Nova Classical Academy English as a Second Language
Program Guide and Information
Nova conducts its English Language program in accordance with the Minnesota Department of
Education guidelines. The following outline will describe the stages of entering and exiting our
EL program, eligibility for students, our personal program philosophy, a summary of our
program structure in terms of student services and supports and definitions of common
terminology.
I.
Identification of English Language Learners
In Minnesota, an EL is defined as a learner who:
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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;
Lacks the necessary English skills to fully participate in classes taught in English.
Step 1: Identification
The Home Language Questionnaire or teacher referral indicates possible EL status. If there is
no ACCESS test data in the student’s cumulative record, the W-APT assessment is
administered by a licensed EL instructor.
Step 2: Program Entrance
If the student is not proficient in all areas of the ACCESS or W-APT assessment, he/she meets
state criteria for ELL service. Proficiency is determined by scoring at a level six in each of the
modalities of listening, speaking, reading and writing.
Step 3: Parent Notification
Parents are notified of student placement in EL services within 10 days of enrollment. Phone or
face-to-face conversation, translated if necessary, from the EL or classroom teacher is the
initial form of contact. EL programming and support services are explained, and teachers are
able to answer questions and receive parental input. A follow-up letter from the EL instructor
states the reasons for identification, student proficiency levels in listening, speaking, reading
and writing, the amount of time and type of EL services, exit requirements, and graduation rate
of EL’s in the district. Parents retain the right to refuse service.
Step 4: Service
EL services support the student in listening, speaking, reading and writing in the following five
areas:
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Social & Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Step 5: Annual Progress Evaluations
Ongoing assessment will determine continued EL services. ELs participate in statewide English
language proficiency assessments (ACCESS), MN Comprehensive Assessments in Reading and
Mathematics (MCAs), district achievement assessments (MAP) as well as classroom
assessments in English language development, reading, math, science and social studies. All
student data is reviewed yearly by a licensed EL instructor.
Step 6: Program Exit
When the student scores proficient in listening, speaking, reading and writing of English on the
state assessment (ACCESS), he/she is monitored and exited from EL service. Proficiency is
determined by scoring at a level six in each of the modalities of listening, speaking, reading and
writing.
II.
Eligibility for English Learner Services
Students are eligible for English Learner programs and services if:
1. Parent(s) complete the student’s Home Language Questionnaire (HLQ) listing a
language other than English; and,
2. Based on language tests, teacher recommendations and parent input about language
skills, the student shows a need for English Learner services and instruction to gain
skills in listening, speaking, reading, or writing academic English, the language needed
for success in school.
Home Language Questionnaire (HLQ)
A home language questionnaire (HLQ ) is completed for all students who enroll in a
district. The HLQ is the first step in determining whether a student is eligible for English
Learner programs and services. How the student looks or sounds in English should not
determine whether or not an HLQ is completed. Districts and charter schools must determine
the primary home language of ALL students.
Parent Notification of English Learner Services
When a student is first identified as an English Learner, the state requires that parents are
notified of English Learner services available to the student. Districts and charter schools that
receive Title III funding from the federal government are required to notify parents every year
that their child receives English Learner services. All parents have the option of declining
English Learner services.
III.
Program Philosophy
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Content-based English language development instructional programs at Nova strives to
simultaneously promote students’ English-language proficiency and mastery of gradelevel academic content in an English setting. English learners acquire academic English
through participation in age-appropriate, content-based instruction that is aligned to
WIDA English Language Development Standards, as well as the Minnesota K-12
Academic Content Standards.
For all students, learning academic content is inseparable from learning the academic
language of the content area, but this is especially true for EL students (Heritage, Silva,
& Pierce, 2007; National Research Council, 2001; Schleppegrell, 2001, 2005; Walqui &
Heritage, 2012) as cited in Alvarez, Ananda, Walqui, Sato & Rabinowitz (2014).
Classroom and EL teachers collaborate to teach language, create accommodations, and
differentiate based on the needs of the students in their classrooms.
In the area of language acquisition, the goal of the English as a Second Language (ESL)
Program is to provide students with the opportunity to develop communication skills in
speaking, listening, reading and writing, thereby enabling the students to be successful
within the academic mainstream classroom. Students will be encouraged to share their
cultural backgrounds and realize the importance of their role in a multicultural society.
