Multilingual/English Learners (ML/EL)

Identification consists of two parts. The first part is determining the language(s) a student has learned, speaks, understands, and/or interacts with. The second part is assessing a student’s proficiency in English based on developmentally appropriate measures. 

Part 1: Minnesota Language Survey:
Upon enrollment, all parents/guardians must complete the Minnesota Language Survey. The survey asks if a student:

• first learned a language other than English
• speaks a language other than English
• understands a language other than English
• has consistent interaction in a language other than English

 
If any of the above is answered yes, the procedure continues with Part 2. Neither country of origin nor conversational ability of the student determines whether or not the student is screened for English proficiency—screening is based solely on the results of the Minnesota Language Survey. 

Part 2: Developmentally Appropriate Language Screener:
Students who are determined to have a primary language other than English are not automatically MLs/ELs. They are, however, screened to determine whether or not they qualify for ML/EL designation. The student’s records may be used to determine eligibility if they contain WIDA ACCESS or WIDA Screener (proficiency assessments) scores from the previous year. If the student is new to the United States or there are no ACCESS/Screener scores available, the student will be assessed using the WIDA Screener or Kindergarten W-APT.
 
A student will be identified as an EL if the following score is attained:

If the previous step identifies a student as eligible for ML/EL services, the student is placed into the program using the following procedures.

Initial Placement Procedures:
The Multilingual/English Learner teacher will collect and review language proficiency data to determine specific student language abilities and needs.  This data will be used in LIEP placement decisions to determine more precisely what amount or type of service is appropriate. In addition to the language proficiency assessment scores, the decision may consider:

• Teacher judgement of student language samples (speaking and writing).
• Educational transcripts and records, including additional services for which the student qualifies.
• Parent/guardian input.

Once a student is identified as an ML/EL and subsequently placed in the ML program, the family will be notified within ten calendar days of enrollment. 
 
Parents/guardians have the right to refuse ML/EL service for their student. If a family chooses to refuse programming, the student is still designated ML and is required to take the ACCESS for ELLs annual proficiency assessment. Written documentation of refusal must be completed by the family annually.

Students who are identified as ML/EL are served according to the LIEP. This program is designed to meet varying student needs across English proficiency levels. ELs are divided into six proficiency levels, as seen below. However, beginning in 2018, Minnesota regulations required that MLs/ELs be exited from service when a student’s annual ACCESS composite score is greater than or equal to 4.5 AND scores on three or more language domains (reading, writing, listening and speaking) are greater than or equal to 3.5.  Classroom and content-area teachers still have an obligation to support the language development of MLs/ELs who have been exited from service so that they can continue to develop their proficiency. 

All MLs/ELs participate in annual statewide English language proficiency assessments (ACCESS for ELLs), which determine, continued eligibility for ML/EL service.

According to state regulations, students are exited from the ML/EL program based on scores from the annual state proficiency assessment (WIDA ACCESS for ELLs). The regulations state that:

• The student must be exited from ML/EL services if achieving an overall composite score of 4.5 or greater AND a score of 3.5 on all domains (Listening, Speaking, Reading, Writing).
• The student may be exited from ML/EL services if achieving an overall composite of 4.5 or greater AND a score of 3.5 or higher in at least three domains (Listening, Speaking, Reading, Writing).
  • If the school district determines to continue ML/EL services, the district must use provide evidence to justify continuation.

Once MLs/ELs have successfully met the required exit criteria that has been set forth by the Minnesota Department of Education, they are officially exited from the ML/EL program.  As required by the federal government, these former Multilingual/English Learners will be monitored for academic success by the district for an additional two school years. If it is determined that the student is not performing as expected and that the student’s English language proficiency is playing a part in the struggle, reentry into the ML/EL program may be considered.