Program Design
Shining Star Early Childhood Center (SSECC): PreK
Model: Sheltered English Immersion (SEI). The English Learners (ELs) at SSECC are all integrated into inclusion PreK classrooms taught by Sheltered English Immersion (SEI) teachers. SSECC has one .2 EL Coordinator and 0.8 ESL Teacher.
Push-in: To ensure an inclusive, language-rich environment, SSECC has opted for the Push-In ESL instruction delivery approach, as it is the best-suited model for our community context.
Push-in ESL is taught by a licensed ESL teacher within grade-level SEI content classrooms during designated times in students’ schedules. It provides dedicated, systematic, explicit, and sustained standards-based and language-focused instruction connecting to content-area topics and academic practices.
Diagnostic Language Group (DLG): At the preschool level, referral for testing comes primarily from Early Intervention and secondarily from parents and physicians, due to developmental concerns. There are also screenings held at the preschool that can identify the need for additional testing in the suspected areas. The DLG began due to the rising number of children with a home language other than English who would come to SSECC for one testing session; this process led to the overidentification of EL students in special education, giving them a label of communication disability because of the way that they scored on the standardized assessments used to evaluate. Furthermore, the evaluations used in testing all children at the preschool level are not normed for non-English speaking children. Therefore, when we evaluate using these assessments, the results need to be interpreted with caution and may not be a true picture of the child’s level of functioning in the areas assessed, even if administered with the assistance of interpreters. And so, while English-speaking children referred for testing are evaluated with the traditional model, we use the DLG approach for children who are speakers of other languages.
Each round of the DLG runs for a pre-determined number of weeks of specific afternoons per week from 11:45 am to 2:00 pm. Collecting observational and interactional data over a period of several weeks in a structured inclusion classroom setting, where children have time to acclimate, interact with peers, follow the daily routine, and use language spontaneously has enabled SSECC specialists to tease out whether a child has a true disability or if they are simply acquiring their second language at their developmental level. During this period, children attending the DLG are observed by a multidisciplinary team: the Early Education licensed classroom teacher, a multilingual EL teacher, and a Speech-Language Pathologist (SLP). Before the end of the observation period, the EL teacher and the SLP together evaluate each student using the DAYC-2 assessment tool for Cognitive and Language Skills. If the child warrants an evaluation in the areas of Social Skills, Occupational Therapy (OT) or Physical Therapy (PT); the DAYC-2 also has these evaluation components. All cases, including those in the DLG, are discussed on a weekly basis in a multidisciplinary group including the Director, Special Education Team Chairperson, SLP, EL specialist, and any other specialists that may be involved, such as OT/PT, etc. The Special Education Team Chairperson oversees the whole eligibility determination process from the consent-to-test to the initial team meeting where special education eligibility is determined. The EL specialist collaborates with the team in writing the Individual Plans of Education (IEP) for the ELs identified through the DLG process.
Curriculum: ESL Centers
The ESL Centers are aligned with the Early Years WIDA standards, the MA Curriculum Frameworks for PreK, and the school-based curriculum. The ESL Centers seamlessly integrate English language development (ELD) instruction into PreK SEI inclusion classrooms. These centers were designed to be used with emergent bilingual and monolingual students in SEI classrooms. The dual goals of these ESL Centers are to 1) increase access to the curriculum and 2) promote second language acquisition (SLA) by providing opportunities for ELs to learn and practice target vocabulary within sentences in the context of authentic communicative tasks with their native English-speaking peers. To facilitate the implementation of these centers by SEI teachers across the school, the EL teacher developed a script illustrating how to maximize opportunities for oral language practice by supporting ELs’ use of target vocabulary in complete sentences.
SEI Endorsement: All general and special education teachers at the PreK level are SEI endorsed per state requirements.
Collaboration: The EL staff routinely attend school departmental and curriculum meetings with general education teachers to collaborate with their content area constituents. The ESL centers are being developed in collaboration with PreK teachers. The EL Coordinator participates in the team meetings to offer input on the evaluations and placement decisions for English learner- Students with Disabilities (EL-SWD). The SEI teachers meet with our ESL specialists 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 ELs. The EL specialist works collaboratively with a multidisciplinary team in the Diagnostic Language Group to determine eligibility for EL in special education, and to create IEPs.
Parent Involvement: Newsletters, forms, and fliers (paper-based and electronic) are sent home to families in their home languages to keep them informed about ongoing school activities. Parents are encouraged to join the Multilingual Parent Advisory Council (MPAC) to increase parental engagement and agency with the school and their children’s education. Meetings, phone calls, email, Talking Points, and Class Dojo are used for two-way communication. Partnership with the Family Resource Center (FRC) translation and interpretation department is also available for SSECC staff and families. A set of instructional materials is being developed to be used in participatory, dialogical meetings with parents, to provide culturally responsive guidance on how to optimally work with their children.
