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2007 Minnesota Statutes

This is an historical version of this statute chapter. Also view the most recent published version.

A district that enrolls one or more children of limited English proficiency must implement an
educational program that includes at a minimum the following requirements:
(1) identification and reclassification criteria for children of limited English proficiency
and program entrance and exit criteria for children with limited English proficiency must be
documented by the district, applied uniformly to children of limited English proficiency, and
made available to parents and other stakeholders upon request;
(2) a written plan of services that describes programming by English proficiency level made
available to parents upon request. The plan must articulate the amount and scope of service
offered to children of limited English proficiency through an educational program for children of
limited English proficiency;
(3) professional development opportunities for ESL, bilingual education, mainstream, and
all staff working with children of limited English proficiency which are: (i) coordinated with
the district's professional development activities; (ii) related to the needs of children of limited
English proficiency; and (iii) ongoing;
(4) to the extent possible, avoid isolating children of limited English proficiency for a
substantial part of the school day; and
(5) in predominantly nonverbal subjects, such as art, music, and physical education,
permit pupils of limited English proficiency to participate fully and on an equal basis with their
contemporaries in public school classes provided for these subjects. To the extent possible, the
district must assure to pupils enrolled in a program for limited English proficient students an equal
and meaningful opportunity to participate fully with other pupils in all extracurricular activities.
History: 1980 c 609 art 3 s 18; 1982 c 548 art 3 s 24; 1998 c 397 art 2 s 133,164; 2000
c 254 s 31; 2006 c 263 art 2 s 17

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