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ESL SERVICES

    Home ESL SERVICES

    Welcome to ESL Program Website! 

    The English As a Second Language (ESL) program meets the needs of our students who are English Language Learners. The program provides English language development in the four domains of speaking, listening, reading, and writing and prepares students to be successful in the academic mainstream classroom. ESL service in our elementary schools is provided through a variety of strategies including pullout, push-in and/or co-teaching. ESL schedules are coordinated with the classroom teacher and building schedules so that students do not miss important instructional time.  At Perham-Dent Public Schools, we are proud to work with such wonderfully diverse students and families. Please contact us with any questions you may have regarding ESL.

    Bienvenidos a la página de ESL 

    El programa de Inglés Como Segundo Lenguaje (ESL) trata las necesidades de nuestros estudiantes para quienes el inglés es su segundo idioma o quienes están aprendiendo inglés. El programa provee el desarrollo del idioma inglés en las cuatro áreas de hablar, escuchar, lectura, y escritura y prepara a los estudiantes para que tengan éxito académico en la clase general. El servicio de ESL en nuestras escuelas primarias es proveído a través de una variedad de estrategias incluyendo el sacar a estudiantes fuera del aula general, y el dar servicio dentro del aula o co-enseñar. Los horarios de ESL son coordinados con los profesores de la clase y los horarios del edificio para que los estudiantes no pierdan tiempo educacional importante.  En Perham-Dent Public Schools, nosotros estamos orgullos de trabajar con estudiantes y familias tan maravillosamente diversos. Por favor póngase en contacto con nosotros si tiene alguna pregunta sobre ESL.

    Perham-Dent Schools offers a variety of services to English Language (EL) students.  Follow the links to learn more about our program and the services, classes and how students are placed in the English as a Second Language (ESL) program.

     

    English Learner Programs

    The Perham High School uses primarily a Structured English Immersion setting. The classes in this program are built around the standards developed by the WIDA consortium and used by the MN Department of Education.  In this setting, students receive instruction in English based upon proficiency level. Some Sheltered Instruction Observational Protocol (SIOP) techniques are used as well in this setting.  

     

    Amount of Service                

    Students who fall under the following WIDA categories typically receive the listed amount of service.  A trimester course is described as a course that is offered daily for 55 minute periods. 

    1. Entering/Emerging 
    2. Emerging/Developing
    3. Developing/Expanding
    4. Expanding/Bridging
    5. Bridging/Reaching

    Frequently Asked Questions about ESL

    What is the purpose of the ESL program?

    Perham-Dent Public School district offers English as a Second Language (ESL) programming. The purpose of this program is to develop and strengthen the students’ understanding, speaking, reading, and writing of academic English.

    Who is eligible for ESL support and services?

    New students who enroll at ISD 549 are required to complete a Home Language Survey at the time of registration. Based on the information provided on the survey, all students whose first (native) or home language is not English are assessed to determine their English proficiency levels in speaking, listening, reading and writing. Eligibility for ESL services is based on the results of this assessment.

    My child already speaks English very well. Why is he/she eligible for ESL support?

    There are two types of language that an English Learner (EL) has to learn and master in order to perform successfully at grade level. One is social language (basic interpersonal communication, conversation) and the other is academic language (technical language and content specific vocabulary that is used in school).

    It usually takes 3-5 years for a child to become orally proficient and able to communicate with ease. Basic conversational English is an important foundation for the student to develop academic language, but it doesn’t guarantee a student’s academic success.

    Research tells us that it normally takes 5-7 years for EL students to fully develop the academic English needed in order to succeed in school. Although students may not need English as a Second Language (ESL) support for that long, it is important that they receive support until they are able to keep up with the rigorous, academic curriculum.

    How does the ESL program help students to learn English?

    The ESL program helps students learn and strengthen basic and academic English skills through direct instruction in listening, speaking, reading and writing. Instruction is based on the state standards in the content areas. The ESL students are expected to meet the school’s goals and standards through the regular classroom curriculum. If a child is receiving both ESL services and special education services, the ESL teacher will be a part of the IEP (Individual Education Plan) process.

