ENGLISH

AS A SECOND LANGUAGE (ESL) PROGRAM

HANDBOOK

2018

Table of Contents

Section I: Introduction & Overview of English as Second Language…………………………………………………….2

1. Introduction and Overview of ESL………………………………………………………………………………………….2
2. Professional Development……………………………………………………………………………………………………..3
3. Program Review…………………………………………………………………………………………………………………....3
4. Q & A…………………………………………………………………………………………………………………………………….4
5. Improper Classification of Pupils…………………………………………………………………………………………...5

Section II: Identification, Placement, and Programming……………………………………………………………………..6

1. General Requirements for ESL Programs………………………………………………………………………………..6

2. ESL Programming………………………………………………………………………………………………………………….6

1. Step 1: Identification…………………………………………………………………………………………………..6
2. Step 2: ESL Entrance Criteria……………………………………………………………………………………....7
3. Step 3: Parental Notification………………………………………………………………………………………..9
4. Step 4: Service…………………………………………………………………………………………………………....9
5. Step 5: Annual Progress Evaluations………………………………………………………………………….11
6. Step 6: Program Exit………………………………………………………………………………………………....12

3. Interpretation and Translation Services……………………………………………………………………………….13

Section III: Title III………………………………………………………………………………………………………………………....14

1. Language Instruction Education Program…………………………………………………………………………….14
2. Accountability Measures………...…………………………………………………………………………………………...15
3. Technical Support………...……………………………………………………………………………………………………..16
4. Non-Public………………………………………………………………………………………………………………………….16
5. Fiscal Requirements……………………………………………………………………………………………………………17

Section IV: Frequently Asked Questions…………………………………………………………………………………………..16

District 197 EL Identification, Placement, MARSS……………………………………………………………………………19

SECTION I:  Introduction & Overview of English As a Second Language (ESL)

1.  Introduction & Overview of ESL

In 1974, the U.S. Supreme Court (Lau vs. Nichols case) required all public schools to provide services for English Language Learners (ELs).

In 1980, the Minnesota Legislature passed the Education for Limited English Proficient Students Act. This Act provided legal definitions for Limited English Proficient (LEP) students, general requirements for programs, aid authorization, teacher licensures, and parental rights.

Over the past decade, school districts across the country have experienced dramatic growth in their schools’ EL populations. In fact, ELs are the most rapidly growing population in U.S. schools.  In the ten years from 1993-1994 to 2003-04, the EL enrollment nationwide increased by 65%, while total K-12 enrollment increased by only about 7%. The U.S. Census Bureau predicts that by 2030, students who speak a language other than English at home will constitute 40% of the school-age population. Currently, 1 out of every 10 students in American public schools is an English learner..

These rapidly changing demographics have posed significant challenges for educators at all levels of the system.  District superintendents, building administrators, teachers, paraprofessionals, custodians, nurses, lunchroom and other staff have worked to overcome language and cultural barriers and to ensure that ELs have the same opportunities as other students.  In order to best serve our students who are learning English, we provide instruction specifically designed to meet students’ differing language, academic and social needs.

English language learners bring varied experiences with education, culture, and family.  While many ELs immigrated to the United States with their families, others were born and raised here.  Some can read and write in their first language and have experienced formal schooling while others are learning to read and write in their primary language and may have had little or no formal education.  Some of our ELs have spent most of their childhood in refugee camps.  Others have lived in the United States in very close-knit communities where many people speak Spanish, Somali, or Hmong, therefore, having limited experience with formal or academic English.

Both the Lau vs. Nichols decision and the LEPS Act have provided the general framework for the services provided to EL students in District 197.  Since English language learners come from many different backgrounds, it is not feasible to predict how long it will take each EL to achieve social and academic proficiency in English, but we can estimate a range of time.  Linguist Jim Cimmins (1978)) identified a distinction between two areas of English language development: social or conversational language and academic language.

