English Language 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.

Placement and Assessment

English Learners are students whose first language is not English. They can also be students who have difficulty with English because they have grown up listening to another language, or students born in the Unites States who first spoke another language. The 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 and grade level, the English learning structure is tailored to students' needs. Students' English language proficiency is assessed with the WIDA ACCESS test. This assessment is given annually to students in grades K-12 who have been identified as English Learners to monitor their progress in acquiring academic English.

English Learner Identification Criteria and Procedures

Initial Identification (I.A)
A student considered “English Learner” (EL) would include any student who meets the following requirements.

1. Minnesota Language Survey: The survey should be completed by the parents or guardians of all new students in the district, including kindergarten, transfer, refugee, immigrant and any other students. The Minnesota Language Survey (MNLS) is located on the online enrollment form.  If there is evidence of another language, they would be referred by the Enrollment Center to the school EL staff for further evaluation.  The three questions found on the HLS are as follows:

• Which language did your child learn first?
• Which languages does your child have consistent interactions in?
• Which languages does your child understand?
• Which languages does your child speak?

If the answer to any of these questions is a language other than English, the student will be screened for English Language Proficiency.  The evaluation will be administered at the school as soon as possible. Note that a positive response to any item does not identify a student as an English Learner (EL); it helps to identify students who potentially could be considered to be EL students. The intake process is communicated with parents or guardians on the district website and available upon request. (See EL Identification Procedure Flowchart: Appendix A)

 2. EL Program Entrance requirements:
     a.  If the student is transferring from another Minnesota school, the EL teacher will evaluate any/or all of the following data in the cumulative folder and apply the metrics identified in the Entrance/Exit Criteria matrix:

• ACCESS/WIDA Screener scores for students who are transferring within the state of Minnesota
• Evidence of past participation in EL programs

      b.  If a student is new to Minnesota or the above data is not available at the time of enrollment: WIDA Screener will be administered to determine language proficiency level

 3. If a student meets the entrance requirements for the EL program,school staff will be taksed with scheduling appropriate school-based EL supports for the student, and the student will be placed into appropriate programming. Parents or guardians have the option of refusing (waiving) EL services. Parents or guardians who wish to waive EL services who meet the entrance criteria must meet with the EL team at the building and complete a school-based waiver form (See Parent Refusal Form: Appendix C) which will be provided to them by the EL team. EL staff will communicate with families that EL Support for Academic Language Development is essential to a student's success in school. EL staff will recommend that services should be waived only in cases where academic achievement levels clearly demonstrate that the student can succeed without EL support services

Ongoing Identification (I.B)

1. Transitioning students from one year to the next:  The EL teachers will evaluate WIDA ACCESS 2.0 scores to determine each EL’s eligibility for ongoing EL support.  When a student meets the exit criteria (See Entrance/Exit Criteria) they will be exited for the next school.

 2. If a student who has Home Language other than English and has not been initially qualified but begins to demonstrate language/academic concerns, the EL teacher will do a combination of the following to determine if language is the primary concern:

• Administer the MODEL to determine language proficiency (if it hasn’t been done prior)
• Consult with parent
• Make a classroom observation and interview the student’s classroom and content teacher(s).
• Re-evaluate all assessment data and review updated data

3. If the student meets the entrance criteria, the EL staff will enroll the student in the EL program and notify parents of EL service.

4. Service status changes will be documented in student information systems and MARSS following the procedures outlined in Appendix A.

Entrance Criteria (I.C)
Incoming students who have a home language other than English are given the MODEL English proficiency placement test to determine eligibility for entrance into EL services. If a student enters with a WIDA ACCESS score from another district, this score is used instead to determine eligibility. The chart below details the criteria for entrance into EL services based on these scores. The results of MODEL placement test will determine EL services.

English Language Proficiency Measures (I.D)
ACCESS for ELL (See Proficiency Level Descriptions)

1. The results of the ACCESS for ELL language assessment are used to:

• Determine the scope and sequence of the EL program for each child
• Determine exit from the EL program
• Measure adequate language growth over time
• Determine which language domains need additional instruction

 2. All EL teachers will complete the required WIDA Training to administer the ACCESS English Proficiency Test, including yearly reviews of key areas. Each teacher is recertified each year in the administration of the speaking portion of the ACCESS test.

Identification Criteria (I.E)
When a student meets the eligibility criteria, either at time of registration or when language-based needs are demonstrated, and it is determined that EL support would provide educational benefit to the student, they will be admitted into the EL program.

Students are eligible for EL services with either an ACCESS 2.0 composite score below 4.5 or a WIDA Screener score of below 4.5.

