English Language Learner Services

Detroit Lakes Public Schools advocate for and implement strategies across all grades for Multilingual Learners through the use of Asset-Based Behaviors and Expectations* and Integrated instruction that connects disciplinary language with academic content.    *Asset-based behaviors and expectations in education focus on identifying and building upon a student's strengths and existing knowledge. This approach emphasizes creating a supportive learning environment where students feel valued, confident, and capable. It involves acknowledging and leveraging the diverse resources and experiences students bring to the classroom. 

Students will be screened using the WIDA Screener if parents indicate a language other than English for their child on the Home Language Survey.  A student will be included in the Language Instruction Educational Program (with parent consent) if their performance level results in a composite score below 4.5. The student will then be given the ACCESS test annually in the spring to determine continuation or exit from the program.

All educators share the responsibility for designing instruction that integrates language and literacy development with content learning. This is accomplished by using content standards to plan instruction along with the WIDA (English Language Proficiency) Standards to support differentiation by language proficiency level. Through the use of scaffolded supports, academic language development, collaborative discussions, reading, and writing, educators help students develop disciplinary content knowledge, language, and autonomy.  

 All educators:  

• Differentiate disciplinary language instruction using the English Language Proficiency Standards.
• Provide differentiated scaffolds to make grade level concepts comprehensible in receptive, productive, and interactive language and to support students to make informed and deliberate choices about language when speaking and writing.  
• Model learning approaches so students can construct meaning using metacognition strategies.  
• Immerse students in a language rich environment and engage in interactive and discussion-based learning tasks about the language of complex content-area texts.  
• Plan and provide opportunities for students to work together in intellectually rich and integrated learning environments around worthy and engaging inquiry questions, texts, and topics.
• Support ML/EL students’ deep learning and ability to engage in extended academic discourse and abundant, authentic writing.    Integrated Instruction in Disciplinary Language and Content will support the development of student agency when educators:
• Provide choices or open-ended opportunities to select strategies and tactics for mastery of language and content.
• Encourage independent learning by teaching effective strategies for learning language and content.  
• Encourage initiative by creating learning environments that increase motivation and engagement with language and content.    

Through participation in integrated language and content instruction, ML/EL students will develop a sense of voice, confidence, and self-determination as they use content and language in tandem to meet their goals.

Explicit language instruction is a critical opportunity to intentionally support Multi-lingual/English learner (ML/EL) students in developing the discourse practices they need to engage with rigorous, grade-level disciplinary content. Just as literacy and language should be integrated into content instruction, so should content and disciplinary practices be integrated into language instruction. Educators use the English Language Proficiency Standards with content material to teach language.  

All educators:  

• Create opportunities for students to use language and reflect on their understanding across the four language domains (reading, writing, speaking, and listening) and in direct connection to rigorous, grade-level content.  
•  Design instruction that fosters EL students’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings. 
• Immerse students in a language rich environment that fosters critical thinking and problem solving.
• Utilize language supports, academic language development, and opportunities for academic discourse.  
• Provide age/grade level appropriate instruction & materials that are culturally and linguistically appropriate and aligned to the English Language Proficiency Standards.  
• Design explicit instruction that provides students with an understanding of how language functions with a content discipline lens.    

Targeted and explicit language instruction will support the development of student agency when educators:

• Provide choices or open-ended opportunities to select strategies and tactics for language acquisition.
• Encourage independent learning by teaching effective strategies for learning language.  
• Encourage initiative by creating learning environments that increase motivation and engagement with language acquisition.    

Through participation in targeted and explicit language instruction, EL students will develop a sense of voice, confidence, and self-efficacy around their language use.

Students that score less than proficient on the ACCESS test are eligible for EL services. Students that are eligible for EL services will be administered the Spring ACCESS reassessment annually until student scores proficient.  EL teachers will administer the ACCESS Test.

Yes.  ML/EL students are required to participate in all state-mandated testing. However, there is an opt-out waiver.