• Milford Public School District

    English Learner Program

    Program Design

    Memorial and Brookside Elementary School: Grades K – 2

    Model: The English Learners (ELs) at Memorial and Brookside Elementary Schools are all integrated into targeted mainstream classrooms taught by Sheltered English Immersion (SEI) teachers.  English Language Development (ELD) support is provided by licensed English as a Second Language (ESL) teachers in each school.  ELs are either placed in self-contained dually-certified classrooms, split-model classrooms (EL/SEI), or SEI classrooms. Dually-certified elementary/ESL teachers provide ELD services to students in self-contained and/or split model classrooms. Our building pull-out ESL teachers pull ELs with their grade level peers based on proficiency level.  ELs receiving pull-out ELD are provided direct ELD instruction within a small group outside of the mainstream SEI classroom.  At both schools, our EL population is included in special subject area classes, math and reading intervention programs, if needed, as well as extra curricular activities.

    Curriculum:  The National Geographic series, Reach, is used as the basis for English Language Development instruction, which is aligned with ELA, science and social studies grade level MA frameworks. Curriculum maps have been developed by teams of SEI and ESL teachers for grades K-2 and are being used to guide ELD instruction. The curriculum in our designated SEI rooms follows the MA state standard frameworks, with the addition of targeted English language objectives in the domains of listening, speaking, reading, and writing. SEI teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student process using both formal and informal assessments.

    SEI Endorsement: All general and special education teachers K-2 are SEI endorsed per state requirements.

    Collaboration: ESL teachers routinely attend school departmental and team collaboration time (TCT) meetings with general education teachers to collaborate with their content area constituents.  SEI teachers meet with our ESL teachers on a routine basis to mutually inform one another about their students’ progress, and discuss strategies that they can use to increase comprehensible input for their ELs.

    Parent Involvement:  Newsletters, forms and fliers (paper-based and electronically) are sent home to families in their home languages to keep them informed about ongoing school activities.  A parent group, PTO, has monthly meetings to increase parental involvement in school activities and give parents guidance on how to optimally work with their children. Translators are always available for PTO meetings.

    Facilities:  There is space specifically provided for ELD instruction at each school.

    Woodland Elementary School: Grades 3 – 5

    Model: The English Learners (ELs) at Woodland Elementary Schools are all integrated into targeted mainstream classrooms taught by Sheltered English Immersion (SEI) teachers.  English Language Development (ELD) support is provided by licensed English as a Second Language (ESL) teachers in each school.  ELs are either placed in self-contained dually-certified classrooms, split-model classrooms (EL/SEI), or SEI classrooms. Dually-certified elementary/ESL teachers provide ELD services to students in self-contained and/or split model classrooms. Our building pull-out ESL teachers pull ELs with their grade level peers based on proficiency level.  ELs receiving pull-out ELD are provided direct ELD instruction within a small group outside of the mainstream SEI classroom.  ELs are included in special subject area classes, included in all math and reading intervention programs if needed, as well as extra curricular activities.

    Students at the Entering-Level 1 through Emerging-Level 2 of English proficiency, according to WIDA profeceincy levels, are placed in an SEI classroom where they receive intensive pull-out ESL instruction with integrated grade level content throughout the day. At the Developing-Level 3 to Expanding-Level 4 ELs are placed with the SEI endorsed teachers and receive daily pull-out ELD direct instruction.  The scheduling of this instruction is set by both the building Principal and the EL Program Director to ensure ELs do not miss core-content instruction. ELs are doing well academically and making excellent progress.  The performance of ELs is closely monitored and student placement can be changed at any time during the school year based on student need.

    ELs are included in all special subject areas, integrated with native English speaking students, included in all math and reading intervention programs, if needed, as well as extra curricular activities.

    Curriculum:  The National Geographic series, Reach, is used as the basis for English Language Development instruction, which is aligned with content area grade standards. Curriculum maps have been developed by teams of SEI and ESL teachers for grades 3-5 and are being used to guide ELD instruction. The curriculum in our designated SEI rooms follows the state standards, with the addition of targeted English language objectives in the domains of listening, speaking, reading, and writing. All of these SEI teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student process using both formal and informal assessments.

    SEI Endorsement: All general and special education teachers 3-5 are SEI endorsed per state requirements.

    Collaboration: SEI teachers and ESL teachers have common preps and/or team collaboration time (TCT) when they can discuss student progress, plan lessons for co-teaching, and work jointly on strategies that work particularly well with English learners. ESL teachers attend school departmental meetings every month with other mainstream teachers to collaborate with their content area constituents.