Facilities: ESL instruction occurs within the inclusion SEI classrooms. The EL coordinator and EL specialist have an office. Individual student screenings and testing are conducted in the EL office.
Memorial and Brookside Elementary School: Grades K – 2
Model: MES and BES have eight highly qualified ESL licensed specialists in the English Learner Education department who explicitly teach English language development. 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) specialist in each school. ELs are either placed in self-contained classrooms with dually-certified educators (elementary and ESL licensed), split-model classrooms (EL/SEI), or SEI classrooms. ESL specialists provide ELD services to students primarily through Embedded ESL instruction in a Push-In model. This ESL instruction happens in the mainstream classroom by embedding ESL instruction into the grade-level content. If ELs receive any tier III pull-out response to intervention ELD instruction, they are provided direct ELD instruction within a small group inside 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 extracurricular activities.
Curriculum: ESL specialists utilize grade-level curriculum materials (i.e. Fundations, Heggerty, and school-based writing curriculum units) in conjunction with the WIDA ELD standards and targeted English language objectives in the domains of listening, speaking, reading, and writing to provide Push-In ELD. The National Geographic series, Reach Higher, is also used in switch model classrooms and 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. SEI teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student progress using both formal and informal assessments.
SEI Endorsement: All general and special education teachers K-2 are SEI endorsed per state requirements.
Collaboration: ESL specialists routinely attend school departmental and team collaboration time (TCT) meetings. SEI teachers collaborate with our ESL specialists 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 electronic) 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. Interpreters are always available for PTO meetings. Electronic two-way communication is done primarily through Talking Points. Parents are encouraged to join the Multilingual Parent Advisory Council (MPAC) to increase parental engagement and agency with the school and their children’s education. Partnership with the Family Resource Center (FRC) translation and interpretation department is also available for MES and BES staff and families.
Facilities: There is space specifically provided for ELD Push-In instruction at each school.
Woodland Elementary School: Grades 3 – 5
Model: The English Learners (ELs) at Woodland Elementary School are provided with high-quality instruction that is asset-based, culturally responsive, language-driven, and standards-based. All ELs are integrated into targeted mainstream classrooms taught by Sheltered English Immersion (SEI) teachers or Dually-certified/licensed (DL) teachers. English Language Development (ELD) instruction is provided by licensed English as a Second Language (ESL) teachers. ELs are either placed in dually-certified classrooms where they receive Embedded ELD instruction; split-model classrooms (DL/SEI) which provide push-in/co-teaching by ESL instructors; or an SEI classroom also supported by ESL instructors during core content area instruction. Newcomers and Entering/Emerging ELs additionally may receive direct pull-out intensive ELD instruction within a small group outside of the mainstream SEI classroom with integrated grade-level content throughout the day. However, collaborative teaching models are encouraged throughout all grade levels. ELs are included in special subject area classes, included in all math and reading intervention programs if needed, as well as in extracurricular activities. The performance of ELs is closely monitored and student placement may be altered at any time during the school year based on student needs.
ELs are included in all special subject areas, integrated with native English-speaking students, and have access to all math and reading intervention programs, if needed, as well as all extracurricular activities.
There are currently 9 highly qualified ESL licensed specialists in the English Learner Education department who explicitly teach systematic, standards-based language-focused instruction. There are also 15 dual-certified educators throughout the grade levels.
Curriculum: The National Geographic series, Reach Higher and Inside the USA, is used as the basis for English Language Development instruction, which is aligned to the WIDA English Language Development Standards Framework and the Massachusetts Curriculum Framework. Curriculum maps have been developed by teams of ESL, SEI, and Dual Licensed teachers across 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 content and language objectives in the domains of listening, speaking, reading, and writing. There is an explicit focus on expressive language development throughout all classes. All of the SEI teachers have been trained to utilize WIDA Standards along with Can-Do Descriptors at all levels, in order to provide appropriate scaffolding to access the curriculum and necessary accommodations and modifications to guide instruction and learning. This allows for consistent monitoring of student progress by using both formal and informal assessments at students’ varied proficiency levels.
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 meet to discuss student progress, examine student data, co-plan, co-reflect, and work collaboratively on implementing strategies that are most beneficial for English learners to advance their language and content acquisition concurrently. ESL teachers attend school departmental meetings every month with other mainstream teachers to collaborate with their content area constituents. The EL department regularly engages in active communication and collaborative practices with all staff members, including but not limited to; service providers, reading and math interventionists, curriculum team leaders, department heads, building instructional coaches, and all specialists and content-area SEI teachers daily. Any of the aforementioned will be invited to weekly EL department meetings, as needed.
