Multilingual Learning

Saint Paul Public Schools (SPPS) is required by law to identify students in need of language assistance services. The Minnesota Language Survey (MNLS) is completed at the time of enrollment to gather information about a student’s language background. The MNLS is the first step in the EL identification process. The information provided on the MNLS determines student eligibility for the English language proficiency assessment: the WIDA Screener. The WIDA screener assessment determines whether a student should be classified as an EL student who is entitled to EL services.

• Identification and Eligibility Criteria Procedure for VPK
• MDE Standardized Identification, Entrance and Exit Flow Chart

• Video on English Learner Identification and Exit Procedures (English)
• Video on English Learner Identification and Exit Procedures (Hmong)
• Video on English Learner Identification and Exit Procedures (Karen)
• Video on English Learner Identification and Exit Procedures (Somali)
• Video on English Learner Identification and Exit Procedures (Spanish)

EL Program Identification & Entrance Procedure K-12 Flow Chart 

As a member of the WIDA Consortium, the Minnesota Department of Education uses ACCESS (Assessing Comprehension and Communication in English State-to-State) for ELLs assessment. The ACCESS for ELLs assessment measures students’ progress toward English language proficiency and determines whether a student is ready to exit from the EL program. For students to be considered proficient on the ACCESS test and to exit the EL program, a student must have at least a 4.5 overall composite score or higher AND three of the four domains (listening, speaking, reading, and writing) greater than or equal to 3.5. 
(See EL Identification and Exit Criteria Flowchart) 

• EL Program Exit & Reclassification Procedure K-12 Flow Chart (English)
• EL Program Exit & Reclassification Procedure K-12 Flow Chart (Hmong)
• EL Program Exit & Reclassification Procedure K-12 Flow Chart (Karen)
• EL Program Exit & Reclassification Procedure K-12 Flow Chart (Spanish)
• EL Program Exit & Reclassification Procedure K-12 Flow Chart (Somali)

All eligible students in grades K-12 are given the ACCESS for ELLs test annually. The test measures students’ progress toward English language proficiency and readiness to exit the EL program.

ACCESS VIDEO

• The video featured our current and former SPPS students who received EL services. The message promotes participation in ACCESS testing for all eligible students. Please email bee.her@spps.org with any questions and/or feedback.

  Click here to view Hype-Up ACCESS Video

Title III of NCLB (reauthorized as Every Student Succeeds Act of 2015) and other federal laws require that students who are eligible for English Learner services and have also been identified as having special education needs must receive both EL services and the appropriate special education services. Under the Individuals with Disability Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 and the U.S. Department of Justice and OCR, students who have a disability must be identified and evaluated for special education services in a timely manner, as would any student suspected of having a disability.

Please consider the following checklist when referring and evaluating students for Special Education Services.

Assessing Students with EL Services for Special Education Needs: Considerations and Guidelines

1. Students in need of special education services must be identified and evaluated for disabilities in a timely manner.
2. Students suspected of having one or more disabilities must be evaluated promptly to determine if the student has a disability and whether the student needs disability-related services.
3. There is no waiting period or time limit on when students may be referred for a special education evaluation.
4. Disability evaluations may not be delayed because of a student’s English proficiency or the student’s participation in the EL program.
5. Educators must not identify or determine that students are students with disabilities  solely because of their limited English language proficiency.
6. If student is evaluated for special education services, Individualized Education Plan (IEP) teams must include someone with expertise in second language acquisition (i.e. EL Teacher )
7. EL screeners and assessments should be considered as part of special education evaluations.
8. IEP teams must consider the English language proficiency of students with disabilities in determining appropriate assessments and other evaluation materials.
9. When evaluating a student, special education evaluations must be provided in the child’s native language, unless it is clearly not feasible to do so. This will help ensure the student’s language needs can be distinguished from their disability-related needed.
10. It is necessary to ensure that parents of students have the means to understand the proceedings of the IEP team meeting. Staff must arrange for an interpreter and translate documents.
11. Evaluations must use appropriate methods to carefully measure the student’s abilities and not the student’s English language skills.
12. Students with disabilities are entitled to both language assistance and disability related special education services.
13. Students with disabilities must be included in accountability testing.
14. IEP team process must be used to determine whether students need accommodations or should take an alternate assessment.
15. There are no alternate English Language Proficiency (ELP) standards for EL students with disabilities.
16. Should parents decline disability-related services, the district and the school remain obligated to provide language services unless parents decline EL services as well.
17. EL and special education professionals collaborate and communicate before, during, and at the point exit from special education
18. To prevent over- and under-identification when compared to peers, educators must accurately determine whether students who receive EL services are eligible for disability-related services.

SAT Considerations for Culturally and Linguistically Diverse Learners

Participation in EL programs is voluntary. A parent may choose to waive/refuse EL services for their child.  Parents contact the student’s EL teacher and complete a refusal of EL service form. EL staff will inform parents of the benefits of English language development services. EL services can be refused when evidence is provided that the student’s English language proficiency is not a barrier to his/her academic success. Parents can request that their child return to EL services if they demonstrate the need for additional English Language development in accordance with MDE guidelines. 

(See English Learner Program and Services –Talking Points for Parents and Families)