Multilingual Learners Program

ELs refers to students whose first language is not English, and encompasses both students who are just beginning to learn English and those who have already developed considerable proficiency.

The Home Language Survey is to be completed at the time of registration. If a student is identified as speaking a primary language other than English or as having a language other than English spoken in the home, the student may be eligible for ELL services. 

Within ten (10) school days of enrollment in our district, the WIDA Screener or W-APT for ELLs assessment is completed to determine a student’s language skills in listening, speaking, reading, writing, and comprehending English. The EL teacher will determine if a student qualifies for ELL services using the Michigan Department of Education’s English Learner Program’s Entrance and Exit Protocols  (Page 10). Parents will be notified with a Student Eligibility Letter that will be sent home after screening is completed.

Once an English Learner has been identified, they will take an annual assessment, the WIDA ACCESS for ELLs. 

Language Proficiency Levels Measured by the WIDA-ACCESS Assessment

Your child’s proficiency level is located at the top of the Eligibility letter. This letter is sent home every school year with updated scores from the most recent WIDA-ACCESS test. Please contact your child’s ELL teacher for a full explanation of your child’s scores or progress made. 

All EL students are placed in age-appropriate general education classes. In addition to receiving general education services, EL students are also entitled to receive varying degrees of English language support and instruction through EL services. EL staff may work directly with a student in the classroom in conjunction with the classroom teacher. 

Okemos Public Schools may include EL programs as listed below, as determined by student need and building level: 

• Small group instruction that aims at developing fluency and literacy in English

• Support from EL teacher within the general classroom

• Secondary EL class within the school day

• Summer school program

• Secondary Academic Learning Center

• Computer assisted instruction that allows for individual learning, problem solving, and acceleration of students’ language and skills.

• Opportunities to be included in all district interventions, enrichment and accelerated programs

Below is the guide for Title III program instruction described by level of language proficiency and level of instruction.

ELL teachers:

• provide content instruction and language development;

• assume the same functions as the mainstream teacher when they are the teacher of record in the classroom;

• meet regularly with the mainstream teacher to determine the academic needs of English Learners enrolled in their classes;

• teach basic school procedures and skills to the most limited English proficient students;

• assist general education staff about culture and language of the EL and the family;

• provide the mainstream teacher with the cultural and linguistic background of the language minority students in the class;

• work collaboratively with staff to develop curriculum;

• identify, assess, teach, and counsel each EL; and

• provide staff development on English language instruction and cultural awareness.

• ELL Paraprofessionals assist ELL teachers and mainstream teachers in providing content instruction and language development. 

• Additional standardized and curriculum-based assessments inform the decision of the instructional team. Criteria used to exit a student will be placed in the student’s CA-60.

It is your right as a parent to refuse ELL services.  If you DO NOT want your child to receive the services, you can opt-out by filling out the Parent Refusal Letter and returning this letter to your child’s school.

Please note: Your child will still be designated an “English Learner” and continue taking the WIDA once per year until he/she no longer meets the definition of an English Learner. 

Students in grades 3-12 who meet the minimum criteria established in the Entrance and Exit Protocol will be auto-exited from the Title III/ELL Program. Students exited from the ELL program are then considered FEL (Former English Learner) for four years. We will monitor student progress for four years following exit from the ELL program.  Report cards and test results will be used to monitor progress. This information can be used to determine further support for your child. Okemos Public Schools references the Michigan Department of Education’s English Learner Program’s Entrance and Exit Protocol.

Regular meetings are offered for parents and families of EL students during fall and spring parent teacher conferences. The ELL teacher may use other forms of communication to notify parents of program information. Communication from Okemos Public Schools may be offered in translated forms. The use of an interpretation service (such as Language Line or Talking Points) may be available for translation and communication purposes.

If an English Learner (EL) is having difficulties obtaining linguistic, academic and social expectations, which are unrelated to the student’s English Language Proficiency, the ELL teacher can refer the student to the school Academic Intervention Team for additional intervention services.  

All students need time to learn how to interact in an American school setting. Consideration is given to having the ELL staff explicitly teach about the culture and language of schools. Consideration is also given to alternative means of assessment for the English Learner. 

Special Services staff members, including principals, counselors, social workers, and reading coaches, are essential for the success of English Learners in elementary, middle, and high schools in Okemos Public Schools. 

The following staff should be part of the team working with ELL students:

• Classroom Teacher(s)

• Counselor

• Social Worker

• Psychologist

• ELL Instructor/Paraprofessional

• General Education Resource Teacher 

• Principal

The ELL teacher and ELL paraprofessionals assigned to the building will provide instructional support and materials. When concerns arise regarding a student’s program, curriculum or placement, the team outlined above will address these issues at a Building Instructional Team meeting. The Building Instructional Team referrals may be requested by any staff member. The Assistant Superintendent for Curriculum and Instruction will be notified when a particular ELs problem persists after interventions have been implemented as recommended by the Building Instructional Team.