Communication of Identification Criteria and Procedures (II.C)

• All EL program identification criteria is located on the district website and can be requested for translation upon request from the Fridley District Special Services Office (763-502-5661). It can also be translated utilizing the Google Translator function on the website.
• Parent/Teacher Conferences: available 2 times/year
• Team meetings (middle school/elementary schools)
• Staff Meetings
• Parent advisory meetings held 2 times per year for Title III programming/EL Services.
• Intake meeting with parent or guardian for new-to-district students
• EL/Bilingual Education Program description and Notification of Services sent home at the start of service which includes the scores of multiple assessments. Notices are provided in identified home language when available.
• EL teachers are present at Kindergarten orientations, elementary open houses, and information nights to field any questions from potential EL families.

Phone calls using Language Line interpreter service when needed is offered to all staff who are educating EL students. District and contracted interpreters are employed for meeting with parents as requested.

English Language Development, WIDA Levels and the Goal of EL Support
A primary goal of EL support is to help English Learners achieve the high levels of Academic English Proficiency needed to be college and career ready. The WIDA English Language Proficiency levels offer one measure of this Proficiency.   The following tables set forth the basic criteria for each WIDA Level.

• WIDA Levels: Listening and Reading
• WIDA Levels: Speaking and Writing

Grade-Level, Proficiency-based Learning Supports
The Fridley Public Schools EL Program Service Framework sets forth basic expectations for the form and amount of support each English Learner will receive based on their demonstrated language proficiency levels.

• K-4 EL Program Service Model
• 9-12 EL Program Service Model
• 5-8 EL Program Service Model

Schools may modify this basic framework based on student and building needs. The EL teacher can provide more details about the specifics of any student's EL supports.

Moving Through and Exiting EL Services (I.C, III.A)
To ensure that students are receiving the appropriate EL supports for both Language Development and academic achievement, all English Learners' progress and need for services will be reviewed by a school-based team (that includes classroom teachers and EL teachers) throughout the year. (See: English Learner Program Progress: Appendix B) In order to ensure that all English Learners are making adequate progress in acquiring academic English and increasing English language proficiency, the school district uses resources developed by WIDA:

• ACCESS for ELs:  Students identified as EL are assessed each spring in the four domains of reading, writing, speaking and listening.  Based on the results of this assessment, students receive an English proficiency level which determines level of service at their school.  Students who receive an English proficiency level of 4.5 or higher are considered for exiting EL services.
• MODEL:  This English proficiency placement test is given to incoming students in grades K-12 who have a home language other than English. This test is meant to assist with identification and placement of ELs. If the results of this placement test assign an English proficiency level of 1-5, that level will be used to recommend students to a school with EL teachers and determine level of service. The MODEL can also be used if a student has not been initially identified but begins to demonstrate language/academic concerns.
• Alternate ACCESS for ELs:  This English language proficiency test given annually to students in grades 1-12 who have been identified as ELs and have significant cognitive disabilities that limit their participation in the standard ACCESS test. Students are assessed in the four language domains of Reading, Writing, Listening and Speaking. The ACCESS test is only administered during the annual test window for the state of Minnesota. Based on the results of this assessment, the student will be assigned an English proficiency level. That level will be used to determine what EL Support services the student will receive at his/her school.

At the end of each school year, EL teachers evaluate all spring standardized testing data as it becomes available to determine each EL’s eligibility for ongoing EL support.  When a student meets the Exit Criteria, they will be reclassified 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.

 This review can result in a number of adjustments to the student's EL status. 

Action	When	Description	Possible Results
Exiting	May-June (following ACCESS test scores results)	Based on performance on the WIDA ACCESS, a student will be reviewed for exit from EL services.	Exit or remaining in service
Waiver Review	November	For students whose parents have refused EL services, a school-based team reviews WIDA scores and other indicators of language and academic development.	Recommendation to students and parents to either remain with current plan or to begin EL services.
Exit Review	February	For two years following formal exiting from EL, a school-based team will review indicators of academic success for each exited student.	Recommendation to the students and parents to continue Exited Status or to re-activate EL status.
Change of Status	As Needed	If teachers, parents or students agree that the student may need to have current status reviewed, a school-based team will initiate a review of student assessment data and performance.	Change of EL status (as agreed upon by student, parents, and teachers).

 

If a student who has not been initially identified as meeting the entrance criteria for EL services begins to demonstrate language/academic concerns, the EL team will do a combination of the following to determine if language is the primary concern:

• administer the MODEL to determine language proficiency (if no current score is available)
• consult with parents
• make a classroom observation and interview the student’s classroom and content teacher(s) and
• re-evaluate all academic assessment data and review updated data

If the student meets the entrance criteria, the EL staff will enroll the student in the EL program, and parents will be provided with a service agreement for their signature.

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.