IV.
Program Structure
Amount and Scope of English Language Services for students at all age levels and
proficiency levels
Lower School
Level 1: Entering
Level 2: Beginning
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
School of Grammar K-5
Student receives approximately 60 minutes of
daily pull-out
Student receives approximately 60 minutes of
daily pull-out
Student receives approximately 30 minutes of daily pull-out or push
in depending on individual area needs.
Student receives approximately 60 minutes of weekly supports
through pull-out and push-in methods.
Student receives approximately 60 minutes of weekly supports
through pull-out.
Students are exited if they have met the exit criteria
An Elementary English Learner receives language service for their school from a licensed EL
teacher. Students receive services based on their langauge proficiency level. Instruction is
provided in a pull-out setting or in a collaborative model with the EL teacher pushing in to the
classroom. This instruction is aligned with the state English Teaching Standards. In all
instruction, students are gaining skills and proficiency in speaking, listening, reading and
writing. The EL program teacher communicates with classroom teachers regarding student
progress on an ongoing basis. Classroom teachers make daily modifications in accordance with
student’s individual learning plan.
Lower School
Level 1: Entering
School of Logic and Rhetoric
Students receive assessment, homework and classwork modifications
as well as push-in approximately 2 periods a day.
Level 2: Beginning
Students receive assessment, homework and classwork modifications
as well as push-in approximately 2 periods a day.
Level 3: Developing
Students receive assessment, homework and classwork modifications
as well as push-in approximately 2 periods a day.
Level 4: Expanding
Students receive assessment, homework and classwork modifications
as well as push-in approximately 2 periods a day.
Level 5: Bridging
Students receive weekly check in with EL teacher as well as help in
courses as needed. This includes modifications of assessment,
homework and classwork.
Students are exited if they have met the exit criteria.
Level 6: Reaching
An upper school English Learner recieves language modifications on classroom study guides,
any classroom assessment or homework. These modifcations can range from simplified
language, guided or provided notes, shortened assignements and assessments and additional
time provided when needed. Upper school students are assisted by the EL teacher and often
work daily with an educational assistant (EA).
V.
Definitions for common terms used in Second Language learning
EL: English Learner
 This is the term most frequently used in reference to the learner, instructional program,
and instructional expertise.
 Minnesota is moving to use this term in place of other terminology used in the past
(LEP, ELL, ESL).
LEP: Limited English Proficient
 LEP is a term usually used in conjunction with funding. This is the federal classification
recognized by the state of Minnesota in meeting the requirements for No Child Left
Behind.
ELL: English Language Learners
 ELL was a term used in the past by the state of Minnesota to refer to LEP students.
ESL: English as a Second Language
 ESL is currently the recognized license that a teacher must hold to offer highly qualified
instruction in the four domains of Speaking, Listening, Reading and Writing.
Title III:
 This is the federal program that provides parameters and supports for educating EL
students.
WIDA: World Class Instructional Design and Assessment
 WIDA supports academic language development and academic achievement for
linguistically diverse students through high quality standards, assessments, research,
and professional development for educators.
ACCESS for ELLs: Assessing Comprehension and Communication in English State to State
for English Language Learners
 ACCESS for ELLs is a secure large scale English language proficiency assessment given
to Kindergarten through 12th graders who have been identified as English learners
(ELs).
W-APT: WIDA ACCESS Placement Test
 The W-APT is an English language proficiency "screener" test given to incoming
students who may be designated as English learners. It assists educators with
programmatic placement decisions such as identification and placement of ELs.
MODEL: Measure of Developing English Language
 The MODEL is a WIDA English language proficiency assessment for Kindergarten
through Grade 12. MODEL can be used by educators as an identification/placement
assessment for newly enrolled ELs or as an interim progress monitoring assessment.
In the EL
classroom
This year Nova is proud to
work with students from 13
different cultures around the
World. Students are given
opportunities to present to
their classroom community
about their culture and
language as a way of
connecting students with
their peers and prioritizing
multi-cultural awareness in
all our learners.
1st graders with home cultures
from Nigeria, Vietnam, Russia and
India create books together about
valuing our similarities and
differences. Students are
encouraged to embrace their home
culture and take pride in their
native language. We discuss ways
we are different while finding and
celebrating all the commonalities
they still share with their peers as
fellow learners and human beings.