    Can I refuse ESL services for my child?

    Although ISD 549 strongly recommends that all eligible students participate in the ESL program, parents/guardians have the right to “opt out” (decline ESL services) of direct ESL instruction on behalf of their child. If you wish to “opt out” of ESL instruction, please notify your child’s teacher. You will also be asked to sign a letter to ensure that you understand your child’s rights to receive ESL services in the future.

    What kind of ESL program does Perham-Dent public schools provide?

    • ESL (English as a Second Language Program) ESL Program Overview

    English as a Second Language (ESL) is a course which supports English Language Learners (ELLs) in their process to achieve English language proficiency with daily instruction in the four language domains: reading, writing, listening, and speaking.  A student-centered instructional approach is preferred, in order to best meet the needs of our ELLs who are entering the program at various stages of language acquisition.  A general structure is laid out below:

    Pull-out
    – Excellent for beginning ELLs for oral language development and to build confidence
    – Small group instructional setting
    – Slower pace than mainstream classroom

    • ESL students are pulled from the regular classroom by the ESL teacher to work on improving his/her English language skills. The amount of time is determined by the student’s individual needs and English proficiency levels in reading, writing, listening, and speaking.

    Push-in
    – Excellent for intermediate and advanced ELLs
    – Grade-level academic support is provided to ELLs in the mainstream classroom
    – ESL teachers provide scaffolds and content-area language development

    Structured English Immersion
    – Recommended for advanced ELLs
    – Inclusion setting of instruction
    – Mainstream teacher takes responsibility for language development
    – ELLs have access to grade-level content

    Multi-level ESL Elective Course

    This course is available to students in grades 9 -12 whose language proficiency levels in reading and writing are below Level 5 Bridging. This course is offered as an elective credit and students must enroll in this class for fall and spring semesters. The teacher works with the students to improve the language skills they need to be successful in their academic courses.

    Monitored Support

    Any student who scores a combination of level 4.5 – 5 Bridging and level 6 Reaching on the ACCESS for ELLs subtests will not receive direct ESL services. The ESL teacher will consult with the regular classroom teacher concerning the student’s academic progress.

    The ESL department collaborates with the educators, administrators, parents, and school counselors of the English language learners we share in order to ensure that appropriate supports are provided for the academic success of all students.

    As members of the WiDA Consortium, our ELLs are assessed every winter with the WiDA Access for ELLs exam to measure growth of academic language skills over extended periods of time.

    The ESL teacher provides students with explicit instruction in English. ESL services may be provided in the general education classroom or through small group intervention, to allow for more targeted, focused instruction.

    What are the English proficiency levels?

    Level 1 Entering:  the student knows and uses minimal social language and minimal academic language with visual support.

    Level 2 Emerging:  the student knows and uses some social English and general academic language with visual support.

    Level 3 Developing:  the student knows and uses social English and some specific academic language with visual support.

    Level 4 Expanding:  the student knows and uses social English and some technical academic language.

    Level 5 Bridging:  the student knows and uses social and academic language working with grade level material.

    Level 6 Reaching:  the student knows and uses social and academic language at the highest level measured by this test.

    How and when does a student receive ESL services?

    The type and amount of ESL services depends upon the needs of the student.  The following options are available:

    • Small group instruction in oral language, reading, and writing
    • In-class support in math or language arts
    • After school support, summer school, etc.

    How will my child’s progress be monitored?

    In addition to the regular progress monitoring that is provided for all students at Perham-Dent Public School District (report cards, parent-teacher conferences, MCAS, etc.), parents of English language learners also receive a variety of updates specific to their child’s English language development.