    Parent Involvement:  Newsletters, forms and fliers are sent home to families in their home languages to keep them informed about ongoing school activities.  A parent group, PTO, has monthly meetings to increase parental involvement in school activities and give parents guidance on how to optimally work with their children. Translators are always available at these meetings. There is a yearly cultural fair which involves performances by EL students, multicultural foods, and research report displays representing our district’s diverse student population. Parents of ELs are encouraged to help their child present for the evening.

    Facilities:  Woodland Elementary is brand new school, opening its doors in fall 2016. There is instructional space specifically provided for ELD instruction.

    Stacy Middle School: Grades 6 – 8

    Model and Teacher Qualifications: At Stacy Middle School, ELs at Entering-Level 1/Emerging-Level 2 are in general education grade level classes for math and science core-content and self-contained social studies and two periods of ELD; the students with higher English proficiency, Developing-Level 3/Expanding-Level 4, are mainstreamed into SEI classes, with one period of ELD daily.  There is push-in support by an ESL teacher or TA in math and science for ELs at profeceincy levels 1-2. ELs with an Entering and Emerging English language Proficiency are pulled out during ELA, reading, and social studies for additional ELD instruction; this is determined on an individual basis based on the student's English profeceincy scores.

    We have five highly qualified ESL licensed teachers in English Learner Education department who explictily teach English langugae development.  In addition to offering ELD instruction, ESL teachers working with newcomers co-teach/support grade level content in the areas of math and science, differentiating instruction based on their students’ language proficiency and literacy levels.  ESL teachers have access to all grade level texts and materials that their mainstream teacher counterparts have.

    There is one teaching team (cluster) at each grade level which is made up of the ESL teacher plus one Math, Science, Social Studies, ELA, and Reading or World Language teacher.  These team of teachers collaborate during team collaboration time (TCT) four of the 6 day cycle.  Therefore, teachers have time to discuss ELs who are ready to transition into specific SEI classrooms. Often, there is ESL/SEI co-teaching/support taking place within teacher teams, allowing for mainstream and FEL students to learn together with the guidance of two teachers. These SEI classes allow for instructional sharing and team teaching as well as placement of students into mainstream classes throughout the school year.

    ESL teachers attend departmental meetings every month with other mainstream teachers to collaborate with their content area constituents, inform them about their students’ progress, and discuss strategies that they can use to increase comprehensible input for their English learners.

    SEI Endorsement: All general and special education teachers 6-8 are SEI endorsed per state requirements.

    Curriculum: The National Geographic series, Inside, is used as the basis for English Language Development instruction, which is aligned with content area grade Common Core State standards (CCSS). Curriculum maps are developed or in development by teams of SEI and ESL teachers and are used to guide ELD instruction. The curriculum in our designated SEI rooms follows the MA Frameworks, with the addition of targeted English language objectives in the domains of listening, speaking, reading, and writing. All of these SEI teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student process using both formal and informal assessments.

    Collaboration: ESL teachers attend departmental meetings every month with other mainstream teachers to collaborate with their content area constituents.  Daily meetings are scheduled for all teachers on the SEI team in order to inform them about their students’ progress, and discuss strategies that they can use to increase comprehensible input for their English learners.

    Parent Involvement: Newsletters, forms and flyers are sent home to families in their home languages to keep them informed about ongoing school activities.

    Milford High School: Grades 9 - 12

    Model: MPS has six highly qualified ESL licensed teachers in English Learner Education department who explictily teach English langugae development. The students are grouped according to English proficiency level based on the administered ACCESS for ELLs 2.0 language assessment instrument and teacher recommendations across grade levels.  ELD 1 is for beginners just venturing on learning the language of their new country.  ELD 2 is for early intermediate students. ELD 3 is for students at the intermediate Level and ELD Expanding 4-5 is for transitioning level students. There are also supplemental literacy classes for students at level 1 and level 2 proficiency levels.  Level 1-2 students have more than two 45 minute blocks of ELD instruction daily. They supplement their schedules with specials and sheltered math, science, and social studies classes.  More proficient students at level 3-5 attend one period of ELD instruction per day.

    SEI Teachers:  All general and special education teachers 9-12 are SEI endorsed per state requirements.

    Curriculum: ELD curriculum is currently being developed.  It is aligned with WIDA Standards and core-content MA Frameworks.  The textbook series HighPoint by Hampton Brown is used as a resource.  

    Parent Involvement:  Newsletters, forms and flyers are sent home to families in their home languages to keep them informed about ongoing school activities.  

     

    Last Updated: 1/24/19