Multilingual Learners

ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAO) REPORT

Fridley Public Schools receives funding from Title III, a component of the No Child Left Behind Act of 2001, which supplements the resources of local school districts to provide quality education to English Learners (ELs) and immigrant students. Districts that receive these funds must meet annual state targets or take corrective action. The annual targets are called Annual Measurable Achievement Objectives (AMAO).

The No Child Left Behind Act of 2001 (NCLB) established Annual Measurable Achievement Objectives (AMAO) so that districts can measure the progress of their ELs. The three AMAOs established by NCLB are: 

• AMAO 1: Progress – District gains in the percent of ELs making progress learning English.
• AMAO 2: Proficiency – District gains in the percent of ELs becoming proficient in English.
• AMAO 3: Adequate Yearly Progress (AYP) for ELs – ELs meeting achievement targets on state math and reading assessments and graduation rates.

ELD Program Overview

Students are identified as English Language Learners following a process outlined by Minnesota’s Department of Education.  The amount of service an English Learner receives depends on the student’s English proficiency level, previous U.S. schooling and time in the U.S., and current academic achievement level. At each proficiency level, the English learning structure is tailored to students' needs while maintaining access to their grade-level expectations. Annually, students' English language proficiency is assessed with the WIDA ACCESS test. This assessment is given to all identified EL students in grades K-12 to monitor their language learning until they can exit services.

EL Identification Process

1. All families complete a MN Language Survey. Students with a home language other than English become EL eligible. 
2. Students are assessed for English language proficiency via the WIDA Screener or existing records. 
3. Students who score within the range below qualify for EL programming. With this screener score and the student's educational history, students are initially placed in EL programming. 

Screener	Qualification Score
Screener for Kindergarten	Oral Composite below 4.5
Screener Online for 1-12	Overall Composite below 4.5 or One Domain below 4
Alternate Screener	Oral Composite below 3

Additional identification information is available on the Minnesota Department of Education website. 

 

Procedures

All families new to Fridley Public Schools will enroll in one of the following ways:

• Visit the enrollment office at the Fridley Community Center (6085 7th Street, Fridley, MN, 55432), or 
• Visit the enrollment website.

For all families, interpreters are available upon request.  Once enrolled, a student must meet the entrance criteria according to Minnesota’s  standardized procedures as follows:

1. Eligibility

All families fill out a Minnesota language survey (MNLS) when they enroll. This survey is uploaded to each student’s cumulative folder in our student information system by the Enrollment Coordinator.  The student’s MNLS indicates: 
a. The language(s) the student learned first:
b. The language(s) the student speaks;
c. The language(s) the student understands; and
d. The language(s) the student has consistent interactions in.

2. Screening

If a home language other than English (HLOTE) is indicated for any response above, then the student is referred to the Multilingual Learning Coordinator, who will assess the student for English language proficiency via the WIDA Screener or by their existing records of service.

3. Qualification

Grades 1-12: If the overall composite score is below 4.5, or at least one domain score (reading, listening, speaking, or writing) is below 4.0, the student qualifies as an English learner.

Kindergarten: 

• At the start of kindergarten, students who are not yet reading and writing at a second-semester of kindergarten level take only the listening and speaking domains. If the oral composite score is below 4.5, the student qualifies as an English learner.
• All kindergarten students who enroll on or after January 1st should take all four domains of the WIDA screener. If the overall composite score is below 4.5, the student qualifies as an English learner.

4. Placement

Within 10 days of enrollment, EL-qualified students are initially placed in the EL program based on their screener scores and educational history and records. For more information on placement, see Initial Placement. Families are notified of this placement via Parent Notification Letters sent in the family's home language(s) and English.

Continuing Eligibility
Once students have been identified, they continue to be placed in appropriate services until they exit.
Continuing placement in focused language study is aligned to the program model and based on a combination of WIDA Levels, academic progress, and additional language assessments.  For discipline-specific academic language courses, students enroll in courses based on their grade level, academic ability, and age - not their language ability.