Some factors that affect the length of time it takes to become proficient in CALP (5-10 years or longer) are:

• The student's previous educational background
• The degree of literacy in her or his first language
• The degree of English language proficiency
• The effectiveness of the ESL instruction
• The availability and effectiveness of other related interventions

Most experts on the subject agree that ELs should remain in ESL programs as long as is necessary, rather than for a predetermined amount of time.   In Minnesota, funding may be provided for ELs for seven school years.  The philosophy in District 197 is to build language proficiency and strong foundations in literacy to achieve proficiency in both BICS and CALP.

2.  Professional Development

Since 2006, there has been a legislative requirement to provide professional development for all staff working with English learners.

MN Statute 124D.61, Section 3. General Requirements for LEP Programs states;

"Districts with children of limited English proficiency must provide professional development opportunities for ESL, bilingual education, mainstream, and all staff working with children of limited English proficiency that is (i) coordinated with the district's professional development activities; (ii) related to the needs of children of limited English proficiency; and (iii) ongoing."

Professional development in ISD 197 has consisted of, but is not limited to, SIOP training, Collaboration Institute, WIDA Training, and local conferences on best practices.  In 2014, Minnesota adopted the Learning for English Academic Proficiency and Success (LEAPS) Act. With the adoption of the LEAPS Act, District 197 has adopted a more collaborative leadership approach to professional development. Several ESL teachers have been trained to be English Learners in the Mainstream (ELM) coaches through a partnership with Hamline University. These key ESL leaders support mainstream teachers at their buildings and lead trainings on best practices for English learners in our schools.

3.  Program Revenue

The responsibility in meeting the needs of students in the ESL program, lies in the local school district. Additionally, a variety of State and Federal resources are available to supplement (but not supplant) local resources.  Funding sources that can be used for qualifying for the ESL programming include: general education revenue, State Limited English Proficiency (LEP) funding, compensatory education funding, and Title I.

Title III, a component of the Every Student Succeeds Act of 2015, is another source of funding to supplement the resources of a local educational agency in providing quality education to ELs and immigrant students. The federal government awards Title III grants to states based on their respective EL and immigrant student enrollments, and the states, in turn, distribute the funds to local school districts based on their EL enrollments and immigrant counts.

4.  Q & A

Who is an English Language Learner?

MN Statute 124D.59 DEFINITIONS

Subd. 2. "Pupil of limited English proficiency" means a pupil in kindergarten through grade 12 who meets the following requirements:

        (1) the pupil, as declared by a parent or guardian, first learned a language other than English, comes from a home where the language usually spoken is other than English, or usually speaks a language other than English; and

        (2) the pupil is determined by developmentally appropriate measures, which might include observations, teacher judgment, parent recommendations, or developmentally appropriate assessment instruments, to lack the necessary English skills to participate in classes taught in English.

What does the Minnesota Language Survey (MNLS) identify?

MN Statute 124D.59 DEFINITIONS

Subd. 6. Primary language. "Primary language" means a language other than English, which is the language normally used by the child or the language, which is spoken in the child's home environment.

What is an ESL or Bilingual Program?

MN Statute 124D.59 DEFINITIONS

Subd. 4. English as a second language program. "English as a second language program" means a program for the instruction of pupils of limited English proficiency in the following English language skills: reading, writing, listening and speaking.

Subd. 5. Bilingual education program. "Bilingual education program" means an educational program in which instruction is given in both English and the primary language of the pupil of limited English proficiency to the extent necessary to allow the pupil to progress effectively through the educational system and to attain the basic skills of reading, writing, listening, and speaking in the English language so that the pupil will be able to perform ordinary classwork successfully in English.

Subd. 8. Educational program for pupils of limited English proficiency. "Educational program for pupils of limited English proficiency" means an English as a second language program, bilingual education program, or both an English as a second language and a bilingual education program.

What are the general requirements for ESL or Bilingual Education (BE) Programs?

