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English Learners

Students who have a home language other than English (or in addition to English) and test limited English proficient in any language domain, speaking, listening comprehension, reading, or writing, may be eligible for English Learner Services. The goal of the program is to teach students social and academic English so that they will be able to fully participate in all classes and subjects taught in school.

Identification

When a parent/guardian indicates a language other than English on any question on the district Home Language Questionnaire, Section A, an EL instructor will assess the student for eligibility for EL Services when they first enroll in the district. Students are eligible for EL services based on the identification criteria in Appendix A

Students who have qualified for EL services continue to be eligible, until they reach a level of English proficiency that allows them to independently access and succeed in the curriculum, as demonstrated by meeting the Exit criteria.

Parent Notification

Parents will be notified within ten days of a student beginning EL Services each school year. The notification will include the criteria used to determine eligibility for EL Services, the child’s level of English proficiency and general information about EL Services. Parents of English learners will be invited to meet with their child’s EL instructor during fall Parent-Teacher Conferences to learn more about EL Services and how they can work cooperatively with the school to advance their child’s English language skills.

Refusal of EL Services

Parents/guardians who do not wish their child to receive EL Services may refuse services by completing the Request to Withdraw: English Learner Services form. The request must be completed each year the parents wish to refuse EL Services.

SLIFE Identification

English learners with limited or interrupted formal education will be identified based on the following criteria:

  • Come from a home where the language usually spoken is other than English, or usually speaks a language other than English;
  • Enter school in the United States after grade 6;
  • Have at least two years less schooling than the English learner’s peers;
  • Function at least two years below expected grade level in reading and mathematics; and
  • May be preliterate in the English learner’s native language

Minimum Service Levels

The amount of EL Services a student receives is determined by the student’s overall composite score on a WIDA test of English proficiency and their grade in school.

  • Grades K–5

    Students who score Level 1 (Entering) or 2 (Beginning) receive a minimum of 60 minutes of English language development instruction each school day.

    Students who score Level 3 (Developing) or 4 (Expanding) receive a minimum of 30 minutes of English language development instruction each school day.

    Students who score Level 5 (Bridging) receive a minimum of 75 minutes of English language development instruction each school week.

  • Grades 6–12

    Students who score Level 1 (Entering) or 2 (Beginning) receive a minimum of 2 class periods of English language development instruction each school day.

    Students who score Level 3 (Developing) or 4 (Expanding) receive a minimum of 1 class period of  English language development  instruction each school day.

    Students who score Level 5 (Bridging) receive a minimum of 1 class period of English language development instruction each school day.

Service Models

Northfield Public Schools offers Language Instruction Educational Programs (LIEPS) that focus on developing students’ literacy solely in English. They have been developed in accordance with NICELA – National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs 2005.

  • Sheltered English Instruction / Content-based English as a Second Language (ESL) Program
    • The goal is proficiency in English while learning content in an all-English setting.
    • Students from various linguistic and cultural backgrounds can be in the same class.
    • Instruction is adapted to students’ proficiency in English, and is supported by visual aids and L1 support, as available.  Fully developed prototypes of this program include Sheltered Instruction Observational Protocol (SIOP) and Specially Designed Academic Instruction in English (SDAIE)
  • Pull-out English as a Second Language (ESL) or English Language Development (ELD)

    This program is intended for elementary new-to-country English learners and English learners with an overall composite proficiency level of 1 or 2.

    • The goal is to develop fluency in English.
    • ELL students leave mainstream classroom part of the day to receive ESL instruction, often focused on grammar, vocabulary, and communication skills, not academic content.
    • There typically is no support for students’ home languages.
  • Push-in ESL Program
    • The goal is fluency in English.
    • Students are served in a mainstream classroom, receiving instruction in English with some native language support if needed.
    • The ESL teacher provides clarification, translation, if needed, and uses ESL strategies.

Exit Criteria

English Learners who reach a level of English proficiency that allows them to independently access and succeed in the curriculum will be exited from English Learner Services. Students exit EL Services and are reclassified non-EL based on the exit criteria in Appendix B.

Monitor

Former EL students’ academic progress will be monitored for two years to ensure that students have not been prematurely exited, and they are meaningfully participating in the district’s educational programs comparable to their peers who were never EL students.

More Information

To inquire about EL services for your child, contact your child’s building principal. For general information about EL Services, contact the Director of Teaching and Learning at 507.645.3436.