Declining Services

Families may choose to decline ELD services for their eligible students. Fridley Public Schools recommends families consider the benefits of additional support from ELD programming before declining.  Even when declined, EL students remain marked “EL” in our Student Information Systems with the Parent Declined box checked and dated.  This is a standardized policy by the Minnesota Department of Education.

EL eligibility is a right, and families may always rescind their refusal of services at any time and request EL services, especially if students are not meeting academic goals or mastering language. 

Each eligible student and family must renew their choice to decline EL services annually. 
Eligible students must continue to take the ACCESS test, even if services have been declined.  However, as per MDE policy, the student will still be listed as not proficient in English language and will continue to be eligible for services and ACCESS testing the following year. As such, parents/guardians and students (18+) must opt out of ACCESS testing and submit the refusal form annually.

EL Identification and Exit Process 

1. All families complete an MN language survey upon enrollment at Fridley Public Schools. Students with a home language other than English become EL eligible. 
2. Students are assessed for English Language proficiency via the WIDA screener or using their existing records. 
3. Kindergarten students who score below a 4.5 in Oral Language qualify for EL programming. Grade 1-12 students who score below 4.5 on the screener qualify for EL programming. Students who take the alternate screener and score below 2.0 qualify for EL programming. 
4. Students are initially placed in service based on these screener score levels. Students return to EL programming annually based on their WIDA ACCESS scores. WIDA ACCESS assesses the domains of speaking, listening, reading, and writing. 
5. Students exit EL programming when they score 4.5 or higher on the WIDA ACCESS, and each domain score is 4.0 or higher. Students taking the Alternate ACCESS exit when they score P1 or higher on the Alternate ACCESS and meet the criteria in MDE's exit pathways. 

Additional information is available on the Minnesota Department of Education website.

ELD Proficiency and Assessments

ACCESS Test

Each student eligible for ELD services must take the ACCESS test annually. ACCESS measures English language proficiency in four domains: reading and writing (literacy) as well as speaking and listening (oral language). Upon completion, students are scored on a 1-6 scale within each domain and as a composite. 

Preliminary ACCESS scores become available in May, with official scores released in August/September following spring administration. Scores are used in several ways:

• To determine continuing eligibility and guide ongoing placement
• To share language proficiency progress with families
• To plan for and target instruction
• To measure language proficiency progress over time

Alternate ACCESS

WIDA’s Alternate ACCESS test, or ALT-ACCESS, is a paper test administered for students in grades 1-12. ALT-ACCESS is available for EL-eligible students who also have significant cognitive disabilities. To determine if a student is eligible for the ALT-ACCESS, review WIDA’s Alternate ACCESS Participation Decision Tree. Learn more about the Alternate ACCESS test on WIDA’s Alt-ACCESS Hub.

Program Exit and Monitoring

Students exit ELD Services when they achieve an ACCESS Composite Score of 4.5 and at least three domain scores (Reading, Listening, Speaking or Writing) of 3.5 or higher 

Note: Students who meet this criterion may only be retained in ELD services if one domain score is below 3.5 and there is clear and documented evidence that the student still requires EL services. Any additional evidence that is used to retain a student must correspond with the domain that is below 3.5.

When a student meets the Exit Criteria, they will be reclassified as Exited - Monitored in late spring for the next school year and will no longer receive EL supports. These same Exit Criteria are used to determine reclassification of Dual Eligible (Special Education) students.

Exited - Monitored students will be monitored for two years following their exit, during which a team of collaborators (always involving the student and their family) can elect to reclassify the student as EL for ongoing service.

ELD Program Model

Across grade levels, students identified as English Learners will receive their ELD service through daily focused language study time taught or co-taught by a licensed EL teacher.  Based on their level of proficiency, some students may have additional time with a licensed EL teacher in language acquisition classes or content classes.  All students receive instruction in integrated classrooms with licensed content teachers who are trained in providing discipline-specific academic language expansion.