MN Statute 124D.61 GENERAL REQUIREMENTS FOR PROGRAMS

A district that enrolls one or more children of limited English proficiency must implement an educational program that includes at a minimum the following requirements:

(1) identification and reclassification criteria for children of limited English proficiency and program entrance and exit criteria for children with limited English proficiency must be documented by the district, applied uniformly to children of limited English proficiency, and made available to parents and other stakeholders upon request;

(2) a written plan of services that describes programming by English proficiency level made available to parents upon request. The plan must articulate the amount and scope of service offered to children of limited English proficiency through an educational program for children of limited English proficiency;

(3) professional development opportunities for ESL, bilingual education, mainstream, and all staff working with children of limited English proficiency, which are;

        (i) coordinated with the district's professional development activities;  

(ii) related to the needs of children of limited English proficiency; and (iii) ongoing

(4) to the extent possible, avoid isolating children of limited English proficiency for a substantial part of the school day; and

(5) in predominantly non-verbal subjects, such as art, music, and physical education, permit pupils of limited English proficiency to participate fully and on an equal basis with their contemporaries in public school classes provided for these subjects. To the extent possible, the district must assure to pupils enrolled in a program for limited English proficient students an equal and meaningful opportunity to participate fully with other pupils in all extracurricular activities.

5.  Improper classification of pupils

MN Statute 123B.30 IMPROPER CLASSIFICATION OF PUPILS, states:

No district shall classify its pupils with reference to race, color, social position, or nationality, nor separate its pupils into different schools or departments upon any of such grounds.  Any district so classifying or separating any of its pupils, or denying school privileges to any of its pupils upon any such ground shall forfeit its share in all apportioned school funds for any apportionment period in which such classification, separation, or exclusion shall occur or continue.  The state commissioner upon notice to the offending district and upon proof of the violation of the provisions of this section, shall withhold in the semiannual apportionment the share of such district and the county auditor shall thereupon exclude such district from the apportionment for such period.

SECTION II Identification, Placement, and Programming

1.  General Requirements for ESL Programs

Legislation enacted in 2006 sets forth the minimum program requirements for a district that enrolls one or more children of limited English proficiency.  Following is an outline of these requirements:

Identification, reclassification, and exit criteria must be documented, applied uniformly, and made available to parents and other stakeholders upon request; A written plan of services that describes programming by English proficiency level made available to parents upon request (components of the plan are specified); Professional development opportunities for mainstream teachers and all staff working with children of limited English proficiency.

The following pages outline the steps that District 197 follows in order to effectively identify, place, and serve learners that need English language development.  District 197 has consistent procedures in place to ensure that each non-native speaker of English is correctly screened for his or her potential status as an EL.

2. ESL Programming

Step 1: Identification

District 197 has established identification criteria and procedures as the first step in serving ELs.  Identification consists of two parts:

        A: Minnesota Language Survey

When students enroll in District 197, each family must complete the Minnesota Language Survey  to identify the primary language of every student.  The questionnaire determines if a student:

                (1) first learned a language;

(2)the language the student speaks;

                (3)the language the student understands;

                (4)the language in which the student has the most consistent interaction.

If a language other than English is indicated on the MN Language Survey, the student will be screened for English language proficiency using the WIDA Screener. The information from the Minnesota Language Survey is placed in the student’s cumulative folder or in the Infinite Campus system.  ESL teachers are notified upon registration when a family indicates that a language other than English is spoken.  In general, the home language does not change.  However, if an error occurred upon initial enrollment, every effort is made to ascertain the correct home language background of the student.

        B: Determining the Student’s English Language Proficiency

The state of Minnesota is part of the World Class Instructional Designs and Assessments (WIDA) consortium that developed scales of academic English proficiency.  The WIDA Screener is used by Minnesota schools to measure the English Language Proficiency of students to determine whether or not a child is in need of English language instructional services, and if so, what level.  WIDA looks at four domains for language development;

1. Writing
2. Reading
3. Speaking
4. Listening

In the WIDA Screener, the reading and listening score are weighted more heavily to determine the student’s level of language development.  The six levels of language development are:

