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English Language Learners (EL)

Elementary

At the elementary level, meeting the needs of Multilingual learners can be met in two different ways. Students may be pulled out of the mainstream classroom in small groups for a short period of time to focus on academic reading, writing, listening and speaking in English. The pull-out will not be during core reading, math, or specialist times. ML students will meet with their ML teacher, or ML para for 20-30 minutes 2-5 days per week to develop academic language in the content areas.  

Co-teaching  is another service model. With co-teaching, the ML teacher and the mainstream classroom teacher work together planning and delivering the lessons.

Middle School

At the middle school level, ML students receive services in two different ways. Recently arrived English Learners and beginning Multilingual Learners are placed in a sheltered English Language Development (ELD) class. 

The class meets for one block all year. 

All ML students also receive services through their content classes in the form of co-teaching. The EL teacher and the classroom teacher work together planning and delivering the lessons.


 

High School

At the high school level, MLs receive services in two different ways. Recently arrived English Learners (RAELs) and beginning Multilingual Learners are placed in a sheltered English Language Development (ELD) class. 

The class meets for one period each day all year. 

All Multilingual Learners also receive services through their content classes in the form of co-teaching and sheltered instruction. The ML teacher and the content area teacher work together planning and delivering the lessons.

 

Belief Statements

The purpose of the Farmington EL Program is to assist students in the development of their language skills while maintaining the integrity of their linguistic and cultural identities. Our goal is to motivate and encourage students to feel successful and to foster a love of learning.

We value parent/guardian involvement in the program and in the education of their children.

Therefore we will:

  • When available, provide translated copies of forms and letters, and utilize tele-language services;

  • Plan and facilitate a district-wide parent night that offers opportunities for networking; and

  • Meet with parents/guardians on open house nights, parent conferences, and throughout the year, as necessary.

We value learning environments where students feel safe expressing themselves and their cultures.

Therefore, we will:

  • Advocate for English Learners and their parents/guardians with staff, school and district administration, and the community;

  • Develop relationships with English Learners and their parents/guardians;

  • Connect with classroom teachers, sharing concerns and experiences of English Learners; and

  • Recognize the added value of diversity in the classroom and engage in courageous conversations to promote the intercultural competence of the school and community.

We value the cultural and linguistic heritages that our English Learners bring to the classroom.

Therefore, we will:

  • Inform staff, students, and families of the benefits of maintaining home languages;

  • Encourage students to share their native languages and cultures;

  • Incorporate books and other resources reflecting the diversity of our English Learners;

  • Provide recommendations for expanding the multicultural elements of classroom libraries; and

  • Celebrate the assets that English Learners bring to the classroom.

We value high expectations, continually increasing student achievement, and high-quality instruction.

Therefore, we will:

  • Hold English Learners to the same MN academic standards as grade-level peers;

  • Provide challenging work so that English Learners understand how to self-assess and problem solve their learning needs;

  • Cultivate positive school experiences where English Learners build from previous success;

  • Incorporate research-proven instructional strategies;

  • Provide specifically-designed language instruction to meet the developmental needs of English Learners; and

  • Use data to differentiate instruction and monitor growth in English Learners.

We value staff collaboration and partnerships across the school community.

Therefore, we will:

  • Provide support for classroom teachers in working with English Learners; and

  • Provide professional development opportunities for all staff.

Identification Criteria & Procedures

Initial Identification

During the school registration process, Home Language Surveys are completed by all parents/guardians. If there is a language other than English indicated on the Home Language Survey, students will be assessed for EL services using the WIDA Screener Assessment for first through twelfth graders. Kindergarteners are assessed using the Kindergarten MODEL.

If the student qualifies for services, parents will be notified in writing by the EL teacher within ten days of completing the assessment.

Ongoing Identification

Students annually complete the ACCESS for ELs 2.0 to measure their English progress and proficiency.

Parental Notification

Parents receive a Title III Parental Notification Letter within ten days of qualification, or thirty days from the start of a new school year.

Identification procedures (both English and translated versions) are made available to parents by mail at the time a student qualifies for EL services (initially, as well as from year to year). Additionally, these identification procedures are available on the district website,. Parents who choose to decline EL services for their children may do so by contacting the EL teacher and sending a parent refusal of service letter to the EL Teacher. This letter is saved for future reference. Parents are given the opportunity annually to reconsider this decision.

 

Exit Criteria & Reclassification Plan

Exit and Reclassification

  • Students remain in the EL program until they demonstrate proficiency in academic English; the length of time varies by individual student.

  • Social (spoken) English is typically acquired within 1–3 years.