Schools may modify this basic framework based on student and building needs. Families can receive more detailed information about students' EL supports for academic achievement and English Language Development from their students' EL teacher. EL teachers communicate regularly with families through parent conferences, scheduled progress reports, EL family events, school open house events, the school district website, and contact with the building Student Support Office/Staff. Oral and written translations are provided as needed through district-contracted providers.

K-4 Overview of EL Program Service Models (II.A, II.B, II.C)

The Program Service Framework sets forth the expectations for EL Support and Service per WIDA Level per grade. School-based teams may determine that modifications of these supports are needed to best suit building and student needs. Parents can receive more detailed information about students' EL supports for academic achievement and English Language Development from their students' EL teacher. LE teachers communicate regularly with families through parent conferences, scheduled progress reports, EL family events, school open house events, school district website, and contact with the building Student Support Office/Staff. Oral and written translations provided as needed through district contracted providers.

WIDA Proficiency Level	Level 1 Entering	Level 2 Emerging	Level 3 Developing	Level 4 Expanding	Level 5 Bridging
English Language Development Support	English Language Development is taught by an EL teacher   60-90 min a day   5X per week  Pull Out or classroom push in  Students may be grouped across grade levels		English Language Development is taught by an EL teacher    30-60 min a week   Pull Out or classroom push in    Students may be grouped across grade levels		Students are clustered in classrooms and/or content sections that include a focus on English Language Development and vocabulary/literacy support   60 min a week   Push in (small grps)
Core Content Support (All grade levels)	Content support for Level 1 & 2 is provided through collaboration between an EL teacher and classroom teacher.		Collaboration between the classroom teacher and the EL teacher for all subject areas. Classroom push in support by EL teacher into general classroom for up to 30 min per day.

Note on Pull-out Service
Priorities for classroom pull out:

• Intervention Block
• Literacy Block – vocabulary study only
• World Language Acquisition
• Integrated Block

Students should NOT be pulled from:

• Literacy Block: large group lessons, guided reading time
• Non literacy-based specialist such as physical education, visual arts, and music
• Math

Push In Service

• EL teacher works with small groups of students in the general classroom during content instruction usually based during the literacy block

Grouping Students:

• Pull-out groups should be determined by WIDA Level first, with students of like-proficiency grouped together. Ideally, students in a pull-out share the group same WIDA level (+/- .5).
• In order to facilitate service groups, groups of students may be created that span either two proficiency levels at one grade level, or two grade levels at one proficiency level

Collaboration Goal: The goal of collaboration is to provide class-wide access to content standards and learning targets through appropriate language supports and modified readings/tasks. EL teachers working directly with general classroom teachers provide collaborative support by:

• Using WIDA/ELD standards framework aligned to state content standards to differentiate readings and tasks
• Providing language supports (graphic, sensory, interaction) for classroom instruction
• Monitoring student progress toward the learning target via ongoing formative assessment
• Providing and modeling structural support (e.g.., stems, sentence frames, interaction strategies) for class-wide oral interaction
• Explicitly teaching vocabulary & language conventions using excerpts from complex text

K-4 EL Service Models
EL/English Language Development Service

This model of support is for students who are at the pre-entering, entering, emerging English Language Proficiency levels as determined by WIDA assessments, and for students at the developing level who have had fewer than 3 consecutive years of U.S. schooling experience. These students are sometimes referred to as short-term English language learners.

• Language Services and Support: Students develop their English skills in a grade level EL group that is aligned with state language and content standards. The acquisition of language skills needed to be successful in core-content areas is the primary goal.
• Instructional Expectations: Students have full and meaningful access to grade level content with appropriate language support. EL teachers either pull-out or pull-aside students for direct service either during scheduled intervention block, Integrated Studies Block or specialists.
• EL Teacher Roles and Responsibilities
  • Provide English language development through pullout and content
  • Build background through learning experiences
  • Scaffold language and learning experiences
  • Use WIDA CAN DO formula for setting language output expectations and for monitoring progress

Core Content Support
This model of support is an additional support for students who are at the pre-entering, entering, or emerging English Language Proficiency levels as determined by WIDA assessments. This model of support is also for any students who are at the developing, expanding, bridging or reaching English Language Proficiency levels as determined by WIDA assessments.

