State Policies on English Language Learner (ELL) Education in Minnesota

1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in Minnesota?

Currently, the Minnesota Department of Education has policies in place for identifying and assessing English Language Learners (ELLs) through the following processes:

1. Identification:
School districts are required to conduct a home language survey upon enrollment to identify students who may be eligible for ELL services. If a student’s first or primary language is a language other than English, they are given an English proficiency assessment to determine their level of proficiency.

2. Assessment:
Once identified as an ELL, students are given an annual assessment called the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners). This assessment evaluates listening, speaking, reading, and writing skills in English.

3. Parent Notification:
Parents must be notified within 30 days if their child is identified as an ELL and has been placed in a language instruction program.

4. Individualized Language Instruction Program (ILIP):
School districts must develop an ILIP for each identified ELL student that outlines their specific language needs and instructional goals. The ILIP is reviewed annually and progress is reported to parents.

5. Exit Criteria:
ELLs can exit from their language instruction program once they have demonstrated proficiency on the ACCESS for ELLs assessment and met other district-set criteria.

6. Expectations for Content Area Instruction:
Teachers are expected to modify instruction and provide necessary accommodations to ensure that ELLs have access to the general education curriculum while also receiving additional instructional support for their English language development.

7. Equal Educational Opportunities:
All policies pertaining to ELL students aim to provide equal educational opportunities by ensuring appropriate identification, placement, instruction, monitoring, reporting of progress, accommodations, participation in assessment programs, parent notification and participation, recognition of previous education completed outside the United States of America/territories

8.Legal Protections
The Federal No Child Left Behind Act includes provisions specifically related to the education of English Language Learners, including requirements for the development of language proficiency standards, reporting of progress on state assessments, and access to education programs.

The Minnesota Department of Education also has policies in place to ensure that ELL students are provided with equal opportunities for academic and social success through the use of appropriate instructional practices and supportive services. These policies include:

1. English Language Proficiency Standards:
Minnesota’s state English language proficiency standards outline what ELL students should know and be able to do at each level of English language proficiency.

2. Instructional Strategies:
Teachers are encouraged to use a variety of research-based instructional strategies specifically designed for ELLs to support their academic and linguistic needs.

3. Staff Qualifications:
School districts must ensure that teachers working with ELLs have the appropriate qualifications, such as a valid teaching license or endorsement in English as a second language (ESL).

4. Professional Learning:
School districts are required to provide ongoing professional learning opportunities for teachers who work with ELLs.

5. Family Engagement:
Schools are expected to involve families in their child’s education by communicating regularly about their child’s progress and providing resources for families to support their child’s language development at home.

6.Limited English Proficient (LEP) Report:
Under federal law, all states must submit an annual LEP report that provides data on the progress of LEP students in areas such as identification, enrollment, placement, assessment results, program participation and exit criteria.

7.Civil Rights Act of 1964 (Title VI):
Under Title VI of the Civil Rights Act of 1964, school districts must ensure that all students have equal access to educational opportunities regardless of national origin or limited English proficiency. This includes providing appropriate language assistance services for parents with limited English proficiency during school events and communication.

8.Equal Educational Opportunities Act (EEOA):
Under the EEOA, schools must take affirmative steps to ensure any barriers or discrimination that impede equal access to education for ELLs are removed.

9.Lau v. Nichols:
In 1974, the Supreme Court ruled in the case of Lau v. Nichols that school districts must provide language assistance services to help ELLs overcome language barriers that impede their equal participation in educational programs.

10.Civil Rights Language Assistance (CRLA):
The CRLA requires school districts to provide meaningful access to LEP parents and community members during any school event or communication. This includes providing interpreters or translated materials as needed.

2. How does Minnesota ensure that all ELLs have access to appropriate language support services?


Minnesota has specific policies and guidelines in place to ensure that all ELLs have access to appropriate language support services.

1. Identification and Placement:
The Minnesota Department of Education (MDE) requires school districts to conduct an initial language assessment for all students who speak a language other than English at home or who have a limited proficiency in English. This assessment helps identify students who may need language support services. Based on the results of the assessment, students are placed in appropriate English Language Learner (ELL) programs.