    • Each January, ELs in grades Kindergarten through Grade 12 are assessed using a state mandated tool called “ACCESS”. This assessment measures students’ English skills in reading, writing, listening, and speaking. Parents are provided with a written summary of the test results, which are normally published in the late spring (May/June).
    • At the end of each marking period, parents of ELs are provided with a progress report which includes information specifically related to their child’s language development.
    • Parents of ELs are invited to participate in at least two conferences per year so they can discuss their child’s progress and performance within the ESL program. ESL conferences may take place jointly with the classroom teacher or parents can request an individual conference with the ESL teacher.

    When will my child complete the ESL program?

    When a student demonstrates a proficiency level of 4.5 on the ACCESS test and is able to work successfully and independently on grade level content, the ESL team will consider whether he/she is ready to transition out of the ESL program. In addition to ACCESS scores, the teachers will review the student’s overall academic progress and performance on other important assessments, such as MCAS. Once a student transitions out of the ESL program, he/she will receive ongoing monitoring for an additional two years. If the student demonstrates difficulty during that period, ESL services may be resumed.

    In order to help my child, should I speak English or our native language at home?

    There is overwhelming evidence that parents should speak their native language at home. Children need the advice and guidance of their parents and need to be able to communicate about what is happening in their lives. If parents do not speak their native language with their children, it is probable that their children will not remain bilingual and will not be able to speak their parent’s language fluently as they grow older. 

    When the parent’s English skills are weak, and the child’s understanding of the parent’s native language is weak, communication problems arise just at a time when children need their parents the most. Parents should speak, read to, and write to their children in their native language. 

    If parents would like their children to be exposed to more English after school hours, the best way to do that is to encourage children to join a club, play a sport, or take lessons with native English speakers. Another way to expose children to more English is to help children build a “home library” of favorite books in English. 

    Preguntas frecuentes sobre ESL

    ¿Cuál es el propósito del programa de ESL?

    El distrito de escuelas públicas de Perham-Dent ofrece programación de inglés como segundo idioma (ESL). El propósito de este programa es desarrollar y fortalecer la comprensión, el habla, la lectura y la escritura del inglés académico de los estudiantes.

    ¿Quién es elegible para el apoyo y los servicios de ESL?

    Los estudiantes nuevos que se inscriben en ISD 549 deben completar una Encuesta sobre el idioma del hogar al momento de la inscripción. Con base en la información proporcionada en la encuesta, todos los estudiantes cuya primera lengua (nativa) o lengua materna no es el inglés son evaluados para determinar sus niveles de competencia en inglés para hablar, escuchar, leer y escribir. La elegibilidad para los servicios de ESL se basa en los resultados de esta evaluación.

    Mi hijo ya habla inglés muy bien. ¿Por qué es elegible para recibir apoyo de ESL?

    Hay dos tipos de lenguaje que un aprendiz de inglés (EL) tiene que aprender y dominar para poder desempeñarse con éxito a nivel de grado. Uno es el lenguaje social (comunicación interpersonal básica, conversación) y el otro es el lenguaje académico (lenguaje técnico y vocabulario específico de contenido que se usa en la escuela).

    Por lo general, un niño tarda de 3 a 5 años en llegar a ser competente oralmente y ser capaz de comunicarse con facilidad. El inglés conversacional básico es una base importante para que el estudiante desarrolle el lenguaje académico, pero no garantiza el éxito académico del estudiante.

    Las investigaciones nos dicen que normalmente los estudiantes EL necesitan de 5 a 7 años para desarrollar completamente el inglés académico necesario para tener éxito en la escuela. Aunque es posible que los estudiantes no necesiten apoyo en inglés como segundo idioma (ESL) durante tanto tiempo, es importante que reciban apoyo hasta que puedan mantenerse al día con el plan de estudios académico riguroso. 

    ¿Cómo ayuda el programa de ESL a los estudiantes a aprender inglés?

    El programa de ESL ayuda a los estudiantes a aprender y fortalecer las habilidades básicas y académicas del inglés a través de la instrucción directa en escuchar, hablar, leer y escribir. La instrucción se basa en los estándares estatales en las áreas de contenido. Se espera que los estudiantes de ESL cumplan con las metas y estándares de la escuela a través del plan de estudios regular del salón de clases. Si un niño está recibiendo servicios de ESL y servicios de educación especial, el maestro de ESL será parte del proceso del IEP (Plan de educación individual).