1. Entering
2. Beginning
3. Developing
4. Expanding
5. Bridging
6. Reaching (exiting level)

SLIFE

Students with limited interrupted formal education (SLIFE) make up an important subset of English learners. The Minnesota Learning English for Academic Proficiency and Success (LEAPS) Act defines SLIFE as an English learner with interrupted formal education who:

1. Comes from a home where the language usually spoken is other than English, or who usually speaks a language other than English.
2. Enters school in the United States after grade 6.
3. Has at least two years less schooling than the English learner’s peers.
4. Functions at least two years below expected grade level in reading and mathematics.
5. May be preliterate in the English learner’s native language.
6. (Minn. Stat. § 124D.59, Subd. 2a)

SLIFE are identified on an annual basis via the Student Support Data Collection (SSDC) . The Commissioner of Education is required, under the LEAPS Act, to report the academic and linguistic growth of SLIFE. The ESL coordinator works with ESL staff and the district MARSS coordinator to ensure SLIFE are accurately reported by June 1.  More information regarding this process can be found at https://education.mn.gov/MDE/dse/datasub/StudentSupport/index.htm.

Immigrant

Section 3113(d) of the Elementary and Secondary Education Act (ESEA), Title III, Part A, Immigrant Children and Youth is a source of funding to supplement the resources of local school districts in providing quality education to eligible immigrant students. Its purpose is to provide enhanced instructional opportunities to help meet the needs of immigrant children and youth. MDE annually collects the number of immigrant children and youth as defined by Section 3301(6) of Title III. The information is used each year by MDE to determine each local educational agency's (LEA) eligibility and allocation for the Title III, Part A Immigrant Education program. MDE reports the school level immigrant count to the U.S. Department of Education for immigrant grant verification. An immigrant student is defined as a student who:

• is aged 3 through 21;
• was not born i any State or U.S. Territory;
• has not been attending one or more schools in any one or more States for more than three full academic years (on a cumulative basis); and
• includes students listed as non-English Learner ad English Learner in the Minnesota Automatic Reporting Student System (MARSS).

More information regarding this process can be found at https://education.mn.gov/MDE/dse/datasub/StudentSupport/index.htm.

Step 2: ESL Entrance Criteria

To be eligible for ESL Services, a student must meet both criteria below:

        1. The Minnesota Language Survey lists a language other than English

2. The student scores between a 0-4.4 on their most recent WIDA Screener or ACCESS 2.0 assessment.

MARSS Data Elements

This section of the Identification guide is written to assist all district staff in understanding and utilizing the data elements of the Minnesota Automated Reporting Student System (MARSS); home primary language, EL indicator, and EL Start Date. Accuracy within MARSS is critical. The Minnesota Department of Education uses the English Learner identification marker as the basis of allotment of Minnesota State EL funding and federal Title III funding to the Local Education Agency (LEA). There are three different MARSS elements concerned with English learners:

1. Home Primary Language

2. EL Indicator

3. EL Start Date

All three elements should be reviewed and if needed revised during the year: including the fall and the spring. However, not every element is edited within each of the three EL procedures; Identification, Entrance and Exit. Both the Home Primary Language and the EL Indicator are used during identification.

When a student begins service, the Federal and State term, Limited English Proficient (LEP), is used for reporting purposes in MARSS. The start date for LEP service that is entered on the student’s individual record in MARSS also begins the process for District 197 to receive funding for the student in the ESL program.

At the beginning of each school year, a start date is automatically entered in MARRS for LEP students returning to school.

Step 3: Parental Notification

At the beginning of each school year, ESSA requires that parents are notified within 30 calendar days that their child continues to receive service in the ESL program.

For students that enter the program during the year, parents are notified about placement in an instructional program for ELs within 10 calendar days of determining eligibility. Parent notification will be sent via postal mail within the required timeframe.

Title III of ESSA and Minnesota compensatory funding also requires that the district inform parents about:

        (1) reasons for identification

        (2) assessments of English proficiency and placement level

        (3) how the program will help their child learn English

        (4) exit requirements

(5) and the expected graduation rate of ELs in District 197.

