Service Model
| English Learner (EL) staff members provide a balanced program of instruction for students using specific strategies and best practices. Instruction is focused on language learning and acquisition, which will allow students to be successful in all content areas. The students may be in a pull-out model, push-in model, a combination of both, or co-teaching model. In any model, the English Learner teacher may work one-on-one or with small groups of students who have similar needs. Students can also qualify for other building services such as Title I, Assurance of Mastery, Talent Development, and other interventions that may be available. High School - Newcomers to Graduation Courses Amount and Scope of EL Service K-12 |
EL Services
The English Learner teacher works closely with the classroom teachers and other building professionals to provide the most effective service for the student. The student’s progress is reviewed on a regular basis and adjustments are made as needed.
IDENTIFICATION AND EXIT PROCESS
English learners (ELs) are identified through a two-step process: 1) identification of primary language using responses from parents or guardians on the Minnesota Language Survey (MNLS) completed upon enrollment and 2) screening for English language ability using a state-approved language proficiency assessment. All students enrolling in Minnesota districts and charter schools must have a parent or guardian complete the Minnesota Language Survey (MNLS). Based upon the results of the survey, a potential English learner must be screened using the age appropriate screener. An assessment would confirm whether or not the student should be identified as an English learner.
The procedures listed in the links below must be used by all Minnesota districts and charter schools in the identification, entrance and exit of English learners.
Initial Identification Process
English Learner Exit Program Criteria
New to District Registration:
English Version
Spanish Version
Arabic Version
Somali Version