    ¿Puedo rechazar los servicios de ESL para mi hijo?

    Aunque ISD 549 recomienda enfáticamente que todos los estudiantes elegibles participen en el programa de ESL, los padres / tutores tienen el derecho de “optar por no participar” (rechazar los servicios de ESL) de la instrucción directa de ESL en nombre de su hijo. Si desea “optar por no participar” de la instrucción de ESL, notifique al maestro de su hijo. También se le pedirá que firme una carta para asegurarse de que comprende los derechos de su hijo a recibir servicios de ESL en el futuro. 

    ¿Qué tipo de programa de ESL ofrecen las escuelas públicas de Perham-Dent?

    ESL (Programa de inglés como segundo idioma) Descripción general del programa ESL

    Inglés como segundo idioma (ESL) es un curso que apoya a los aprendices del idioma inglés (ELL) en su proceso para lograr el dominio del idioma inglés con instrucción diaria en los cuatro dominios del idioma: lectura, escritura, comprensión auditiva y expresión oral. Se prefiere un enfoque de instrucción centrado en el estudiante, a fin de satisfacer mejor las necesidades de nuestros estudiantes ELL que ingresan al programa en varias etapas de la adquisición del idioma. A continuación se presenta una estructura general:

    ( Pull-out ) Extraer

    – Excelente para estudiantes ELL principiantes para el desarrollo del lenguaje oral y para generar confianza

    – Entorno de instrucción en grupos pequeños

    – Ritmo más lento que el aula convencional

    Los estudiantes de ESL son retirados del aula regular por el maestro de ESL para trabajar en mejorar sus habilidades en el idioma inglés. La cantidad de tiempo está determinada por las necesidades individuales del estudiante y los niveles de dominio del inglés en lectura, escritura, comprensión auditiva y expresión oral.

    (Push-in) Empujar

    – Excelente para estudiantes ELL de nivel intermedio y avanzado

    – Se brinda apoyo académico de nivel de grado a los ELL en el aula regular

    – Los maestros de ESL proporcionan andamios y desarrollo del lenguaje en el área de contenido.

     (Structured English Immersion) Inmersión estructurada en inglés

    – Recomendado para estudiantes ELL avanzados

    – Entorno de inclusión de la instrucción

    – El maestro convencional asume la responsabilidad del desarrollo del lenguaje.

    – Los estudiantes ELL tienen acceso a contenido de nivel de grado.

    (Multi-level ESL Elective Course) Curso electivo de ESL de varios niveles

    Este curso está disponible para estudiantes de los grados 9 al 12 cuyos niveles de competencia lingüística en lectura y escritura se encuentran por debajo del nivel de puente 5. Este curso se ofrece como crédito optativo y los estudiantes deben inscribirse en esta clase para los semestres de otoño y primavera. El profesor trabaja con los estudiantes para mejorar las habilidades lingüísticas que necesitan para tener éxito en sus cursos académicos.

    (Monitored Support) Soporte supervisado

    Cualquier estudiante que obtenga una combinación de nivel 4.5 – 5 Bridging y nivel 6 Reaching en las subpruebas ACCESS para ELLs no recibirá servicios directos de ESL. El maestro(a) de ESL consultará con el maestro de aula regular sobre el progreso académico del estudiante.

    El departamento de ESL colabora con los educadores, administradores, padres y consejeros escolares de los estudiantes del idioma inglés que compartimos para garantizar que se brinden los apoyos adecuados para el éxito académico de todos los estudiantes.

    Como miembros del Consorcio WiDA, nuestros estudiantes ELL son evaluados cada invierno con el examen WiDA Access for ELLs para medir el crecimiento de las habilidades lingüísticas académicas durante períodos prolongados.