• Language Services and Support: Students develop their English skills in a collaborative setting that is aligned with state language and content standards. The acquisition of language skills needed to be successful in core-content areas is the primary goal.
• EL Teacher Roles and Responsibilities
  • Provide English language development through pullout and content
  • Build background through learning experiences
  • Scaffold language and learning experiences
  • Use WIDA CAN DO formula for setting language output expectations and for monitoring progress
  • Affirm languages and cultures of ELLs
  • Provide informal professional development opportunities through collaborative teaching experiences

Grades 5-8 Overview of EL Program Service Models (II.A, II.B, II.C)

The Program Service Framework sets forth the expectations for EL Support and Service per WIDA Level per grade. School-based teams may determine that modifications of these supports are needed to best suit building and student needs. Parents can receive more detailed information about students' EL supports for academic achievement and English Language Development from their students' EL teacher. EL teachers communicate regularly with families through parent conferences, scheduled progress reports, EL family events, school open house events, school district website, and contact with the building Student Support Office/Staff. Oral and written translations provided as needed through district contracted providers.

WIDA Level	Level 1 Pre-entering Entering SLIFE	Level 2 Emerging	Level 3 Developing	Level 4 Expanding	Level 5 Bridging
Type of Service Delivery	Academic Language/Literacy and Content Courses				Collaboration with subject group teams for vocabulary and writing support
Service Time & Frequency	60-180 minutes per day				As scheduled during duty or team planning time
Content Area	Reading/Writing Literacy
Grade Level	Grades 5 - 8

 

Teachers not fully licensed for a core academic subject who are not new to the profession may demonstrate subject competence in order to attain federal “highly qualified” status through the state-approved HOUSE process (high objective uniform state standard of evaluation). After July 1, 2017 all teachers providing instruction for a credit-bearing course must hold a valid license in that content area or co-teach with a teacher who does hold the valid licensure.

Grades 9-12 Overview of EL Program Service Models (II.A, II.B, II.C)

The Program Service Framework sets forth the expectations for EL Support and Service per WIDA Level per grade. School-based teams may determine that modifications of these supports are needed to best suit building and student needs. Parents can receive more detailed information about students' EL supports for academic achievement and English Language Development from their students' EL teacher. EL teachers communicate regularly with families through parent conferences, scheduled progress reports, EL family events, school open house events, school district website, and contact with the building Student Support Office/Staff. Oral and written translations provided as needed through district contracted providers.

WIDA Level	Level 1 Pre-entering Entering SLIFE	Level 2 Emerging	Level 3 Developing	Level 4 Expanding
Type of Service Delivery	Academic Language/Literacy and Content Courses Co-Taught Content Classes		Academic Language / Literacy and Content Courses
Service Time & Frequency	100-200 min per day	100-150 min per day	50-100 min per day	50 min per day
Content Area	Science Individuals and Societies  Writing
Grade Level	Grades 9-12

 

Teachers not fully licensed for a core academic subject who are not new to the profession may demonstrate subject competence in order to attain federal “highly qualified” status through the state-approved HOUSE process (high objective uniform state standard of evaluation). After July 1, 2017 all teachers providing instruction for a credit-bearing course must hold a valid license in that content area or co-teach with a teacher who does hold the valid licensure.

 Definitions and Levels of support 

 Grades 5-8

Academic Language/Literacy
Academic Language classes are taught by licensed EL teachers. They are offered with the purpose of supporting students with the vocabulary, academic discourse, and writing demands of core content classes. Units of instruction are aligned to IB and WIDA standards.

AVID Elective
An elective class is available for grade 8 students with Level 4 and 5 language proficiency. AVID stands for Advancement Via Individual Determination, and focuses on Writing, Reading, Collaboration and Inquiry to prepare students for college readiness.

Grades 9-12
Academic Language/Literacy
Academic Language classes are taught by licensed EL teachers. They are offered with the purpose of supporting students with the vocabulary, academic discourse, and writing demands of core content classes. Units of instruction are aligned to IB and WIDA standards. Classes are for elective credit.