2. English Learner Program Options:
MDE provides guidance to school districts on various program options for ELLs, including Structured English Immersion, Dual Language, and Transitional Bilingual Education. The district must provide the most effective program option based on the student’s individual needs and language proficiency level.

3. Qualified Teachers:
MDE requires school districts to employ licensed teachers who are qualified to teach ELLs according to state standards. This ensures that ELLs receive instruction from teachers with expertise in teaching language learners.

4. Small Group Instruction:
MDE encourages school districts to provide small group instruction for ELLs whenever possible. This allows teachers to customize instruction based on the individual needs of the students.

5. Co-Teaching:
Minnesota encourages co-teaching, where an ESL teacher and content-area teacher work together in the same classroom, providing support and instruction for ELLs while also addressing their academic needs.

6. Sheltered Instruction:
Sheltered instruction is a teaching approach that helps ELLs understand content material while also developing their English language skills. MDE recommends this instructional approach as an effective way to integrate language learning into content area instruction.

7. Native Language Support:
In cases where there is a significant number of students with the same native language, MDE encourages school districts to offer bilingual education programs or provide support in the student’s native language when available resources allow for it.

8. Monitoring and Evaluation:
MDE requires school districts to monitor the progress of ELLs on a regular basis and make adjustments to language services based on their needs. This includes assessing the effectiveness of programs, making changes as needed, and providing additional support for students who may need it.

9. Equal Access to Curriculum:
MDE mandates that ELLs have equal access to grade-level curriculum and learning opportunities as their English proficient peers. This means that schools must adapt materials, provide necessary supports, and offer accommodations to ensure ELLs can learn alongside their peers while also developing their English language skills.

10. Professional Development:
MDE provides professional development opportunities for educators who work with ELLs to help them improve their instructional practices and better serve the needs of this student population.

Overall, Minnesota has a comprehensive set of policies and guidelines in place to ensure that all ELLs have access to appropriate language support services, allowing them to succeed academically while also developing their English language skills.

3. What is the funding allocation for ELL education in Minnesota, and how is it distributed among school districts?


According to the Minnesota Department of Education, the state provides a base funding of $1,020 per English Language Learner (ELL) student in the general education formula. In addition, there is also supplemental funding for ELL beginning in kindergarten and continuing through sixth grade, with an amount ranging from $150 to $500 per student depending on the district’s ELL program model.

The actual amount allocated for ELL education varies based on district enrollment and the number of students identified as English Language Learners. The total amount distributed for fiscal year 2019 was approximately $217 million.

This funding is allocated to school districts based on their ELL student population through a weight added to their general education formula. Districts with a higher concentration of ELL students receive more funding per student compared to those with a lower concentration.

Additionally, districts are required to submit an annual report on how they use their ELL funds to support language instruction and academic achievement for ELL students. This information is used by the Minnesota Department of Education to determine if districts are meeting their obligations under state law and federal requirements.

4. Are there any specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs?


Yes, every state has its own set of standards and benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are typically aligned with the English Language Development (ELD) standards established by the WIDA consortium, a non-profit organization that develops assessments and resources for ELLs. Some states may also have additional or alternative statewide assessments specifically designed for measuring English language proficiency.

5. How does Minnesota monitor and evaluate the effectiveness of its ELL education policies and programs?


Minnesota has several processes in place to monitor and evaluate the effectiveness of its ELL education policies and programs.

1. Data Collection and Reporting: The Minnesota Department of Education (MDE) collects data on various aspects of ELL education, such as enrollment, proficiency levels, academic progress, graduation rates, etc. This data is collected from school districts annually and used to evaluate the effectiveness of ELL programs.

2. Annual Performance Reports: Every year, MDE produces an Annual Performance Report for English Learners which examines the performance of ELL students on state assessments and measures their progress towards language proficiency goals.

3. Monitoring Visits: MDE conducts monitoring visits to school districts to assess compliance with state and federal laws related to ELL education. These visits also provide an opportunity to observe the implementation and effectiveness of ELL programs.

4. Program Evaluations: The Minnesota State Legislature requires a periodic evaluation of the state’s ELL program through an external consultant or agency. These evaluations assess both the program’s implementation and its impact on student outcomes.