Parents have the right to refuse ESL service for their child.  A representative of the district will speak directly with the parent(s) to make sure that they understand the purpose of ESL services and the potential academic risk to their student if the service is refused.  Upon parental request, District 197 must remove the student from ESL program and service and the student’s record on MARSS should indicate LEP –Yes with no start date. A note of “parent refused service” should be added as a note, including the refusal date.

Step 4: Service

District 197 serves all EL students in a high-quality scientifically based instructional program, demonstrating effectiveness in increasing English Proficiency in speaking, reading, writing, and listening comprehension, as well as, student academic achievement in core academic subjects.  All programs incorporate the English Language Development Standards into the district curriculum.  

The five English Language Development Standards are:

STANDARD                                                                                      ABBREVIATION

There are two levels of service in the ESL program: direct and monitoring.

Direct Service

In District 197 ELs are considered to be receiving direct service when they receive ESL programming specifically designed to meet their language, academic, and social needs either in a pull out model or in general education through a collaborative model.  Students within ACCESS levels 1-4.4 are eligible for direct service.

Monitoring

Under ESSA, the term “monitoring” refers to the four-year period after the student has been exited from programming and reclassified as non-LEP.

Recommended Direct Service Model-Elementary

Recommended Direct Service Model-Secondary

*Students who score a 4.5 composite on the ACCESS 2.0, with no sub test below 3.5, will automatically be exited from the ESL Program.

Instruction
Instruction takes many forms. ESL teachers along with classroom teachers, provide instruction to EL students.

Many EL students receive the greater part of their instruction in the general education classroom. Instructional approaches/ programming to support ELs include: general education teachers making accommodations in the classroom, collaboration with EL teachers, co-teaching, pullout by EL teachers and paraprofessionals, and sheltered content classes.

ESL teachers focus instruction on language acquisition, moving from Basic Interpersonal Communicative Skills to Cognitive Academic Language Proficiency (BICS and CALP), as students progress.  A pullout (from the general education classroom) model allows for new to the country EL to practice using English in situations where they are comfortable, having greater access to relevant instruction.  Classroom and ESL teachers collaborate on instruction designed to meet content and language objectives for ELs in the mainstream (Echevarria, Vogt and Short, 2009).  

Step 5 Annual Progress Evaluations

Ongoing formal and informal assessment is part of District 197’s ESL programming.   ACCESS 2.0 for ELs, is the statewide English Language Proficiency Assessment used in the state of Minnesota.  This large-scale test addresses the academic English Language Proficiency (ELP) standards to instructing and evaluating the process of English language learners.  ELs will also take the MCA III assessments and district achievement assessments, like the Measure of Academic Progress or MAP.

Additionally, the ESL Program hosts annual events to support ESL Family Engagement in the program evaluation process. These events invite feedback and discussion on the ESL program itself, communication about the program and resources, as well as suggestions on how to improve services to English learners throughout the district.

Step 6 Program Exit

Students who score a composite of at least 4.5 on the ACCESS 2.0, with no domain (reading, writing, speaking, listening) below a 3.5, are automatically Exited from service. If proficiency in all but one domain is LESS than 3.5, then additional criteria must be applied.

Students that are exited from the ESL program at the end of a school year will have an end date placed in MARSS (last day of school).  These students will not be assigned a start date for services in MARSS at the beginning of the following year, but rather begin their start date for four years on Monitor status.

Interpretation and Translation Services

District 197 staff and families are able to utilize the in-house interpreting services for Spanish through one of our district interpreters or have written text translated through translators@isd197.org. Staff and families are also able to access interpreting services through a three-way phone call through the Language Line. Information for utilizing this service is below:

SECTION III:  Title III

Overview

The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help local educational agencies (LEAs) ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students. To achieve this goal, districts that receive Title III funds must provide high-quality professional development activities to staff involved in the instruction of ELs, including elementary education, content, English as a Second Language (ESL), and Bilingual Education (BE) teachers and paraprofessionals. In addition, Title III funds may be used to enhance the language instruction education program (LIEP) already offered by the LEA. Supplementary activities funded by Title III must be grounded in scientifically based research on teaching EL and immigrant children and youth.

