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PACT Charter School
7250 E. Ramsey Parkway
Ramsey, MN 55303
  605_English Learner Program Procedure
 Date created: 
 Committee Approval by: 
 Date Approved:  Reviewed:
 20170118  JPC  20170518   2016-2017
 BRD  20170713

REQUIRED COMPONENTS OF AN ENGLISH LEARNER PROGRAM

  1. A written plan of service describing instructional and support programs for English Learners (ELs)
  2. Teacher with a K-12 ESL license to staff the language instruction program
  3. Method(s) of identification for students with home languages other than/in addition to English
  4. A valid English language proficiency (ELP) assessment to determine student’s ELP level and need for instruction
  5. Report of EL data in MARSS

 

METHOD(S) OF IDENTIFICATION

Students are identified for EL eligibility through the home language questionnaire (HLQ) as part of the enrollment process. The questions on the HLQ are as follows:

  1. What language did your child learn first?
  2. What language is most often spoken in your home?
  3. What language does your child usually speak?

If the answer to any of the above questions is a language other than English, the child is considered to have a primary language other than English. The HLQ is placed in the student’s cumulative file and the MARSS Coordinator records the student’s home language in MARSS.

Students with primary languages other than English then take the W-APT/WIDA Screener prior to the start of school or within one week of enrolment. (If a student was enrolled in a school in Minnesota in the past, the student’s Student Assessment History Report can be accessed. If the student was already identified as an EL learner, he/she does not need to take the W-APT/WIDA Screener, and ACCESS results should be referenced.) The W-APT/WIDA Screener measure whether students are at a Level 1 (entering), Level 2 (beginning), Level 3 (developing), Level 4 (expanding), Level 5 (bridging), or Level 6 (reaching) in Listening, Speaking, Reading, and Writing. The W-APT/WIDA results are placed in the student’s cumulative file.

Students are eligible for EL services if they meet the following criteria:

  1. If a parent answers a language other than English for one or more of the questions on the HLQ, and
  2. If the student’s W-APT/ACCESS scores are less than 5.0 overall and/or less than 4.0 in any language domain (Listening, Speaking, Reading, and Writing).

By mail, within ten days after the initial enrollment into the EL program, parents are notified of the following information:

  1. A simple, nontechnical description of the purposes, method and content of the program
    1. Why the student was placed in the program (including the level of EL proficiency)
    2. How the level was assessed
    3. The current level of academic achievement
    4. The method of instruction used in the program
    5. How the program meets the needs and strengths of the child to learn English
    6. The exit and reclassification procedure
  2. The right to visit the educational program for ELs in which their child is enrolled
  3. The time and manner in which to establish a meeting to explain the nature and purpose of the program
  4. The right to decline EL instruction and services and the time and manner in which to do so
    1. Parents have a right to decline EL services, although this does not change the Limited English Proficiency (LEP) status of the student in MARSS.

 

ONGOING ASSESSMENT

Various measures are used to continually assess the students receiving EL services. The measures include, but are not limited to, Minnesota Comprehensive Assessments (MCAs), Measures of Academic Progress (MAPs), ACCESS assessments, and teacher observations.

 

SERVICES

PACT EL students receive direct instruction from an EL instructor, based on the students’ levels of need and the WIDA English Language Development Standards, which represent the social and academic language students need to understand and succeed in school. The EL instructor also works with the classroom teachers to assist them in implementing best practices for teaching EL students, focused on the Sheltered Instruction Observation Protocol (SIOP) Model. The SIOP Model is an empirically-validated model focused on eight interrelated components: lesson preparation, building background, comprehensive input, strategies, interaction, practice/application, lesson delivery, and review and assessment.

 

EXIT AND RECLASSIFICATION

Students are exited from the EL Program and reclassified as no longer EL upon achieving a qualifying score on a valid ELP test (ACCESS), which is taken annually. For funding and accountability purposes, state proficiency on ACCESS is a composite of 5.0 with no domain (Listening, Speaking, Reading and Writing) less than 4.0. (The student LEP status in MARSS does not change until the following school year.) Documentation of the ACCESS assessments are kept in the students’ cumulative files.

Exit and reclassification procedures are explained in the parent letter sent by the EL instructor when the student exits the program.