    La maestra de ESL proporciona a los estudiantes instrucción explícita en inglés. Los servicios de ESL pueden proporcionarse en el aula de educación general o mediante la intervención de grupos pequeños, para permitir una instrucción más específica y enfocada.

    ¿Cuáles son los niveles de dominio del inglés?

    Nivel 1(Entering) Ingreso: el estudiante conoce y usa un lenguaje social mínimo y un lenguaje académico mínimo con apoyo visual.

    Nivel 2 (Beginning) Emergente: el estudiante conoce y usa algo de inglés social y lenguaje académico general con apoyo visual.

    Nivel 3 (Developing) en desarrollo: el estudiante conoce y usa el inglés social y algún lenguaje académico específico con apoyo visual.

    Nivel 4( Expanding) en expansión: el estudiante conoce y usa inglés social y algo de lenguaje académico técnico.

    Puente de Nivel 5 (Bridging): el estudiante conoce y usa lenguaje social y académico trabajando con material de nivel de grado.

    Nivel 6 Reaching: el alumno conoce y utiliza el lenguaje social y académico al más alto nivel medido por esta prueba.

    ¿Cómo y cuándo recibe un estudiante los servicios de ESL?

    El tipo y la cantidad de servicios de ESL dependen de las necesidades del estudiante. Las siguientes opciones están disponibles:

    • Instrucción en grupos pequeños de lenguaje oral, lectura y escritura.
    • Apoyo en clase en matemáticas o artes del lenguaje
    • Apoyo después de clases, escuela de verano, etc.

    ¿Cómo se controlará el progreso de mi hijo?

    Además del monitoreo regular del progreso que se proporciona a todos los estudiantes en el Distrito de Escuelas Públicas de Perham-Dent (boletas de calificaciones, conferencias de padres y maestros, MCAS, etc.), los padres de los estudiantes del idioma inglés también reciben una variedad de actualizaciones específicas para sus hijos. Desarrollo del idioma inglés.

    • Cada enero, los estudiantes EL en los grados de jardín de infantes a grado 12 se evalúan utilizando una herramienta obligatoria del estado llamada “ACCESO”. Esta evaluación mide las habilidades de los estudiantes en inglés en lectura, escritura, comprensión auditiva y expresión oral. Los padres reciben un resumen escrito de los resultados de las pruebas, que normalmente se publican a finales de la primavera (mayo / junio).
    • Al final de cada período de calificaciones, los padres de los estudiantes EL reciben un informe de progreso que incluye información específicamente relacionada con el desarrollo del lenguaje de su hijo.
    • Se invita a los padres de estudiantes EL a participar en al menos dos conferencias por año para que puedan discutir el progreso y el desempeño de sus hijos dentro del programa de ESL. Las conferencias de ESL pueden tener lugar junto con el maestro del salón de clases o los padres pueden solicitar una conferencia individual con el maestro de ESL. 

    ¿Cuándo completará mi hijo(a) el programa de ESL?

    Cuando un estudiante demuestra un nivel de competencia de 4.5 en la prueba ACCESS y es capaz de trabajar con éxito e independientemente en el contenido del nivel de grado, el equipo de ESL considerará si está listo para hacer la transición fuera del programa de ESL. Además de los puntajes de ACCESS, los maestros revisarán el progreso académico general del estudiante y su desempeño en otras evaluaciones importantes, como MCAS. Una vez que un estudiante hace la transición fuera del programa de ESL, recibirá un seguimiento continuo durante dos años más. Si el estudiante demuestra dificultad durante ese período, se pueden reanudar los servicios de ESL.

    Para ayudar a mi hijo, ¿debo hablar inglés o nuestra lengua materna en casa?

    Existe una abrumadora evidencia de que los padres deben hablar su lengua materna en casa. Los niños necesitan el consejo y la guía de sus padres y necesitan poder comunicarse sobre lo que está sucediendo en sus vidas. Si los padres no hablan su idioma materno con sus hijos, es probable que sus hijos no sigan siendo bilingües y no puedan hablar el idioma de sus padres con fluidez a medida que crezcan.

