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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

    Scope of Service

    Structured English Immersion – ELLs are taught subject matter in English by a content licensed teacher who is also licensed in ESL or bilingual education. The teacher is proficient in the first language of the

    student. Students may use their native language for clarification, but the teacher uses only English.

         1. Entering/Emerging  (W-APT/ACCESS Score of 1 or 2)

    (ESL Newcomer Class) Block 3 -PHS

    -This class meets daily (55 minutes) within a Structured English Immersion setting and covers basic skills for students in the “entering” or “beginning” phase of language proficiency  according to the WIDA standards and using the Side by Side Curriculum by the Pearson Company (Student Book 1,Workbook 1)

    (ESL Content Concepts)

    -Beginning in the Fall, students scoring a 1 or 2 on the test will also be placed into an ESL Beginner Content Based Learning Class.  This class will also meet daily (55 minutes) and align with the “entering” or “beginning” phase of language proficiency in the WIDA standards, but will pursue these standards through the Core Content to help students build necessary background knowledge needed as they begin to transition into the mainstream classroom. 

         2. Emerging/Developing  (W-APT/ACCESS Score of 2 or 3)

    (ESL Class) Block 1 – PHS

    -this class meets daily (55 minutes) within a Structured English Immersion setting and covers the standards outlined for English proficiency by WIDA for students who fall within the “beginning” and “developing” categories and uses the Side by Side Curriculum by the Pearson Company. (Student Book 2,3 & Workbook 2,3).

         3. Developing/Expanding (W-APT/ACCESS Score of 3 or 4)

    (ESL Class) Block 2- PHS

    -this class meets daily (55 minutes) within a Structured English Immersion setting and covers the standards outlined for English proficiency by WIDA for students who fall within the “developing” and “expanding” categories and uses the Side by Side Curriculum by the Pearson Company. (Student Book 4, Workbook 4)

         4. Expanding/Bridging (W-APT/ACCESS Score of 4-5)

    (ESL Class) Advisory Class-  PWMS 

    -This class meets daily (55 minutes) within a Structured English Immersion setting and covers the standards outlined for English proficiency by WIDA for students who fall within the “beginning” and “developing” categories and uses the Side by Side Curriculum by the Pearson Company. (Student Book & Workbook 4) 

    ESL Pullout (Prairie Wind Middle School) Grades 5 & 6  – Students attend mainstream classes for much of the day and also meet separately for about 3-5 hours a week in small groups with an ESL instructor who focuses on language development.

         5. Bridging/Reaching (W-APT/ACCESS Score of 5.0 to 6 and no less than 4.0 on each of the 4 domains [reading, speaking, writing, listening])

    (Transitional/Monitoring Phase)

    -Students in this phase of language learning will be receiving “monitoring” services.  These services include students getting academic content support throughout their classes.  Voluntarily, students may come and receive additional tutoring, homework help, re-teaching in a 1-on-1 ESL paraprofessional setting. (Students have exited the ESL Program, but still get support from the ESL Teachers)

    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

    Perham High School ESL Teacher

    (218) 346-4501 ext. 6322

    Room E210

    Prairie Wind Middle School ESL Teacher

    (218) 346-1700 ext. 7409

    Room 802

    Cell # (701)893-8692 

    ___________________________________

    Sarah Lindberg

    slindberg@perham.k12.mn.us

    Heart Of The Lakes Elementary School

    ESL Teacher Grades K-4

    (218)346- 5437

    Ext. 4629

    Contact

    ADDRESS
    800 Coney Street West
    Perham, MN 56573

    PHONE
    218.346.6500

    FAX
    218.346.6504

    EMAIL
    info@perham.k12.mn.us

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