The abilities to communicate in multiple languages and navigate distinct cultural settings are significant assets that need to be understood and supported in schools. Minnesota values schools that strive to recognize and build on the linguistic and cultural resources of students and families. Recognizing and building on the strengths and resources of multilingual learners not only supports the continued development and exploration of their home languages and cultures, but also can create welcoming and supporting spaces in which students take academic risks and more fully engage in school and classroom communities. In 2014 the Learning English for Academic Proficiency and Success (LEAPS) Act became law, signaling a shift toward more inclusive education policies that honor multilingualism and cultural competency as assets. These state and federal policies hold the promise of improving opportunities and outcomes for multilingual learners, including those identified with English learner (EL) status. These developments can reinforce and bolster the work of state, district and school staff to reimagine language development programs for multilingual learners in ways that emphasize enrichment, academic rigor, multilingualism and cultural competence. This report is intended for a number of audiences. It provides statutory and regulatory background information as well as Supreme Court cases pertaining to English learners. It describes the Minnesota Department of Education's (MDE) support of LEAs in implementing effective language instruction educational programs to ensure ELs are able to reach their academic potential. Additionally, it reports information about state and federal funds available to support ELs in Minnesota. [For the Fall 2018 report, see ED599023.]