In Minnesota, all districts applying for Title III EL funds must submit a comprehensive needs assessment based on EL data; progress towards proficiency, and meeting the recommended growth target. Staff at the Minnesota Department of Education review the application and confirm that the district’s strategy is based on EL needs and able to be implemented well. Additionally, districts receiving EL funding are annually monitored, where districts are asked to provide evidence and support of critical compliance elements that follow requirements of Title III.

Critical Element 1: Student Identification and Reclassification, Program Placement and Exit

Critical Element 2: Appropriate Programs

Critical Element 3: Appropriate Staff and Professional Development

Critical Element 4: Family and Community Engagement

Critical Element 5: Accountability Requirements

Critical Element 6: Fiscal Requirements

Critical Element 7: Nonpublic School Participation

Language Instruction Education Program

Title III funds must be used to improve the education of EL children and immigrant youth, by assisting the children to learn English and meet challenging State academic content and student academic achievement standards.  To achieve this goal, the district must develop a language instruction educational program (LIEP) that uses approaches and methodologies grounded in scientifically based research on teaching EL and immigrant children and youth, including the following:

1. Developing and implementing new language instruction educational programs and academic content instruction programs, including programs of early childhood education, elementary school programs, and secondary school programs;

2. Carrying out highly focused, innovative, locally designed activities to expand or enhance existing language instruction educational programs and academic content instruction programs;

3. Implementing, within an individual school, school-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction; and

4. Implementing, within the entire jurisdiction of a local school district, agency-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction.

Authorized activities under the language instruction educational program include the following:

1. Upgrading program objectives and effective instruction strategies;

2. Improving the instruction program for EL by identifying, acquiring, and upgrading curricula, instructional materials, educational software, and assessment procedures;

3. Providing tutorials and academic or vocational education and intensified instruction;

4. Developing and implementing elementary or secondary language instruction educational programs that are coordinated with other relevant programs and services;

5. Improving the English proficiency and academic achievement of ELs;

6. Providing community participation programs, family literacy services, and parent outreach and training activities to ELs and their families to improve the English language skills of ELs, and to assist parents in helping their children to improve their academic achievement and becoming active participants in the education of their children;

7. Improving the instruction of ELs by providing for the acquisition or development of educational technology or instructional materials; access to, or participation in, electronic networks for materials, training, and communication, and incorporation of such resources into curricula and programs such as those funded by this program.

In addition, the district must use Title III funds to provide high-quality professional development to ESL and mainstream classroom teachers, principals, administrators, and other school or community-based organization personnel.

These professional development activities must be:

        1. Designed to improve the instruction and assessment of ELs;

2. Designed to enhance the ability of such teachers to understand and use curricula, assessment measures, and instruction strategies for ELs;

3. Based on scientifically based research demonstrating the effectiveness of the professional development in increasing children's English proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and

4. Of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops and conferences) to have a positive and lasting impact on the teachers' performance in the classroom.

Additionally, Title III requires that teachers and paraprofessionals assigned to conduct classroom instruction be fluent in English and any other language(s) used for instruction, including having written and oral communication skills.

Accountability Measures

Minnesota’s accountability system sets a high bar to close opportunity and achievement gaps. The system focuses on ensuring all students, including students with disabilities, students in poverty, English learners, students of color and American Indian students are successful. It holds every school in the state accountable for the performance of every student group. Accountability indicators are publicly reported for all schools and disaggregated at the student group level. Schools will be identified and prioritized for support based on need.

Minnesota’s Accountability Indicators

Indicator 1 - Academic Achievement: all schools

An achievement rate using math and reading tests will give points for students in the “meets standards” or “exceeds standards” levels. Any student that does not participate in an assessment, with the exception of medically-exempt students, will count as “not proficient” in the academic achievement indicator calculation.

Indicator 2 - Academic Progress: elementary and middle schools

A transition matrix using math and reading tests will award points for students increasing achievement levels (e.g. moving from “does not meet standards” to “partially meets standards”).

