken is other than English, or usually speaks a language other than English; 

  • Enters school in the United States after grade 6;

  • Has at least 2 years less schooling than the English learner’s peers;

  • Functions at least 2 years below expected grade level in reading and mathematics; and

  • May be preliterate in the English learner’s native language.

- Minnesota Statutes, section 124D.59, Subdivision 2(a)


More detailed information about SLIFE can be found on the MDE website:  https://education.mn.gov/MDE/dse/el/slif/


To help us identify if a student is SLIFE, the Native Language Literacy Assessment (NLLA) is used to test a student’s literacy in their native language.  The EL teacher, along with the student’s counselor, will conduct student and parent interviews detailing previous schooling scope and experience.


Migrant Education Program

If a student is identified as a Migrant then we will contact the Minnesota Migrant Education Program and connect the student with resources.  


Special Education

EL teachers are a part of the IEP team. They collaborate with special education teachers and content teachers to meet the needs of individual students. Special education students receive EL services in addition to special education support.  



AMOUNT OF SERVICE


Grade Level

ELD Level 1

ELD Level 2

ELD Level 3

ELD Level 4

ELD Level 5/6

K - 5

40 minutes 5 days per week

40 minutes 5 days per week

30 minutes 3-5 days per week

30 minutes 2-3 days per week

Exited from EL services

6 - 8

40-80 minutes Newcomer class 2-3 times per week


Co-taught content course

40 minutes Academic Writing class 2-3 times per week


Co-taught content course

40 minutes Academic Writing class 2-3 times per week


Co-taught content course

40 minutes Academic Writing class 2-3 times per week


Co-taught content course

Exited from EL services

9 - 12

60-120 minutes per day

3 trimesters ELD class

2-3 trimesters co-taught

60-120 minutes per day

3 trimesters ELD class

2-3 trimesters co-taught

60 minutes

per day

2-3 trimesters co-taught

60 minutes per day

2-3 trimesters co-taught

Exited from EL services





English Learner Exit Criteria


Exit and Reclassification

Students remain in the EL program until they reach proficiency in academic English.  The amount of time varies by individual. Although spoken English is acquired socially in 1-3 years, a period of 5-7 years is required, on average, for English Language Learners to approach grade level norms in academic aspects of English.  If the child is not literate (able to read and write) in the home language, it may take up to ten years to approach grade level norms. (Collier, 1987; Klesmer, 1994; Cummins, 1981a). Additionally, parents may refuse EL program services by signing a parental refusal letter.


Exit Measures

English Language Proficiency for all identified EL students is measured by the annual administration of the ACCESS for ELLs 2.0.

 

Students who are exited from the program are reclassified in MARSS as EL-No at the beginning of the next school year. Students will be monitored by the EL teacher through periodic communication with the classroom teacher for 2 years following the date of exit. 


Exit Criteria

Students will exit EL services when they receive an ACCESS composite score greater than or equal to 4.5 and three or more ACCESS domains greater than or equal to 3.5. 


Communication of Exit Criteria and Procedures

When a student is ready to be exited from the EL program, parents will be notified via written communication (translation available as needed) from the EL teacher.  Additionally, classroom teachers and Special Education teachers (as applicable) are notified by the EL teacher the student will be exited from the program, but will be monitored by the EL teacher for 2 years.


PLAN COMMUNICATION


The plan will be posted on our district EL webpage, which can be translated into multiple languages. If parents have further questions, we can discuss it with families during conferences throughout the school year. Notification of the plan will be sent home to families with the notification of services letter.  



Appendix for the 20-21 School Year


Farmington Area Schools will plan three different scenarios based on the guidance provided by Minnesota Department of Education and Minnesota Department of Health.  These three scenarios may be used at any time during the 2020-21 school year.

  • Scenario 1:  In-person learning for all students

  • Scenario 2:  Hybrid learning with strict social distancing and capacity limits

  • Scenario 3:  Distance learning only


If during the 20-21 school year, students are participating in distance learning, either through the hybrid or fully distance learning, below is the description of expectations for EL teachers, mainstream teachers, and communication.  




Goal

Description

Contact for Information

ELD Instruction (What will EL teachers do?)

Language development will be addressed with overarching competencies in language acquisition that spans all grade levels and content areas. Feedback provided as needed to support growth.

In collaboration with classroom teachers, alternative academic tasks may be made available to meet individual student’s needs.

EL Coordinator

Mainstream EL Support (What will content teachers do to support English learners?)

Support is available to assist teachers in creating accessible distance- learning activities for ELs.


Content teachers will use repetitive routines and structure in their classes, and provide multiple formats for students to engage in the content.


Digital platforms will emphasize oral language development.

Paper-based learning activities will have differentiated activities for content background knowledge and language proficiency.

EL Coordinator


Communicating with Multilingual/ Multicultural Families

Interpretation can be done by phone for bilingual families or through Talking Points.


Email messages sent to all families through School Messenger will be translated into the family's preferred language. Buildings will also communicate important information to families through an interpreted phone call or Talking Points.

Building Principals/Teachers




 

Works Cited


"Minnesota Standardized English Learner Procedures." Minnesota Department of 

Education, Minnesota Department of Education, July 2017, education.mn.gov/mdeprod/groups/communications/documents/hiddencontent/bwrl/mdcy/~edisp/mde072445.pdf.

"Minnesota Standardized English Learner Procedures Minnesota Language Survey." , 

Minnesota Department of Education, July 2017, education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/bwrl/mdcy/~edisp/mde072042.pdf.

"SLIFE." Minnesota Department of Education, Minnesota Department of Education, 

2019, education.mn.gov/MDE/dse/el/slif/.

Sparks, Sarah D. "Teaching English-Language Learners: What Does the Research Tell 

Us?" Education Week, Editorial Projects in Education, 11 May 2016, www.edweek.org/ew/articles/2016/05/11/teaching-english-language-learners-what-does-the-research.html.



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