Offices Located At Prairie Rose
2200 Oahe Bend Bismarck, ND 58504
When a New Language Minority Student Comes To Your School...
- Have parent complete BPS registration.
- If a language other than English is indicated in Home Language please contact Program Contact, Alissa Bucholz, at 323-4280.
If you are expecting the arrival on an immigrant family that speaks another language, contact the ELA program to arrange interpretive services.
If interpretive services cannot be arranged, use the Telelanguage telephone interpretive service.
- Use Telelanguage posters for parents to indicate their language.
- Call 888.877.TELE (8353)
- Use access code: 3430
- Telelanguage will connect you with an interpreter to help in completing essential documents.
English Language Proficiency Screening
- Students must be placed appropriately according to AGE and GRADE.
- Within 30 days of registration if beginning of the school year.
- Within 14 days of registration if mid-year.
Bismarck Public School's ELL Program
Bismarck Public School's ELL or English Language Learner program provides English language instruction, materials, and other services to students whose home language is anything other than a Standard form of English.
Students are identified based on one or more of the following screening criteria:
The final step in the identification process of LEP students is English language proficiency testing. Based on their scores from this assessment the ELL program provides English language instruction accordingly.
- Home language surveys
- Teacher referrals
- NDSA Testing
- MAP Testing
- Gates Testing
- English content grades
Student Involvement in the ELL program is not mandatory but is encouraged. Parents and students will be informed of their choices.
Once students have reached English language proficiency they are exited from the ELL program.
Services Provided by ELL Program
The services provided to your child will be based on their language proficiency score. Students will be given a score from 1-5. The following is a list of some possible services students are able to receive:
- One-on-one ELL teaching for levels 1-3.
- COMPASS learning computer program for levels 1-4. This is a program designed to teach academic terms that students will often encounter in standardized tests.
- Testing accommodations based on proficiency level. Accommodations are provided for all tests including standardized tests like NDSA, DIBELS, PLAN.
- Resource materials (i.e. Language dictionaries) for students, parents, and teachers.
- Scott Foresman Reading Street ELL teaching materials.
- With adequate notice, interpreters can be provided for conferences or whenever necessary.
- ELL monitoring for all students to track their English language proficiency while in the program.
What teachers can do to assist ELL students
- Use clear, predictable talk
- Talk slowly
- Simplify directions
- Build on prior knowledge
- Simplify vocabulary
- Use visual ques
- Use concrete examples
- Allow extended completion time
- Provide highlighted text
- Provide manipulatives
- Provide study guides
- Provide word banks
- Provide teacher lecture notes at middle and high school levels
- Provide opportunities for students to share stories and other cultural Items with the class.
- Provide opportunities for students to work in small groups. ELL students need the opportunity to socialize with peers and practice what they have learned.
- Always acknowledge achievements.
What is LEP?
*The term "limited English proficient" is described in No Child Left Behind legislation (NCLB 2000) as an individual:
- who is age 3-21 and enrolled or preparing to enroll in an elementary school or secondary school;
- who was not born in the United States or whose language is a language other than English; or
- who is a Native American or Alaska Native, or a native resident of the outlying areas; and who comes from an environment where a language other than English has had significant impact on the individual's level of English language proficiency; or
- who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant;
- whose difficulties in speaking, reading writing, or understanding the English language may be sufficient to deny the individual:
- the ability to meet the state's proficient level of achievement on state assessment.
- the ability to successfully achieve in classrooms where the language of instruction is English;
- the opportunity to participate fully in society.