5. Stakeholder Feedback: MDE solicits feedback from various stakeholders, including educators, parents/guardians, community members, and students themselves, to gather their perspectives on the efficacy of current policies and programs for ELL students.

6. Partnership with Universities: MDE partners with universities to conduct research on best practices for teaching English learners. These studies are used to inform policy decisions and improve the effectiveness of ELL programs.

Overall, Minnesota’s data-driven approach allows for ongoing monitoring and evaluation of its ELL policies and programs at both the state and district levels to ensure that they are meeting the needs of English learners in the state.

6. Is there a designated state office or department responsible for overseeing ELL education in Minnesota?


Yes, the Minnesota Department of Education (MDE) is responsible for overseeing ELL education in the state. Within MDE, the Office of English Language Learners (ELL) provides guidance and support to schools and districts to ensure that English language learners receive a quality education. The office also develops policies and procedures related to ELL education and administers state and federal grants for English language learner programs.

7. Are teachers in Minnesota required to have specialized training or certification for working with ELL students?

Yes, teachers in Minnesota are required to meet specific qualifications and receive specialized training for working with English Language Learners (ELLs). According to the Minnesota Department of Education, teachers must hold a valid license from the state and must also possess an ESL (English as a Second Language) endorsement or equivalent credential. This endorsement requires specialized training in the education of ELLs, including coursework in language acquisition, cultural competency, and effective instructional strategies.

In addition, schools in Minnesota are required to employ certified ESL teachers who have completed at least 20 hours of training focused on meeting the needs of ELLs. This can include professional development workshops, conferences, or coursework specifically related to instruction methods for ELL students.

8. What accommodations are available for standardized testing for ELL students in Minnesota?


In Minnesota, accommodations for standardized testing are available for ELL students through the Minnesota Comprehensive Assessment (MCA) and the ACCESS for ELLs assessments. These accommodations include:

1. Bilingual Dictionaries: ELL students are allowed to use bilingual dictionaries during the test to look up unfamiliar words.

2. Extended Time: Students may be allowed extra time to complete their tests, usually up to 50% longer than the standard time allotted.

3. Translated Directions and Test Questions: The MCA is available in Spanish for grades 3-9, and certain sections of the ACCESS for ELLs can also be administered in a student’s native language.

4. Simplified Language: On both assessments, questions can be read aloud by a test administrator or simplified in language if requested by the student.

5. Small Group or One-on-One Testing: ELL students can take their exams in smaller groups or one-on-one with a test administrator if needed.

6. Use of Accommodated Materials: Students may use specialized materials such as dictionaries, word banks, or visual aids during the test.

7. Alternate Response Formats: Some accommodations allow students to respond using alternative methods such as pointing or drawing instead of writing answers.

8. Encouraging Breaks: Test administrators can remind students to take breaks as needed during the exam to alleviate any stress or fatigue.

It is important for schools to collaborate with families and provide proper training for test administrators on how to properly implement these accommodations for ELL students during standardized testing.

9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in Minnesota?


Yes, there are several state initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs in Minnesota.

1. Dual Language and Immersion Programs: The Minnesota Department of Education offers guidance and resources for schools interested in implementing dual language and immersion programs. These programs aim to develop students’ biliteracy skills by providing instruction in both English and another language.

2. Bilingual Seals and Certificates: The state also offers bilingual seals and certificates to students who demonstrate proficiency in both English and another language. These credentials recognize students’ bilingualism and biliteracy skills, which can be valuable for future academic or career opportunities.

3. EL/LEP Teacher Training Program: The state funds a program for teachers pursuing licensure in English as a Second Language (ESL) or bilingual education. This program provides training on culturally responsive teaching practices, strategies for supporting ELLs, and other key skills needed to effectively teach multilingual learners.

4. Multilingual Learning Grants: The Minnesota Department of Education offers grants to schools that focus on multilingual learning, including dual language immersion programs, ESL programs, heritage language preservation, and more.

