Aspen Academy
English Language Learner Program
Program Description
The purpose of the English Learner (EL) Program at Aspen Academy is to support students who have a
primary language other than English, and to help them acquire the English language skills they need in order
to succeed in the classroom and beyond. The program is designed in accordance with Minnesota Guidelines
and English Language Proficiency Standards, and students in the program receive EL instruction from a
licensed EL teacher. New students who speak a language other than English at home are tested for English
proficiency when entering Aspen Academy.
Depending on individual need, students in the EL program may receive pull-out EL instruction, in which the
EL teacher works with the student outside of the mainstream classroom, or push-in EL instruction, in which
the EL teacher comes to support the student in his or her mainstream classroom. Students may also receive a
combination of pull-out and push-in services.
At Aspen Academy, the goal is to maximize the time EL students spend in the mainstream classroom,
developing English skills through content learning with the support of the EL teacher. However, students with
very low English proficiency are best served with a portion of their school day spent receiving pull-out EL
instruction. In other cases, it might also be decided that the pull-out model is the best fit for the situation. In
all cases, EL instruction is aligned with grade level curriculum.
EL Identification
Minnesota Law requires that all school districts identify their English language learners, in order to provide
EL services and support. In Minnesota, an EL is identified as a learner who:
a) First learned a language other than English, comes from a home where a language other than English is
usually spoken, or does not use English as a primary language, and also
b) Lacks the necessary English skills to fully participate in classes taught in English
Part (a) above is measured by a home language questionnaire (HLQ). The HLQ must be given to every
student entering Aspen Academy for the first time, regardless of perceived native language. Part (b) is
determined by developmentally appropriate measures and practices, which might include observations,
teacher judgment, parent recommendations, and/or developmentally appropriate assessment instruments.
Students who are determined to have a primary language other than English are not automatically ELs.
They are, however, the group of students that should be screened for EL services.
EL Qualification Procedure
Once a student has been indicated for EL screening, he or she will be given a specialized test to measure
English proficiency in the modalities of speaking, listening, reading and writing. Aspen Academy uses an
assessment known as the WIDA-ACCESS Placement Test, or W-APT. (WIDA is the name of an organization to
which Minnesota belongs, a consortium of states all using uniform measures for the placement and
assessment of EL students.)
The W-APT provides a proficiency rating for the student in each of the 4 modalities, as well as an overall
English proficiency rating. If a student is not proficient in any or all of the modalities, he or she meets state
criteria for EL services and will be entered into Aspen Academy’s EL program. The student’s proficiency rating
will also be used by the EL teacher to determine which type of EL instruction will best meet that student’s
needs.
While a student’s W-APT score is the primary initial tool to determine qualification for EL services, there
may be cases in which additional information (such as classroom performance or parental input) influences
determination.
A W-APT score from the initial screening might indicate that a student does not qualify for EL services. If,
however, academic concerns appear later in the year (based on teachers’ observations, low scores, family
feedback, etc.) an additional language assessment will be conducted. If the results show that the student may
benefit from EL services, they will be provided.
Parent Notification
Within 14 days of a student’s enrollment into the EL program, parents/guardians are notified in writing.
The letter explains that the student has qualified for EL services, and provides the student’s proficiency rating
information. Also included in the letter is the fact that parents/guardians have the right to refuse EL services.
Annual Progress Evaluations
Students in the EL program in Aspen Academy have their progress toward English proficiency continually
evaluated by both the EL and classroom teachers who work with them. The program also administers a
formal progress evaluation on an annual basis. The ACCESS is given each spring to all students in the EL
program. This is a standardized test required by the state of Minnesota, which measures proficiency in the
areas of reading and writing.
Exiting the EL Program
The criteria for exiting the EL program at Aspen Academy are compiled from multiple measures. There is
no single assessment that, in and of itself, indicates that a students should be exited from the program. Aspen
Academy uses a combination of hard data, from standardized test scores and classroom grades, and soft data
from observations of the teachers who know and work with the student. A student’s score on the ACCESS is
considered, along with performance on other annual standardized assessments, such as the Minnesota
Comprehensive Assessment (MCA) and the CTP4 (Comprehensive Testing Program, version 4). In addition,
the student’s work in the mainstream classroom is considered, and his or her observed ability to successfully
produce and understand academic English.
Monitor Status
For the first year after a student has been exited from the EL program, he or she is on Monitor status. This
means that the EL teacher will confer regularly with the classroom teacher to make sure that the student is no
longer encountering language-based obstacles that limit his or her ability to succeed in the class.