Table of Contents. II. K-5 Overview of ESL/ELD Program Models A. K-5 ESL Models

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1 Table of Contents I. Our Mission, Vision and Commitments A. Mission and Vision B. Basic Commitments C. ESL Lead Teachers D. ESL Teacher Roles and Responsibilities E. ESL/ELD Curriculum F. Mainstream Classrooms II. K-5 Overview of ESL/ELD Program Models A. K-5 ESL Models III Overview of ESL/ELD Program Models A. A Program For English Proficiency Levels: Pre-Entering, Entering, Emerging and Developing Levels B Program For English Proficiency Levels: Developing (with more than 3 consecutive years of schooling in the US) Expanding and Bridging Levels C. High School Scheduling Recommendations IV. MPS Dual Language Framework A. Background and Commitments B. Minneapolis Public Schools Bilingual Program Models Overview C. Two-Way Dual Language Program (TWDL) D. Developmental One-way Dual Language Program (DDL) E. Early Exit Transitional Dual Language Program (TDL) F. Heritage Language & Culture Classes(HLC) G. Dual Language Frequently Asked Questions V. EL Services to Dual Eligible Students in Federal Settings 3 & 4 A. Background and Commitments B. EL- Special Education (Dual Eligible) Federal Setting Levels and EL Documentation Expectations for Compliance C. K-8 Recommendations for EL Service Based on Special Education Programs Federal Setting 3 and 4 Dual Eligible Students. VI. Research and Best Practice for 6-12 ESL Students VII. Glossary of Terms

2 I. Our Mission, Vision and Commitments A. Mission and Vision i. Minneapolis Public Schools (MPS): a. We exist to ensure all students learn. b. We support their growth into knowledgeable, skilled and confident citizens capable of succeeding in their work, personal and family lives into the 21 st century. c. Every child will be college and career ready. ii. MPS Multilingual Department: a. We exist to empower educators and leaders to develop language-rich learning environments that raise the achievement of English Learners through: 1. Consistent, high quality programming 2. Research-based instructional strategies and practices 3. Shared accountability for student learning 4. Affirmation and development of student, family and community assets B. Basic Commitments in Programming i. Language Development Program: The ESL program in the MPS schools consists of a comprehensive language development program for English Learners that incorporates an ongoing and intensive focus in English language development to support the development of reading, writing, speaking and listening. Programs will differentiate for varying levels of student language proficiency, be collaborative by design, and have clearly defined learning targets. a. Service from ESL teachers: All English Learners, including those in bilingual programming and those receiving special education services, will receive English Language Development instruction by a licensed ESL teacher. b. Level of Support: The service a student receives depends on the following criteria: the student s proficiency level, previous U.S. schooling and time in the U.S., and current academic achievement level. Depending on the student s English Language Proficiency level, a student may receive ESL instruction through one or more of the ESL services described in the separate K-5 and 6-12 sections. c. Research-based strategies: We will utilize research-based instructional strategies to build the academic language necessary for academic achievement. ii. Multilingualism: We will ensure that students have access to programs that build bilingualism, bi-literacy, and multiculturalism. We will promote English Learners languages, cultures, and experiences as the foundation for new learning and success in a global, knowledge-based economy. iii. ESL Instruction Goals: The goals of the ESL programs are to foster students academic language learning and to provide opportunities for academic English language development that ensures student success in core content areas. Instruction is intentionally designed with clear language targets that align to content standards and learning targets. Practices and strategies are integrated to meet the needs of students and providing opportunities for student interaction and language production. By the end of three years of ESL support, our overarching goal is for ESL students to be able to access grade level content with limited support.