5. Dual Language Learner Workgroup: This workgroup was formed by the state’s Department of Education to explore ways to increase equity for dual language learners (DLLs). Its initiatives include developing guidelines for DLL assessments, improving alignment between early childhood programs serving DLLs, creating best practices guides for parents of DLLs, among others.

6. Parent Resources: The state provides a range of resources for parents whose children are learning English as a second language or are enrolled in dual-language programs. These resources include information about school services available to ELLs, tips for supporting students’ language development at home, guidance on finding culturally responsive educational materials, and more.

7. Educator Standards: Minnesota has adopted the National Association for Bilingual Education (NABE) Standards for Quality Teaching, Assessment, and Program Services for ELLs. These standards provide guidance to educators working with ELLs on how to promote bilingualism and biliteracy through instruction and assessment.

8. Seal of Biliteracy Taskforce: This task force was created by the state to explore the implementation of a Seal of Biliteracy program in Minnesota. The goal is to recognize students’ proficiency in multiple languages on their high school diploma or transcript.

9. Bilingual/Multilingual Partner Network: This network provides support and resources for schools and districts looking to increase their capacity to serve multilingual learners. It offers technical assistance, professional development opportunities, collaboration between schools, and more.

10. Has there been any recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs?


Yes, on January 25, 2021, President Biden issued an executive order titled “Executive Order on Ensuring a Lawful and Accurate Enumeration and Apportionment Pursuant to the Decennial Census,” which revokes a previous order by the Trump administration that sought to exclude undocumented immigrants from being counted in the census. This change may impact the funding and resources available for ELL education programs. Additionally, there have been discussions about improving access to language services for immigrant students and removing barriers for undocumented students to enroll in ELL programs.

11 . What resources are available to support parents of ELL students and promote their involvement in their child’s education?

There are various resources available to support parents of ELL students and promote their involvement in their child’s education. Some examples include:

1. Multilingual information and communication: Schools and districts can provide information and communications in multiple languages, including translated documents, multilingual websites, and interpreters for parent-teacher conferences and school events.

2. ELL parent liaisons: Many schools have dedicated staff members or volunteers who serve as ELL parent liaisons. They can provide support to families, help bridge language barriers, and facilitate communication between parents and school staff.

3. Parent workshops and training programs: Schools can offer workshops or trainings specifically for parents of ELL students on topics such as navigating the school system, supporting their child’s academic progress, or promoting bilingualism at home.

4. Language support programs: Some schools may offer language support programs for families, such as English classes for parents or family literacy programs that involve both parents and children.

5. Community organizations: Local community organizations may also provide resources and support for ELL parents, such as immigration services, adult education classes, or cultural events that celebrate diversity.

6. Technology resources: Online tools and platforms can be used to connect with ELL parents and provide them with information about their child’s education. For example, some schools use apps or online portals to share updates on student progress with parents in their native language.

7. Culturally responsive materials: It is important for schools to use culturally responsive materials when communicating with ELL parents. This includes using images and examples that reflect the students’ cultures and providing materials in a variety of languages.

8. Parent-teacher conferences: Regular parent-teacher conferences provide an opportunity for teachers to discuss a student’s progress with their family members. Schools can offer additional supports during these meetings such as interpreters or translated documents to ensure effective communication.

9. Volunteer opportunities: Encouraging parents to volunteer at the school can help them feel more involved in their child’s education. Schools can provide flexible options for parents to volunteer, such as assisting with classroom activities or helping with events, regardless of language ability.

10. Parent support groups: Forming parent support groups can provide a forum for ELL parents to connect with and learn from other families in similar situations. These groups can also serve as an avenue for schools to gather feedback and suggestions from parents.

Overall, the key is to provide consistent and meaningful opportunities for ELL parents to be involved in their child’s education and create a welcoming and inclusive school environment that values cultural diversity.

12. Does Minnesota offer any cultural competency training for educators working with ELL students?


Yes, Minnesota offers several training programs and resources for educators working with ELL students that focus on cultural competency. Some examples include:

1. The Minnesota Department of Education (MDE) provides professional development opportunities for teachers to become certified in English as a Second Language (ESL). This program includes training on cultural competency and understanding the unique needs of ELL students.

