The Minnesota Department of Education (MDE) is dedicated to ensuring equitable educational opportunities for English Learners (ELs) through high-quality language instruction. MDE plays a crucial role in supporting local educational agencies (LEAs) to design, implement, and assess effective, research-based language instruction programs. These programs are designed to help English learners achieve English proficiency and meet state academic standards. MDE’s commitment extends to promoting academic excellence for ELs through professional development initiatives, technical assistance, and the administration of state and federal language education programs. Accountability measures are also in place to ensure the effectiveness of these efforts.
Key Procedures and Support Systems for English Learners
Minnesota has established standardized procedures that all districts and charter schools must follow for the identification, entry, and exit processes for English learners. This includes specific guidelines for students who are dually identified as English learners with disabilities (ELsWD). These procedures ensure a consistent and equitable approach to supporting all English learners within the state’s educational system.
For students who use American Sign Language (ASL), MDE, in collaboration with the Minnesota Commission of the Deaf, DeafBlind and Hard of Hearing (MNCDHH), offers resources addressing frequently asked questions regarding students with ASL and English learner status. These resources include captioned videos with ASL interpretation, providing accessible information and support for these unique learners. Educators and families can access these FAQs to better understand the intersection of ASL and English language development.
Evaluating Credentials for Multilingual Learners
Recognizing the diverse backgrounds of English learners, MDE provides guidance on evaluating international credentials and transcripts for multilingual learners. This is a critical step in ensuring accurate placement and appropriate academic support. The guide emphasizes the importance of districts having a uniform practice for evaluating international transcripts as early as possible in a student’s enrollment process. This standardized approach helps to streamline the integration of multilingual learners into Minnesota schools.
Recognizing Language Proficiency: Bilingual and Multilingual Seals
Minnesota offers opportunities to recognize the linguistic skills of high school students through bilingual and multilingual seals and world language proficiency certificates. Districts and charter schools can award these distinctions to graduating students in grades 10-12 who demonstrate proficiency in languages other than English, including American Sign Language (ASL) and American Indian languages. These seals and certificates not only honor students’ language abilities but also provide tangible benefits, as Minnesota State colleges and universities award college credit to enrolling students who have earned these recognitions. This encourages multilingualism and acknowledges the academic value of language proficiency.
MDE provides various resources and reports to further support educators and administrators working with English learners. These include:
- Approved Assessments for Bilingual Seals: A list of qualified assessments that can be used to demonstrate world language proficiency for bilingual and multilingual seals.
- English Learners in Minnesota Report (2022-23): Provides data and insights into the English learner population in Minnesota.
- Form to Request World Language Proficiency Certificates and Seals: Streamlines the process for schools to request these recognitions for their students.
- Language Instruction Educational Program (LIEP) Plan Example: Offers guidance and an example for developing effective language instruction programs.
- Title III, Part A Eligible Activities: Outlines allowable activities under Title III funding to support English learners.
- Reclassification Process for Students Unable to Complete ACCESS: Provides a process for reclassifying students who cannot take all domains of the ACCESS assessment.
- A Parent or Guardian’s Guide to School: A handbook explaining the Minnesota public school system and parental rights and responsibilities.
- Implementation Guidelines for the Minnesota Bilingual Seals Program: Detailed guidance for implementing the Bilingual Seals program.
- Resources for Awarding Credit Based on Language Proficiency: Guidance on awarding high school credit for demonstrated language proficiency.
- Recently Arrived English Learners (RAEL) Definition: Clarifies the definition of Recently Arrived English Learners.
- Language Access Rights: Explains language access rights for parents and school responsibilities.
- English Language Development Staffing Requirements: Outlines staffing requirements for English language development programs.
- Evidence Based Practices (EBPs) for English Language Development: Provides a list of evidence-based practices to support EL instruction.
- Introduction to Immigration Law for Schools: Offers an overview of immigration law relevant to districts and charter schools.
- English Language Proficiency Definition: Defines English language proficiency within the Minnesota context.
Translated Resources for Families
To ensure accessibility for families, MDE provides translated versions of key documents, such as “A Parent or Guardian’s Guide to School,” in languages including Oromo, Amharic, Somali, Karen, Spanish, and Ukrainian. Documents related to Ukrainian enrollment are also available in Ukrainian. These translated resources demonstrate MDE’s commitment to inclusive communication and family engagement in the education of English learners.
By providing these comprehensive resources and guidelines, the Minnesota Department of Education strives to create a supportive and equitable educational environment where every English learner can thrive and achieve academic success.
