English Learner Program
Equal Access To Academic Services and Programs
EL Programs and Related Services
English Learner (EL) students will receive equal access to all district special opportunity programs. These programs include, but are not limited to, Title I at risk programming, literacy coaches, speech and other forms of special education, math and reading intervention services, MCAS 2.0 preparation and tutoring programs, vocational and technical courses, advanced placement or gifted instruction, and all extracurricular and nonacademic activities available to other students.
No student will be denied the right to participate in any extra-curricular activities in the school on the basis of age, disability, marital status, national origin, race, religion, color, sex, or English language proficiency. Every student has the knowledge of sports, band, choral music, drama and club activities that are being offered in each building.
Special Education and English Learners
Milford Public Schools does not place any student in a special education program based on his or her English language proficiency. The guidelines for special education are the same for both EL and non-EL students in accordance with the Individuals With Disabilities Act.
All students all have the right to special education services, whether or not they are English learners or not English learners. Students who are referred to their school’s Student/Teacher Assistance Resource Teams (START) and are EL, as determined by our EL program entrance criteria, will be provided with intervention techniques to be used by both SEI and ELD teachers. If this proves not to be helpful, further testing will be conducted in a student's HOME LANGUAGE. Bilingual psychologists will be provided by the Special Education Department in order to evaluate a student. After testing is completed, the team convenes to determine whether or not a student has a disability and to determine whether a student needs to be on an Individual Education Plan and which program model (Inclusion, etc.) would be best suited for any particular EL student. In any case, the EL director and ELD/SEI teachers will attend these START meetings to offer input and their teaching expertise and experience, as well as stay informed and involved. The required time frame within which this process must be completed is the same as for a student who is not an English learner. If it is determined that an EL student needs special education services, he or she will still be offered the requisite number of hours of English Language Development instruction. The EL director will attend SPED department meetings, as necessary and will be in close touch with both the SPED director for the district and Team Chairs in each individual school to assure consistent involvement.
Academic Counseling and English Learners
EL students will be provided with guidance counseling, as needed, in the student’s native language. Translators will work with counselors to convey information to students.
Advanced Placement and English Learners
EL students at Milford High School will have access to all academically advanced classes, if they have mastered the skills which are prerequisite to taking the classes. Teachers cannot deny entrance to any of these students capable of participating in these classes because of lack of English proficiency. SEI training will be provided for teachers who instruct AP classes.
Translations, upon request, of Milford High School’s program of studies contain all information about the AP process.
Retention of English Learner Students
Students will not be retained solely because of limited English proficiency. Close evaluation of potential “retainees’” academic performance and communication with teachers will be conducted before a student can be retained, to determine that the reasons for retention go beyond language proficiency. Students who have missed a substantial amount of school due to absences, have neglected their classwork and/or homework on a regular basis, or have consistently failed tests after having been given the necessary tiered supports and language development instruction, might be in danger of being retained. Parents will be notified of their child’s performance in school through notes home, telephone calls, face-to-face meetings, and progress reports – in their native language, if necessary.