  • Academic English generally takes an average of 5–7 years to reach grade-level expectations.

  • For students who are not literate in their home language, it may take up to 10 years to approach grade-level academic norms.

  • Parents may choose to remove their child from the program at any time by signing a parental refusal letter.

Exit Measures

  • Students exit EL services when they earn an overall proficiency score of 4.5 or higher on ACCESS for ELs 2.0, and

  • Score 3.5 or higher in at least three of the four language domains:

    • Listening

    • Speaking

    • Reading

    • Writing

Communication of Exit Criteria and Procedures

  • Parents are notified in writing (with translation available as needed) when a student has achieved proficiency and is ready to exit the EL program.

  • Classroom teachers and Special Education teachers (when applicable) are informed by the EL teacher of the student’s exit from the program.

  • Students continue to be monitored by the EL teacher after exiting the program.

 

Plan of Service

The Multilingual Learner Plan of Service explains how Farmington Area Public Schools identifies, supports, and communicates with students who are learning English as an additional language. It outlines the procedures for placement, instruction, and exit from the English Learner program, ensuring families have access to information in their preferred language and that students receive coordinated services tailored to their language development needs. This plan is part of the district’s commitment to equitable access and academic success for all multilingual learners.

English Learner Program, Scope, & Amount of Service

The mission of Farmington Area Public Schools, the center of inspiration and the cultivation of ideas, is to ensure each student reaches his or her highest aspirations while embracing responsibility to community through a system distinguished by:

  • Supporting individuality while understanding our interdependence
  • Developing wisdom and integrity of each individual
  • Nurturing the will to succeed in each student
  • Customized learning environments
  • Deep community collaboration

The goal of our program is for our students to meet the academic achievement standards for grade promotion and to become proficient in social and academic English.

Scope

Amount Of Service

Grade Level

ELD Level 1

ELD Level 2

ELD Level 3

ELD Level 4

ELD Level 5/6

K - 5

40 minutes 5 days per week

40 minutes 5 days per week

30 minutes 3-5 days per week

30 minutes 2-3 days per week

Exited from EL services

6 - 8
  • 40-80 minutes Newcomer class 2-3 times per week
  • Co-taught content course
  • 40 minutes Academic Writing class 2-3 times per week
  • Co-taught content course
  • 40 minutes Academic Writing class 2-3 times per week
  • Co-taught content course
  • 40 minutes Academic Writing class 2-3 times per week
  • Co-taught content course

Exited from EL services

9 - 12
  • 60-120 minutes per day
  • 3 trimesters ELD class
  • 2-3 trimesters co-taught
  • 60-120 minutes per day
  • 3 trimesters ELD class
  • 2-3 trimesters co-taught
  • 60 minutes
  • per day
  • 2-3 trimesters co-taught
  • 60 minutes per day
  • 2-3 trimesters co-taught
  • Exited from EL services

 

Communication Plan

The plan will be posted on our district EL webpage, which can be translated into multiple languages. If parents have further questions, we can discuss it with families during conferences throughout the school year. Notification of the plan will be sent home to families with the notification of services letter.   

Appendix for Hybrid or Distance Learning

Farmington Area Schools will plan three different scenarios based on the guidance provided by Minnesota Department of Education and Minnesota Department of Health.  These three scenarios may be used at any time necessary.

  •  Scenario 1:  In-person learning for all students
  •  Scenario 2:  Hybrid learning with strict social distancing and capacity limits
  •  Scenario 3:  Distance learning only

If students are participating in distance learning, either through the hybrid or fully distance learning, below is the description of expectations for EL teachers, mainstream teachers, and communication.

ELD Instruction

What will EL teachers do?

Language development will be addressed with overarching competencies in language acquisition that spans all grade levels and content areas. Feedback provided as needed to support growth.

In collaboration with classroom teachers, alternative academic tasks may be made available to meet individual student’s needs.

Contact EL Coordinator for more information.

Mainstream EL Support

What will content teachers do to support English learners?

Support is available to assist teachers in creating accessible distance- learning activities for ELs.

Content teachers will use repetitive routines and structure in their classes, and provide multiple formats for students to engage in the content.

Digital platforms will emphasize oral language development. Paper-based learning activities will have differentiated activities for content background knowledge and language proficiency.

Contact EL Coordinator for more information.

Communicating with Multilingual/ Multicultural Families

Interpretation can be done by phone for bilingual families or through Talking Points.

Email messages sent to all families through School Messenger will be translated into the family's preferred language. Buildings will also communicate important information to families through an interpreted phone call or Talking Points.

Contact Building Principals/Teachers for more information.