Indicator 3 - Graduation Rate: high schools

The indicator will use a school’s four-year and seven-year graduation rates.

Students who drop out after less than half an academic year at a school will be counted at the high school they attended for the most time.

Four-, five-, six- and seven-year rates will be reported on the Minnesota Report Card.

Indicator 4 - Progress Toward English Language Proficiency: all schools

A growth index will measure how each English learner scored relative to their individual growth-to-proficiency target on the ACCESS test.

Indicator 5 - School Quality/Student Success: all schools

This new indicator will shift over time as more data becomes available.

2018: Consistent attendance will be used to identify schools.

2019/2020: Consistent attendance will be used to identify schools. Well-rounded education and career and college readiness data will be separately reported as available.

2021: Consistent attendance, well-rounded education, and career and college readiness data will be used to identify schools.

Technical Support

Minnesota provides technical assistance to all districts receiving state aid for English learners, and districts only need to have one EL student to qualify. Districts serving a large number of ELs with limited and/or interrupted schooling, long-term English learners, or a large number of ELs and ELs with low rates of growth toward proficiency will receive enhanced technical assistance. Schools also have access to EL specialists at the Regional Centers of Excellence. In addition to content expertise, these specialists offer an outside perspective on schools’ efforts to increase student achievement and can guide and support staff at identified schools through the process of needs assessment, building and strengthening leadership teams, and developing continuous improvement plans.

Nonpublic Participation

The intent of the Every Student Succeeds Act is for districts and charter schools to use their federal grant dollars to design programs and services that are equitable and meet the individual needs of students and teachers in nonpublic schools.

Annually, in a timely and meaningful way, the Assistant Superintendent meets with every nonpublic school administrator within the district’s boundaries to discuss the letter of intent to participate in the Title III program. At that meeting/ consultation, the nonpublic and Assistant Superintendent discuss the :

• ESL identification process
• Projected equitable share of Title III funds based on eligible students
• Program model including services (by who and where), curriculum, and assessments to measure progress
• How Title III funds will be used to support their ESL program

Fiscal Requirements

The District’ Procurement Procedures outline the requirements set forth by UGG 2 CFR § 200.317 - § 300.320.  For a copy for the District Procurement Procedures, please contact the Director of Finance.

SECTION IV Frequently Asked Questions

Must District 197 have a process for identifying ELs?

YES.  Please see the ESL handbook for the identified process.

Should we have a home language questionnaire for all students?

YES. All students, regardless of perceived native language, are required to complete MN Language Survey upon initial registration in the district.  A MN Language Survey should be placed in the cumulative file of each student in the district.

Can District 197 ask for a student’s immigration status?

NO. In 1982, the U.S. Supreme Court ruled in Plyer v. Doe [457 U.S. 202 (1982)] that undocumented students have the same right to attend public school, as do U.S. citizens and permanent residents.  As a result, public schools may not engage in any practices that “chill” or hinder the right of access to school. This includes requiring students or parents to disclose or document their immigration status.

For initial identification as an EL, should District 197 use just one test or one person’s subjective opinion? NO. EL identification is determined by family identification of a language other than English spoken at home on the Minnesota Language Survey and a score of 4.4 or below on the WIDA screener.

Does the identification of a student as an EL depend on whether or not that student generates state limited English proficient (LEP) funds? NO. Students are identified as an EL based solely on their proficiency in English using the WIDA Screener after appropriate identification on the MN Language Survey.

If an EL does not generate State LEP funds, should the student be reclassified as non- LEP in MARSS? NO. Students are identified as ELs based solely on their proficiency in English.

Must parents be notified when a child is placed in ESL or bilingual services?

YES. The school district must notify parents, in a language they can understand, within ten school days.

Can students who are age 21 to 23 receive ESL service?

No. However, students who are, age 20 when they enroll during a school year but who turn 21 during the school year are eligible to complete the year and generate general education revenue, including LEP funding.

District 197 EL Identification, Placement, and MARSS