English Learners Strategic Five-Year Plan

This five-year English Learners Strategic Plan is designed to support MNPS to advance equitable access to educational opportunity for all its ELs and bring about improved academic achievement, language outcomes, and overall self-efficacy as a result.

MNPS partnered with American Institutes for Research (AIR) to develop, implement, and then monitor this EL strategic plan districtwide. Together we developed the plan based on multiple data sources; district staff input; and student, family, and community voices.

The plan is intended to help the MNPS EL Office and the district as a whole to realize its vision of supporting ELs with the social, emotional, cultural, linguistic, and academic skills necessary to excel in higher education and careers.

Strategic Plan Goals and Objectives

Goal 1: Shared Responsibility for EL Student Education

The education of ELs is regarded as a shared responsibility across an effective, knowledgeable team of educators, staff, and leaders at all levels of the school system.

Goal 1 Objectives

1.1. Opportunities for EL-focused collaboration are systematized within schools and across all schools and Support Hub.
1.2. Policies, practices, and school improvement plans for serving ELs are informed by data (quantitative and qualitative) that are regularly collected and examined. The educational needs of ELs are considered in all district policies and practices and, as appropriate, explicitly addressed by those policies and practices.
1.3. Ongoing professional learning focused on ELs is integrated as part of action plans to improve overall capacity of all educators to support EL learning.
1.4. EL-focused resources and supports, such as curriculum scaffolds, vetted resources, and service model guidance, are easily accessible for, communicated to, and routinely utilized by school-based staff.
1.5. System-wide efforts ensure consistent recruitment, development, and retention of staff who are equipped to address the needs of ELs.

Goal 2: Integrated, Effective Instruction

ELs have meaningful access to high-quality, standards-aligned learning opportunities that integrate language development, literacy, and content mastery.

Goal 2 Objectives

2.1. Schools and Support Hub staff understand and deliver evidence-based practices for language supports and other aspects of EL-focused instruction, in both English language development (ELD) and all content area/general education classes.
2.2. Language development scaffolds and instructional supports that integrate the four domains of language (listening, speaking, reading, and writing) are used consistently across the district in both ELD and all content area/general education classes.
2.3. Pathways to advanced course-taking, early post-secondary opportunities, career and technical education, magnet programs, and other such options are communicated to all families and students, are made accessible to ELs, and are pursued by ELs. ELs who enroll in such courses and programs are well supported and succeed in them.
2.4. Program-level supports adequately address EL-specific profiles with a full continuum of instructional supports, including targeted support for foundational literacy skills, special education supports, long-term ELs, trauma-informed instruction, and so forth, as appropriate.
2.5. Individual learning plans for ELs are an explicit component of school- and district-driven continuous improvement cycles.

Goal 3: Supported, Successful Students

MNPS offers a welcoming, inclusive, supportive environment for ELs’ social-emotional well-being and academic learning, leading to growth and proficiency in both English language and academic content knowledge.

Goal 3 Objectives

3.1. ELs feel seen, heard, and included across all classes and extracurricular activities, in line with the district’s “Every Student Known” initiative.
3.2. ELs attend and engage at school even in the presence of challenging external factors, such as pressure to work, family responsibilities and other commitments.
3.3. All staff who serve ELs actively participate and engage in setting language proficiency goals as well as tracking and monitoring progress toward goals in a meaningful way that leads to positive shared ownership of language development and ultimately to on-time reclassification. EL students themselves and their families are included in the development of goals and aware of their progress toward goals.
3.4. ELs are supported by language development scaffolds, culturally and linguistically relevant materials, and tailored supports in every class through the academic day.
3.5. All staff whom students and families encounter display cultural competency in their instruction and other interactions, and they intentionally learn about and build upon the linguistic and cultural assets that ELs possess.

Goal 4: Informed and Engaged Families

EL families and communities are deeply and broadly engaged with MNPS to ensure that every EL reaches their full academic and personal potential.

Goal 4 Objectives

4.1. Communication shared by Support Hub reflects family preferences for mode of communication and encourages comprehensible two-way conversation related to the opportunities and options available for their child’s education.
4.2. School-based communications are translated and disseminated to EL families in a timely manner and in ways that reflect families’ interests and priorities.
4.3. EL families regularly participate in and occupy leadership roles in school activities and district planning.
4.4. Community organizations supporting the families of ELs are well represented across existing avenues for contributing to district policy priorities and recommending practices that engage the groups they represent.
4.5. Families new to the district with a non-English home language encounter a transparent, straightforward, feasible process for enrollment and potential initial EL identification.
4.6. Meaningful opportunities for parent learning are offered regularly, accessible to parents who speak languages other than English, and communicated districtwide.

Do You Have Questions About the Project?

If you have questions or concerns about this project, please contact the English Learners Department.