3 iv. Program Integration and Materials: To ensure adequate English Language Proficiency progress, ESL programming should include strong, consistent, integrated language development programs to ensure full access to grade level content in compliance with Title III funding with materials designed for ELs. v. Program Assessment: All ESL services options must be periodically assessed to ensure that they are leading to this optimum student learning and language development. We will ensure that programs achieve high levels of parent satisfaction and support. vi. Building capacity to serve the need of English learners: We will assist all educators, administrators, and departments in developing capacity to better serve English learners. All district employees will collaborate and be accountable for the success of English learners. C. ESL Lead Teachers i. Each building will designate an ESL Lead Teacher as the primary contact between the Multilingual Department and the site with dedicated time for the implementation of programming guidelines and recordkeeping. The appointment of the Lead ESL Teacher is a collaborative decision between the Multilingual Department and the building principal. ii. The ESL Lead Teacher s role will include a range of duties: a. Lead the implementation of the MPS EL Program Framework, in collaboration with building leadership, the building EL team, and with approval from the Multilingual Department. This includes building a Site Plan of Service and developing teacher schedules b. Lead and participate in scheduling of services to EL students in collaboration with other ESL teachers, classroom teachers and building leadership. Schedules are built based on the Site Plan of Service with the needs of the student as the primary concern, using student s language proficiency and other academic achievement data. c. Attend periodic trainings and meetings as directed by the Multilingual Department including the ESL Lead Teacher meetings d. Accurately complete required Title III procedures and paperwork on Waiver Review, Exit and Exit Monitor e. Provide training at the building level on best practices for English learners, such as: WIDA, Collaboration and Co-Teaching, Interaction Strategies, Academic Language Development, etc. f. Meet with the principal and ELL team regularly to disseminate information from the ESL Lead Teacher meetings and from the Multilingual Department, to effectively communicate with building staff regarding EL issues g. In collaboration with the building test coordinator, participate in plans for testing all ELs with the WIDA ACCESS. h. Administrators should be aware that at scheduled times during the school year, the paperwork demands on the ESL Lead Teacher will expand to meet the exiting and monitoring process, and WIDA ACCESS testing requirements. iii. Time Allocation for Lead Teacher: Due to the level of oversight duties that ELL requires, the ESL Lead Teacher for each school should be allocated additional time as follows: a. Buildings with ELL students: FTE

4 b. Buildings with ELL students: 0.2 FTE c. Buildings with ELL students: FTE d. Buildings with 300+ ELL students: /Coordinator D. ESL Teacher Roles and Responsibilities i. Expectations for service a. Begin ESL service to your English learner caseload by the end of the first week of school b. Complete EL service reports by the end of the second week of school c. Minimize disruptions to service so that students can benefit from 21 full weeks of instruction before the WIDA ACCESS window opens. d. Report on student language development and communicate with families about progress ii. English language development (ELD) a. Provide English language development through content lessons aligned with Focused Instruction, focusing on communication in the four language domains (listening, speaking, reading and writing) using academic language b. Use adopted ELD curriculum for Level 1 and 2 students iii. Content a. Use Focused Instruction curriculum guides as a guide for instruction b. Provide meaningful access to grade level learning through language support and modification of classroom instruction based on English proficiency levels c. Scaffold language and content learning to provide comprehensible content d. Prepare ELs for new learning by building their background knowledge iv. Use of WIDA assessments, tools and data a. Use WIDA ACCESS data to place ELs in appropriate service with access to language and content learning b. Use WIDA Can Do descriptors and other WIDA tools to plan and differentiate for EL instruction c. Use multiple types of assessment data to coordinate ESL service and plan instruction d. Implement formative assessment to monitor student progress and inform instruction v. EL Best Practices for high-challenge, high-support language learning environments a. Increase EL student learning though the incorporation of the Multilingual Department s top five instructional practices embedded in the Standards of Effective Instruction: Learning Targets, Differentiation, Structured Language Interaction, Formative Assessment, Academic Language and Collaboration) b. Affirm EL students identities through valuing of their languages and cultures in classroom lessons as often as possible c. Collaborate, co-plan and co-teach to increase EL access to grade level standards and expectations. d. Share EL expertise, practices, strategies and resources with classroom teachers through collaboration with co-teaching partners and with building staff. E. K-12 ESL/ELD Curriculum: i. For WIDA Level 1 and 2, ESL teachers use the adopted Multilingual curriculum

5 a. K-5 level: The Multilingual ELD curriculum (housed on the Focused Instruction website) using adopted materials b. 6-8: Milestones plus supplemental content area readers c. 9-12: The Edge series plus supplemental content area readers ii. For WIDA Levels 3-5, ELs need meaningful access to grade level standards and content through Focused Instruction learning targets and lessons. F. Mainstream Classrooms i. ELs receive the majority of their instruction in the general education classrooms alongside their non-el peers. Because of this, the District is committed to the implementation of ESL supports on a systematic basis in all general instruction classrooms. Since nearly every classroom in the Minneapolis Schools can expect to have some English Learners, the systematic implementation of ELL supports is a requirement for all teachers. Such supports must include: a. Support for oral language development b. Comprehensible content c. Support for Academic Language acquisition d. Access to native language materials or bilingual educational support personnel. e. Include the ELL student s proficiency levels as part of the data they use to make instructional decision about their students. f. Adjust their use of strategies to meet ELL students needs and demonstrate flexibility and responsiveness in their instruction. g. Opportunities for students to produce written and spoken academic language through high quality interactions.