2. The Newcomer Teacher Academy, offered by MDE, provides training and resources for educators who are new to teaching ELL students. This program includes topics such as building relationships with families and understanding cultural differences.

3. The Cultural Competence Professional Development Program is available through MDE’s English Learner Support Division. This program provides strategies and tools for educators to better understand and engage with culturally diverse students and their families.

4. The Center for Accelerating Excellence in Teaching & Learning (CAETL) at the University of Wisconsin-Eau Claire offers an online course called “Cultural Competence for Educators” that can be taken by educators in Minnesota.

5. Many colleges and universities in Minnesota also offer specific courses or workshops on cultural competence in education for teachers pursuing a degree or teacher certification program.

Overall, there are various resources and opportunities available in Minnesota for educators to develop their cultural competency skills when working with ELL students.

13. How does Minnesota address the unique needs of long-term English Language Learners who have not yet reached proficiency?


Minnesota has various strategies in place to address the unique needs of long-term English Language Learners (ELLs). These include:

1. Comprehensive ELL Programs: Minnesota’s ELL programs are designed to provide comprehensive support to long-term ELLs at all grade levels. This includes specialized instructional materials, targeted professional development for teachers, and differentiated instruction tailored to individual student needs.

2. Flexible Graduation Requirements: The state allows districts to adopt alternative graduation requirements for students who are struggling with English proficiency. This gives long-term ELLs more time and support to reach proficiency before graduating from high school.

3. Targeted Support Services: Schools in Minnesota are required to provide additional support services, such as tutoring and academic interventions, for long-term ELLs who are struggling academically. These services help bridge the gap between their current level of language proficiency and grade-level expectations.

4. Sheltered Instruction: Minnesota encourages the use of sheltered instruction techniques for long-term ELLs. This approach involves teaching academic content in a way that is comprehensible to students with limited English proficiency.

5. Assessment Tools: The state uses specialized assessment tools, such as the WIDA ACCESS for ELLs test, which is specifically designed to measure English language proficiency for ELL students. This helps identify areas where long-term ELLs may need additional support.

6. Family Engagement: To ensure that families of long-term ELLs are involved in their child’s education, Minnesota requires districts to provide language access services, such as translation and interpretation, to non-English speaking families. This helps foster a partnership between schools and families in supporting long-term ELL students’ academic progress.

7. Professional Development Opportunities: Minnesota offers targeted professional development opportunities for teachers who work with long-term ELLs, such as Cultural Competency training and Strategies for Teaching Long-Term English Learners workshops. These help educators develop effective instructional strategies for supporting these students’ unique needs.

Overall, Minnesota recognizes the importance of addressing the unique needs of long-term ELLs and has implemented various strategies to provide them with the support and resources they need to succeed academically.

14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in Minnesota?


Yes, there are several initiatives and partnerships with community organizations in Minnesota to support the academic success of ELL students. Some examples include:

1) The Minnesota Department of Education’s English Learner Program provides resources, grants, and professional development opportunities for educators working with ELL students. They also collaborate with community organizations to provide support for families of ELL students.

2) The Minnesota Literacy Council partners with schools and community organizations to offer language and literacy programs for adult ELL learners.

3) The Coalition of Asian American Leaders (CAAL) has a program called AAPI Parent Education Network that aims to build the capacity of AAPI parents to support their children’s academic success.

4) The Hmong National Development (HND) works closely with schools and community organizations to provide cultural orientation and academic support for Hmong youth.

5) The Somali American Parent Association collaborates with schools and community organizations to promote parent involvement in education and provide academic resources for Somali students.

6) There are several non-profit organizations such as TutorMate, International Institute of Minnesota, Neighborhood House, etc. that offer tutoring, mentorship, and other educational programs for ELL students in partnership with schools.

7) Many colleges and universities in Minnesota have partnerships with local K-12 schools to provide support services for ELL students through mentoring programs, tutor training programs, and transition services.

Overall, these initiatives and partnerships focus on building strong relationships between schools, families, and communities to promote the academic success of ELL students in Minnesota.

