Placement in Language Instruction Educational Program (LIEP)
Only a student who has a completed the Minnesota Language Survey (MNLS), participated in the grade-appropriate English language screening assessment, and has been identified as an English learner can be enrolled in an English language educational program.
Teaching and instruction models come in different forms to effectively address the unique needs and proficiency levels of the EL students in South St. Paul. EL teachers, along with content teachers, teacher assistants, special education staff, and cultural liaisons all provide instruction or instructional support to EL students. All EL students receive the greatest part of their instruction in the general education classroom. Therefore, some of the instructional approaches that support the learning of our ELs are clustering ELs for increased collaboration and push-in service time, co-teaching, classroom teacher accommodations, and pullout by EL teachers.
EL schedules are coordinated with the classroom teacher and building schedules so that students do not miss important instructional time. We believe that focused English language development instruction in speaking, listening, reading, and writing is important for students to gain the skills needed so they are academically successful in the English-speaking classroom and can effectively communicate and interact with their English-speaking peers.
Push-In: EL teachers work with students in the mainstream classroom, typically utilizing both clustering and collaboration/co-teaching features as described below.
- Clustering: A group of EL students who are intentionally placed in a mainstream classroom together, comprising approximately 25-30% of the general education classroom. Students are clustered by grade and language proficiency level.
- Collaboration and Co-Teaching: EL and classroom teachers work together to plan and deliver instruction to all students.
Pull-out: Students meet with their EL teacher outside the mainstream classroom. Service time is outlined in the chart below.
Consultative Service: Students check-in with their EL teacher on a weekly basis to monitor content and language progress. Students receiving consultative service are close to exiting from the EL program.
Students remain in the EL program until they reach proficiency in academic English as determined by the ACCESS for ELLs 2.0 assessment. According to language experts, it typically takes between four and seven years for most English learners (ELs) to reach proficiency. At any time, parents may remove their child from the program with a written request to the school by completing and submitting the Denial of Service form.
EL teachers partner with classroom teachers, intervention teachers, Special Education teachers, and administrators to ensure the students’ academic and language needs are being met in the general education setting.
Leveled Language Support at the Secondary:
Level 1: Two hours of Direct English Language Instruction from licensed EL teacher
Level 2: One hour of Direct English Language Instruction from licensed EL teacher
Level 3: One hour of Direct English Language Instruction from licensed EL teacher
Level 4: In-class support, pull-out support, consultative support from licenced EL teacher and/or EL paraprofessional
Level 5: In-class support, pull-out support, consultative support from licenced EL teacher and/or EL paraprofessional
English learners are clustered in content classes and receive support from an EL teacher and/or EL paraprofessionals. Our paraprofessionals are bilingual in Spanish and English. They assist with translating material and classroom assignments.
Minutes of English Language Instruction
ELEMENTARY (K - 5)
Push-in and/or pull-out support
2 class periods per day
1-2 class periods per day
1 class period per day
Push-in or Consultative
Push-in or consultative support