    Cuando las habilidades de los padres en inglés son débiles y la comprensión del niño de la lengua materna de los padres es débil, los problemas de comunicación surgen justo en el momento en que los niños más necesitan a sus padres. Los padres deben hablar, leer y escribir a sus hijos en su lengua materna.

    Si los padres desean que sus hijos estén expuestos a más inglés después del horario escolar, la mejor manera de hacerlo es alentar a los niños a unirse a un club, practicar un deporte o tomar lecciones con hablantes nativos de inglés. Otra forma de exponer a los niños a más inglés es ayudar a los niños a construir una “biblioteca en casa” de sus libros favoritos en inglés.

    Communication with Stakeholders

    When students enter the ESL program, a brochure is sent home with the parent notification letter describing the courses and what they entail.  These brochures are offered in two languages. (Spanish, English). 

    ISD 549 ESL Department English as a Second Language Understanding what classes your student is taking

    New Student Identification
    Description of Data collected during ESL/ELL entrance examination.

    Any student who enrolls in the district is immediately given a Home Language Questionnaire (HLQ).  If the student answers yes to any of the questions on the HLQ, the High School office will immediately contact the English as a Second Language (ESL) Department to conduct further testing to determine if the student requires ESL Services. Mrs. Soto, and Mrs. Lindberg , ESL instructors, will conduct the testing described below or collect the appropriate data.

    If the student’s score on the testing falls within the qualifications for ESL services, [a score of 1 to 5.0 (with domain score(s) of less than 4 in each area)  on either the W-APT or the ACCESS], the ESL department will contact the Schools’ offices. A parent notification letter will be mailed to the student’s parent/guardian within 10 days to inform them of services, expectations and the kinds of support their child will receive and it is made clear within the letter that parents may decline services and the student will be placed into the regular education setting with no additional support. If the student scores above the listed scores, they will be referred to the counselor for regular ed scheduling.

    W-APT/ACCESS Testing
    Perham Schools use the WIDA ACCESS Placement Test (W-APT) to evaluate an incoming student’s abilities.  This assessment was switched to in 2011-2012 when yearly testing from MDE went to the ACCESS test. This test mirrors the ACCESS test given during the MDE State testing window each spring.  If a student comes from a district/state where the ACCESS is given, and the student has taken the ACCESS test in the previous 12 months, those scores will be used to place the student into the appropriate classification.

     

    Description of how Data Informs Placement Decisions
    The data collected provides the ESL department with the baseline needed to help place a student. The students are appropriately placed based on which of the following categories they fall into.

    Possible Scores on ACCESS and W-APT Tests

     

    1. Entering (knows and uses minimal social language and minimal academic language with visual support)
    2. Emerging (knows and uses some social English and general academic language with visual support)
    3. Developing(knows and uses social English and some specific academic language with visual support)
    4. Expanding(knows and uses social English and some technical academic language)
    5. Bridging(knows and uses social and academic language working with grade level material)
    6. Reaching(knows and uses social and academic at the highest working level measured by this test



    Placement
    After looking at the test scores, students scoring 6 or less will be placed into the appropriate class based on their test score

    1. Entering/Emerging (ESL Class) W-APT/ACCESS Score of 1 or 2
    2. Emerging/ Developing (ESL Class) W-APT/ACCESS Score of 2 or 3
    3. Developing/ Expanding (ESL Class) W-APT/ACCESS Score of 3 or 4
    4. Expanding/Bridging (ESL Class) W-APT/ACCESS Score of 4 to 5
    5. Bridging/Reaching (Transitional Phase) (ESL Class) W-APT/ACCESS Score of 5 to 6

     


    Ongoing Identification
    Each year, student’s ACCESS scores will be used to help make sure that the students are transitioning appropriately along the English Learner continuum.  Those scores correspond to the classification of classes offered in the ESL program and so the scores will help to place them appropriately from year to year.  Their performance and grasp of material in their other classes will also be used to help determine if they are ready to move onto the next step of their educational continuum.