15. Does Minnesota provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?


Yes, Minnesota does provide special grants and funding opportunities specifically targeted towards improving ELL education outcomes. Some examples include:

1. Title III Grants: These are federal grants that support language instruction for ELL students and their families.

2. Multiple-Language Enrichment Program (MLEP) Grants: These grants support language development and academic achievement for ELL students in grades K-12.

3. Heritage Language Grants: These grants support programs that preserve and enhance the linguistic and cultural heritage of immigrant communities in Minnesota.

4. Bilingual/Bicultural Education (BCE) Grants: These grants support the development of bilingual and bicultural instructional programs for ELL students.

5. Refugee Education Assistance Program (REAP) Grants: These grants provide financial assistance to schools serving a large number of refugee students, with a focus on English language learning.

6. Minnesota Language Opportunities and Technology (MLOT) Grants: These grants are designed to develop innovative approaches to improving language proficiency among ELL students.

7. Immersion Programs Grants: These grants support schools in implementing effective immersion programs for ELL students to promote academic success in English proficiency.

8. Professional Development Scholarships for Teachers of English Language Learners: This scholarship program provides financial assistance to teachers seeking additional education or training in teaching English as a second language (ESL) or English as a new language (ENL).

9. School Readiness Plus Program: This program provides additional funding for school districts with high numbers of ELs to help prepare them for kindergarten.

10. Title VII Indian, Native Hawaiian, and Alaska Native Education Programs: This federal grant program supports the unique educational and cultural needs of American Indian, Native Hawaiian, and Alaska Native students, including those who are also classified as ELLs.

16. Do local school districts have autonomy to develop their own policies for serving English Language Learners, or are they required to comply with statewide guidelines?

Local school districts typically have some autonomy in developing policies for serving English Language Learners, but they are also required to comply with statewide guidelines or regulations. Each state may have different requirements for how English Language Learners should be served in schools, and local districts must abide by those guidelines. However, local districts may also have the ability to create their own policies within the parameters set by the state.

17. Are there any strategies in place to ensure that ELL students are not disproportionately placed in special education programs?

Yes, there are strategies in place at the federal, state, and district levels to ensure that ELL students are not disproportionately placed in special education programs. Some of these include:

1. Federal Policies: The Individuals with Disabilities Education Act (IDEA) mandates that schools cannot identify or place students in special education solely based on their limited English proficiency. Additionally, Title VI of the Civil Rights Act prohibits discrimination on the basis of race, color, or national origin including language minority.

2. State Regulations: Many states have developed specific regulations to reduce disproportionate placements of ELL students in special education programs. For example, California requires school districts to conduct a comprehensive assessment process that takes into account the student’s cultural and linguistic background when determining eligibility for special education services.

3. Differentiated Assessment: Schools should use culturally and linguistically appropriate assessments to identify and evaluate potential disabilities in ELL students. These assessments should be conducted in the student’s native language if possible and take into account their cultural background.

4. Ongoing Monitoring: School districts are required to monitor the proportionate representation of ELL students in special education programs and to ensure that proper procedures are followed during referral, evaluation, and placement processes.

5. Training for Educators: Schools should provide ongoing professional development for teachers on culturally responsive teaching practices and how to differentiate instruction for ELL students.

6. Collaboration between General Education and Special Education: It is essential for general education teachers and special education teachers to collaborate closely when working with ELL students who may have additional learning needs. This ensures that all aspects of a student’s development are considered when making placement decisions.

7. Parent Involvement: Parents play a critical role in advocating for their child’s educational needs. Schools should provide information to parents about their rights under IDEA and other laws related to English Learners.

Overall, these strategies promote equity and fairness in identifying learning disabilities or other exceptionalities among culturally diverse students, including ELLs.

18. What steps has Minnesota taken to address the shortage of qualified English as a Second Language (ESL) teachers?

There are several steps that Minnesota has taken to address the shortage of qualified ESL teachers:

1. Offering incentives and loan forgiveness programs: The state offers financial incentives and loan forgiveness programs for individuals who commit to teaching in high-needs areas, including ESL. Through these programs, individuals can receive tuition reimbursement or student loan forgiveness in exchange for a commitment to teach in a designated shortage area.

