Core Program

  • All instruction occurs in English.

    English learners may also be served by other programs and services such as Title I and/or special education, but involvement in such programs does not replace English learning services.

    North Dakota recommends an English learning teacher's caseload does not exceed 40 students.

    When implementing a collaborative cycle approach to EL planning, instruction, assessment, and reflection with specialists and mainstream teachers, service minutes may be distributed throughout the cycle to maximize language acquisition through content and language connections. Consistent data analysis to monitor literacy and language development and evaluate language growth is the responsibility of all educators in this process.

    West Fargo Public Schools has language acquisition programming at different levels depending on the grade level of the student. Each level accommodates instruction for students according to their current level of language acquisition.

ELPAC Recommendations for Daily Services

Elementary (K - 5)

  • The elementary language acquisition programming has four different levels: newcomer, pull-out, push-in, and monitor status.

    NEWCOMER

    Students who qualify will attend the district's newcomer center, which concentrates on the core academic areas, as well as English language development, vocabulary development, and writing. Students will also learn social skills needed in the classroom setting. Instruction is conducted in English. Units of instruction are focused on specific themes where important vocabulary is introduced, practiced, and applied.

    PULL-OUT

    The pull-out program is accomplished by pulling students out of their classroom according to their language level. Students are pulled out during a time when they will not miss core content instruction. EL teachers use supplemental materials from the current curriculum used in the mainstream classroom.

    PUSH-IN

    The push-in program includes instruction in their classroom using a co-teaching and planning model. The EL teacher provides language supports within the classroom.

    COLLABORATIVE TEACHING

    Specialized teachers will work with strategists to modify the curriculum taught to fit the needs of the students.

    MONITOR STATUS

    Students attend a mainstream class throughout the day. The case manager will monitor the student by collaborating with the classroom teacher on the students’ academic progress.

Secondary (Gr. 6 - 9)

  • The secondary language acquisition programming consists of newcomer, sheltered instruction, collaborative teaching, and monitor status.

    NEWCOMER

    The newcomer program concentrates on the core academic areas, as well as reading, writing, vocabulary development, speaking, and listening. Students will also learn social skills needed in the classroom setting. Instruction is conducted in English. Students who are 19 - 21 with limited high school credits may attend the program through the school year in which they turn 21.

    SHELTERED INSTRUCTION

    Students will gain proficiency in English while learning core content in an all-English setting. Instruction is adapted to students’ proficiency level and supplemented by content and language objectives, strategies, and interaction.

    COLLABORATIVE TEACHING

    Specialized teachers will work with strategists to modify the curriculum taught to fit the needs of the students.

    MONITOR STATUS

    Students attend mainstream classes throughout the day. The case manager will monitor the student by collaborating with the classroom teacher on the students’ academic progress.

Program Exit Criteria

  • Students must meet the state-mandated criteria below to be exited from English learning services.

    English learners must attain one of the following criteria to exit the English learning program:

    1. Minimum ELP composite score of 5.0 AND minimum ELP score of 3.5 on each of the four subtests (listening, speaking, reading, writing); OR (current school year and prior)
    2. Minimum ELP composite score of 4.5 AND minimum ELP score of 3.5 on each of the four subtests (listening, speaking, reading, writing; OR (current school year and prior)
    3. NDSA scores in ELA meet proficient or advanced levels AND ELP composite score above 4.0 AND minimum ELP score of 3.5 on each of the four subtests; OR
    4. English learners with significant cognitive disabilities: a minimum ELP composite score of P2 on the ALT ACCESS assessment AND approval of the language support team including the EL teacher, special education teacher, classroom teacher, administrator, and parent(s); OR
    5. Egnlish learners unable to participate in one or more domains due to a disability: minimum 3.5 in each domain administered AND approval of the language support team including the EL teacher, special education teacher, classroom teacher, administrator, and parent(s); OR
    6. English learners who have plateaued in ELP growth for 3 consecutive years: received consistent and documented high-quality English language development instruction AND minimum composite ELP of 4.0 AND approval of the language support team including the EL teacher, special education teacher, classroom teacher, administrator, and parent(s).
    7. English learners who receive a composite score of a 4.5, but score below a 3.5 on their speaking test (must have 3.5 or higher on listening, writing, and reading) AND approval of the language support team including the EL teacher, special education teacher, classroom teacher, administrator, and parents (s).

    Once exited from the English learning program, student progress is monitored on a regular basis for a period of two years. During the two years, the English learning team reviews grades, test scores, involvement in parent/teacher conferences, and attendance twice a year. If any of these data sources indicate that a student is struggling, the case manager will ask for additional input from the regular education teachers. After the two-year monitoring period, students will be reclassified as fully English proficient.