    Students who may not have been initially identified, for whatever reason, but language concerns arise, may be identified by teachers.  If a teacher believes that a student’s language concerns have to do with proficiency and NOT other factors, the High School teachers will fill out a referral form documenting how the student has shown to have proficiency issues.  Also looked at will be educational history, performance in other classes and other factors that may be involved. If these students are identified as students who qualify for services, they will be placed appropriately. A parent letter will also be sent out at this time.   


    Documentation and Annual MARSS Report
    The ESL department at the High School building, will keep progress files for each student.  These files will contain student ACCESS/W-APT scores as well as any other important information regarding the students involvement in the ESL program.  The ESL department will update files with new ACCESS scores each summer when the data becomes available.

     

    Exit Criteria
    Description of Exit Criteria and Procedures

    Exit Criteria
    To determine if the student is ready to move into transition, the ESL department will annually review the student’s ACCESS scores and other class performances. Once it is determined that the student has reached a 5.0 on the ACCESS test (with 4.0 or higher on all four language domains) and has demonstrated capabilities of being successful in the mainstream classroom, the student will be moved into a setting where they will receive mainstream class instruction throughout the day. However, while in this transitional phase, the student’s academic progress will be carefully monitored by the ESL department (ie: indirect service/monitoring phase) to ensure that the student is performing as expected. Open communication between mainstream teachers and ESL instructors will be of great importance during this time frame.

    Transitional Length
    The transitional phase can last anywhere between two months and two years depending on the needs of the student.

    The Student Exits
    When the student appears to have the new mainstream schedule and transitional phase under control, the student will be officially exited completely from the program.

    How does the Data Inform Decisions about Exiting
    If a student has scored a 5.0-or higher on the ACCESS, the ESL department will immediately begin to exit the student.

    Description of the Reclassification Procedures in MARSS
    When a student is fully exited, they will no longer be classified as a MARSS student. This notification of reclassification is done immediately with the ESL instructor informing the MARSS reporter (at the office) of the change in the student’s current status.  This will be done both over the phone and with a paper copy sent to the office to inform of the status change.

     

    Testing / Identification of Students

    When students enroll at PHS, they are given a Home Language Question. If they check that English is not the language spoken at home, they are tested by the English as a Second Language (ESL) department to see if they qualify for services.  Students who

    qualify for services are placed in the appropriate class settings where they will be able to have the most success.

     

    Teaching Standards

    The ESL department at Perham High School uses the World Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards to guide our instruction. This helps us insure that what the students are learning is appropriate for

    the studentʼs age and ability. You can learn more about the WIDA Standards by going to the following link: https://wida.wisc.edu 

    PERHAM HIGH SCHOOL Grades 9-12 SCOPE OF SERVICE

    Block 3- Newcomers ESL (10:15-11:10 AM)

    ACCESS/W-APT Score: 1 or 2

    This class is offered 1 hour daily (55 minute class period to students in an English language Instruction Immersion setting and helps English Learners develop basic language skills.This class focuses especially on beginning vocabulary and sentence structure as well as improving listening and reading skills in order to pursue the WIDA “entering” and “beginning” standards. Instructor: Mrs. Soto

    ACCESS/W-APT Score: 2 or 3

    This class is offered 1 hour daily (55 minute class period to students in an English language Instruction Immersion setting and helps English Learners develop beginning and intermediate  language skills. This class pursues proficiency in the WIDA “beginning” and “developing” standards in speaking, reading, writing

    and listening. (English and Spanish languages are used when needed) Instructor: Mrs.Soto

     

    Block 1- Beginning ESL  (8:20-9:15 AM)

    ACCESS/W-APT Score: 3 or 4

    This class is offered 1 hour daily (55 minute class period to students in an English language Instruction Immersion setting and helps English Learners develop intermediate language skills and work towards grade level

    Reading. This class pursues proficiency in the WIDA “developing” and “expanding” standards in speaking, reading, writing and listening.( Spanish is used when needed) Instructor: Mrs.Soto