2. Providing professional development opportunities: The Minnesota Department of Education offers ongoing professional development opportunities for current teachers to become certified in ESL instruction. This includes workshops, conferences, and online courses on topics such as culturally responsive teaching and best practices for ESL instruction.

3. Collaborating with universities: The state works with universities to develop and offer bilingual/ESL teacher preparation programs. These programs provide students with the skills and knowledge needed to teach English language learners effectively.

4. Recruiting diverse candidates: Minnesota encourages teacher candidates from linguistically and culturally diverse backgrounds, including those who are bilingual or multilingual, to enter the teaching profession as an ESL instructor.

5. Creating alternative licensure options: The state has implemented alternative licensure programs such as the Specialized Teaching Services License and the Tier 3 Alternative Pathway License, which allow individuals with relevant experience or degrees to obtain an ESL teaching license without completing traditional teacher preparation programs.

6. Partnering with community organizations: The state collaborates with community organizations that serve immigrant and refugee populations to recruit potential candidates for ESL teaching positions. These partnerships help identify individuals who may possess the language skills and cultural competencies needed for effective ESL instruction.

7. Encouraging collaboration between general education and ESL teachers: In order to address the challenges of serving English language learners, Minnesota promotes collaboration between general education teachers and ESL specialists through co-teaching models, joint planning time, and shared professional development opportunities.

Overall, these efforts aim to attract more qualified individuals into the field of ESL teaching while also providing current teachers with the training and support needed to effectively serve English language learners in the classroom.

19. Are ELL students given access to elective courses and extracurricular activities in their native language in Minnesota?


Yes, ELL students in Minnesota are given access to elective courses and extracurricular activities in their native language. The state has a strong focus on promoting and supporting bilingualism and biliteracy, recognizing the benefits of maintaining proficiency in both the student’s native language and English. As part of this focus, schools are encouraged to offer elective courses and extracurricular activities that allow ELL students to use their native language or learn about their culture and heritage. These may include language-specific classes, international clubs or organizations, cultural celebrations, language immersion programs, and more. Additionally, schools may also provide resources such as translated materials or bilingual staff to support ELL students’ participation in these activities.

20. How does Minnesota support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?


There are several ways in which Minnesota supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district:

1. English Language Learner (ELL) Programs: Most schools in Minnesota have programs specifically designed for ELL students, such as English as a Second Language (ESL) classes, which provide intensive language instruction to help students develop their English proficiency.

2. Multilingual Staff: Many schools in Minnesota have staff members who are fluent in multiple languages, including the native languages of ELL students. This helps create a welcoming environment for ELL students and allows for better communication between teachers and students.

3. Cultural Competency Training: Teachers and school staff in Minnesota often participate in cultural competency training to better understand the cultural backgrounds of their ELL students and how to support them academically, socially, and emotionally.

4. Peer Support Programs: Some schools may have peer support programs where ELL students are paired with native English-speaking peers who can assist them with language learning and provide social support.

5. Community Partnerships: Schools in Minnesota often collaborate with community organizations that offer resources and support to immigrant and refugee families. These partnerships can provide additional resources for ELL students during their transition to a new school or district.

6. Individualized Education Plans (IEPs): For students with disabilities, an Individualized Education Plan (IEP) is developed to address their specific needs during their transition to a new school or district. This plan includes accommodations and modifications for language development as well as social-emotional support.

7. Trauma-Informed Practices: Many districts in Minnesota use trauma-informed practices that recognize the potential traumatic experiences that ELL students may have faced before coming to the United States. These practices aim to create a safe and supportive learning environment that addresses the unique needs of these students.

8. Culturally Responsive Teaching: In order to ensure that ELL students feel represented in the classroom and are able to connect with the curriculum, many schools in Minnesota adopt culturally responsive teaching practices. This involves incorporating diverse cultural perspectives and materials into the classroom.

9. Family Engagement: Schools in Minnesota often make efforts to involve families of ELL students in their education through family literacy programs, parent-teacher conferences, and other outreach initiatives. Engaging families helps create a supportive environment for ELL students during their transition to a new school or district.

Overall, Minnesota recognizes the importance of supporting the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district. By providing various resources and support systems, the state aims to ensure that all ELL students have an equal opportunity to succeed academically and socially.