Co-taught Sheltered Content classes
Specific ELD classes linked with a content class in which ELL are enrolled. Uses the same content standards, with a focus in the instruction of academic language development, using the content as a base. These courses align the WIDA/ELD standards with the academic content standards to support language development and access to content. Classes for content credit.

Co-taught Content classes
Specific ELD classes linked with a content class in which both ELL and native speakers are enrolled. Uses the same content standards with additional support for academic language development. These courses align the WIDA/ELD standards with the academic content standards to support language development and access to content.  Classes are for content credit.

AVID Elective
An elective class is available for gr 9-12 students with Level 4 and 5 language proficiency. AVID stands for Advancement Via Individual Determination, and focuses on Writing, Reading, Collaboration and Inquiry to prepare students for college readiness.

Long Term English Language Learners (LTEL) are students who have been enrolled in U.S. schools for six years or more, are stalled in progressing towards English proficiency without having yet reached a threshold of adequate English skills, and are struggling academically. These students demonstrate limited progress in the more advanced levels of English language proficiency. These students are provided with language development EL courses (see Program Service Framework pp 9-10) aligned with the demonstrated English language proficiency. Many times these courses are focused on the domain in which the student demonstrates the specific areas of academic need, most often in writing and reading. 

Dual Eligible students are those who qualify for English Learner (EL) services and who also receive Special Education services in Federal Settings 3 and 4 Special Education programs. There is a Continuum of EL Service for Dual Eligible students, from Consultation to Direct Service. EL and Special Education teachers meet to determine what level of EL service is appropriate, given the individual student’s disability needs.

All Dual Eligible students, including students whose families have chosen to waive EL services, will take the WIDA ACCESS on a yearly basis. Accommodations listed on the students’ IEP will be followed during test administration. Students with significant cognitive disabilities may be given the Alternate ACCESS for ELs instead (see more on the Assessment and Testing page). Dual Eligible students are declared proficient and recommended for exiting EL services using the same Exit Criteria that is used for all English Learners.

Some of the Special Education disability categories include ASD (Autism Spectrum Disorder), B/VI (Blind or Visually Impaired), DAPE (Developmental Adaptive Physical Education), DCD (Developmental Cognitive Disability), D/HH (Deaf/Hard of Hearing), PI (Physical Impairment), and S/LI (Speech or Language Impairment). Many of the students within these categories are in Federal Settings 3 and 4 Special Education programs such as CLASS/Life Skills, Autism, DCD, SPEN/SPAN, and EBD.

Students with Disabilities

English learners who have been identified with a disability are entitled to access to all Ell program services. Students are not considered to have a disability because they are an English learner. In accordance with Fridley Public Schools Total Special Education System (TSES):

• Materials and procedures used to evaluate a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education and related services, rather than measure the Child's English language skills; and
• In making a determination of eligibility, a child shall not be determined to be a pupil with a disability if the determinant factor for such determination is limited English proficiency, and the child does not otherwise meet eligibility criteria under parts 3525.1325 to 3525.1351.

Exit Criteria (III.A, III.B, III.C, III.D)
At the end of each school year, EL teachers will review the WIDA/ACCESS scores as available to determine each EL’s eligibility for ongoing EL support. When a student meets the exit criteria detailed in the chart below, they will be reclassified for the next school year.

• EL teacher will notify building secretary with the names and grades of students who meet exit criteria.
• District MARSS coordinator will update the student status in state data submission.
• Building secretary will notify district MARSS coordinator of change of status.
• Building secretary will update the student EL status in SIS indicating end of service date as the end of the school year calendar.

Grade Level	Exit Criteria
K-12	ACCESS Composite Score of 4.5 and Three or more ACCESS domains greater than or equal to 3.5

 

Exit criteria is shared with students and families through parent conferences, scheduled progress reports, EL family events, school open house events, school district website, and contact with the building Student Support Office/Staff. Oral and written translations provided as needed through district contracted providers.