     

    Block 2- Intermediate/Advanced ESL (9:20-10:13 AM)

    ACCESS/W-APT Score: 4 or 5

    This class is offered 1 hour daily (55 minute class period to students in an English language Instruction Immersion setting and helps English Learners develop advanced language skills and grade

    level reading. This class pursues proficiency in the WIDA “expanding” and “bridging” standards in speaking, reading, writing and listening.  Students are prepped to make the step to the mainstream English classroom. Instructor: Mrs. Soto

    PRAIRIE WIND MIDDLE SCHOOL Grades 5-8 SCOPE OF SERVICE

    One-on-one/ Pull-Out – Newcomers (30 minutes)

    ACCESS/W-APT Score: 1 or 2 

    This small ELL group is offered (2-2.5 hours weekly) in a pull-out, bilingual setting and helps English Learners develop basic language skills. This focuses especially on beginning vocabulary and sentence structure as well as improving listening and reading skills in order to pursue the WIDA “entering” and “beginning” standards. (English and Spanish languages are used when needed)

    Instructor: Mrs.Soto

     

    Small Group/ Pull-out (Grade 5) 2:30-3:10 PM

    ACCESS/W-APT Score: 2 or 3

    This small ELL group time is offered (3-4 hours per week) to students in an English Language Instruction Immersion setting and helps English Learners develop beginning and intermediate language skills. This ESL group pursues proficiency in the WIDA “beginning” and “developing” standards in speaking, reading, writing and listening.

    Instructor: Mrs. Soto

     

    Small Group/ Pull-out (Grade 6) 2:00-2:30PM

    ACCESS/W-APT Score: 3 or 4

    This small group time is offered (2-3 hours weekly) to students in a pull-out, English language Instruction Immersion setting and helps English Learners develop intermediate language skills and work towards grade level reading. This ESL group pursues proficiency in the WIDA “developing” and “expanding” standards in speaking, reading, writing and listening.

    Instructor: Mrs. Soto

     

    Small Group (Advisory Class) (Grades 7-8)12:40-1:30 PM

    ACCESS/W-APT Score: 4 or 5

    This class is offered daily (50 minute ELL class) to students in an English language Instruction Immersion setting and helps English Learners develop advanced language skills and grade level reading. This class pursues proficiency in the WIDA “expanding” and “bridging” standards in speaking, reading, writing  and listening.  Students are prepped to make the step to the mainstream English classroom 

    Instructor: Mrs. Soto

    Intro to WIDA Standards

    ESL Program Breakdown

    My Child ELL Flyer- SPANISH

    Student Friendly K-12 Can Do Descriptors

    K-12 Can Do Descriptors

    6-8 Can Do Descriptors

    6-8 Can Do Key Uses

    9-12 ACCESS Paper Sample Items

    Focus on Identifying ELLS with Specific Learning Disabilities

    Parent's Guide to ACCESS Score Reports

    Performance Definitions Speaking and Writing

    9-12 Can Do Booklet

    WIDA Screener Interpretive Guide

    MN English Learner Screener Guidance

    WIDA- screener faq's

    ELA Transition FAQ's

    English Learners in Minnesota Report - 2018

    MN ID Placement Guide

    Interpretive Guide

    Connecting the WIDA Standards to CCSS

    ELS MN Report - 2016

    2012 ELD Standards

    2012 ELD Standards

    Maria Soto

    msoto@perham.k12.mn.us

    HOTL-ESL Teacher

    (218) 346-5437 Ext. 6601

    Room 16

    ___________________________________

    Amy Haire

    ahaire@perham.k12.mn.us

    Prairie Wind Middles School & Perham High School 

    ESL Teacher 

    (218)346- 5437

    Ext. 4629

    Contact

    ADDRESS
    800 Coney Street West
    Perham, MN 56573

    PHONE
    218.346.6500

    FAX
    218.543.8080

    EMAIL
    info@perham.k12.mn.us

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