ELL Frequently Asked Questions

To enable English Learners to succeed independently with grade level expectations.

• About 400 students (3% of the student population) are identified as “English Learners”.

• 38 Languages spoken throughout the district.

• Top Five: Spanish, Russian, Hmong, Lao, Creolized English (Liberia, Ghana, etc.).

• Home Language Questionnaire on the initial registration form usually indicates whether other languages are spoken at home.
• MODEL and WAP-T screenings help determine academic English proficiency.

• In-Classroom Team Teaching (“push-in”).

• Sheltered Instruction - Direct instruction of EL students with Licensed EL Teachers (“pull-out”).

• One-to-One instruction, especially with New-to-Country students.

• Classroom support by EL Assistants.

• Based on English proficiency as determined by initial screening and annual ACCESS results.

• Based on academic success as determined by student grades and standardardized test results.

• Range from no direct service (monitor) to moderate (15-20 minutes) 2-3 times per week to intense (30-60 minutes per day).

MODEL, WAP-T, and ACCESS measure English Proficiency in the 4 domains: Listening, Speaking, Reading, and Writing Composite score related to Levels 1 through 6, “1” = “New to Country” English Proficiency, “6” = “Native English Speaker” proficiency.

• Annual notices are sent to parents explaining the EL program and each students’ need for EL Services.

• These are mandated by both the state and federal governments.

• Parents may refuse EL services.

• When students score a “5” or “6” on the ACCESS, they may be exited.

• Parents are notified.

• Students will be monitored for the first two years after exiting.

• Students may re-enter the EL Program if appropriate.

• EL Staff often maintain regular communication with parents.

• EL Teachers help with conference scheduling and scheduling. interpreters.

• EL Family Nights and home visits from some schools help families.

• Work with classroom teachers and Special Ed to determine the need for Special Education services.

• Complete EL Prereferral Interview/Packet.

• Help decision-makers determine whether a student’s lack of academic progress is language-based, i.e. “second language interference”.