Parent Involvement: After initial enrollment to MPS, Woodland students and their parents/guardians are invited to a Woodland Orientation Meeting before the first day of school. Families have the opportunity to meet with the EL Coordinator and school Counselor, along with an Interpreter from the FRC (Family Resource Center) to help them complete necessary building-based paperwork, take a school tour with a Student Ambassador from their classroom, and briefly meet their teacher and other classmates. Families are encouraged to ask questions about their new school environment, and we assess additional needs that may be essential for a positive transition for them at that time. Newsletters, forms, and fliers (paper-based and electronic) are sent home to families in their home languages to keep them informed about ongoing school activities. Parents are encouraged to join the Multilingual Parent Advisory Council (MPAC) to increase parental engagement and agency with the school and their children’s education. Meetings, phone calls, emails, Talking Points, and Class Dojo are used for two-way communication. Partnership with the Family Resource Center (FRC) translation and interpretation department is also available for Woodland staff and families. All families are encouraged to attend monthly events including: Back to School Night; parent/teacher conferences; literacy nights, STEM events; an annual EL Reclassification Ceremony, and a yearly cultural fair that honors the many cultures and countries that are now an integral part of the Milford community. This involves performances by EL students, multicultural foods, and research report displays representing and celebrating our multicultural students’ cultural and linguistic assets. All community members, not just EL families, are encouraged to attend and participate in this special event.
Facilities: There is instructional space specifically provided for all models of ELD/ESL delivery instruction.
Stacy Middle School: Grades 6 – 8
Model(s): ELs are placed in self-contained co-taught classrooms with certified ESL and content area educators.
Co-taught Model: In sixth through eighth grade, all core-academic and English language development (ELD) classes are co-taught by EL-certified teachers and content-area teachers. English learners (ELs) receive ELD instruction in English language arts and Reading; as well, they receive integrated ELD instruction in the content areas of Math, Science, and Social Studies co-taught by the EL specialist and content-area teachers, as determined by their English language proficiency level (ELP1-ELP3) and per state requirements. ELP 4 students are in mainstream, SEI, core-academic classes with ELD instruction once per day during the special/elective period. ELD instruction develops language skills in speaking, listening, reading, and writing, with emphasis on using academic language to articulate thinking and reasoning in ways that are specific to each subject area, as aligned to the WIDA Standards. This co-taught ELD and content-area integrated program allows for instructional sharing and team teaching as well as placement of students into mainstream classes throughout the school year based on students’ language development, as determined by progress monitoring assessments, throughout the year.
Newcomer Program (provided at each grade level): Within the EL Program described above is the Newcomer EL program that educates recently immigrated students who scored a WIDA level 1 on their intake English language proficiency (ELP) assessment (WIDA Screener) at the Family Resource Center (FRC). Newly arrived ELs are placed in this specifically designed academic environment to provide intensive English language development instruction as well as an opportunity to receive social-emotional support during their acculturation process to Milford, MA. The Newcomer program provides rigorous courses in content instruction in a co-taught, structured setting.
The four areas of English proficiency: Listening, speaking, reading, and writing are developed in each core-content area (ELD, ELA, reading, math, social studies, and science), along with simultaneously acquiring social and instructional language. Additionally, the program gradually orients new students to United States culture, their new community, and school routines and expectations.
All ELs are active and productive contributors to their learning, and, through supported instruction, are fully engaged in the academic demands of the MA State Frameworks and the WIDA English Language Development standards. ELs are challenged to meet the same academic demands as their grade-level peers.
Teacher Qualifications: Stacy Middle School has ten highly qualified ESL-licensed teachers in the English Learner Education department who explicitly teach English language development. In addition to offering ELD instruction, ESL teachers co-teach grade-level content in the areas of math, science, and social studies, differentiating instruction based on their student's language proficiency and literacy levels. ESL teachers have access to all grade-level texts and materials that their mainstream teacher counterparts have.
SEI Endorsement: All general and special education teachers in grades 6-8 are SEI endorsed per state requirements.
Curriculum: The National Geographic series, Inside, is used as the basis for English Language Development instruction. This curriculum is aligned with content area and grade level Common Core state standards (CCSS) and the 2020 WIDA Standard Frameworks. Curriculum maps are developed or are 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 SEI teachers have been trained to utilize WIDA Standards to make necessary adjustments to instruction and track student processes using both formal and informal assessments.
Collaboration: ESL teachers attend departmental monthly department meetings, weekly grade-level department meetings, and daily planning meetings with other content area teachers to collaborate on strategies to increase comprehensible input for their English learners and co-plan. Weekly meetings are scheduled for all teachers on the grade-level SEI team to remain up-to-date on their students’ progress, as well as to meet with guidance, coordinators, and instructional coaches.
Parent Involvement: Communications with families and caregivers occur in a variety of ways. Text messages and school announcements via the “TalkingPoints Parent” app, emails, newsletters, forms, and flyers are sent home to families in their home languages to keep them informed about ongoing school activities and important upcoming dates. Telephone calls for the scheduling of meetings and other more individual student matters are made on an as-needed basis to parents as well.
Facilities: There is instructional space specifically provided for all models of ELD/ESL delivery instruction.
Milford High School: Grades 9 - 12
Model: MPS has nine highly qualified ESL-licensed teachers in the English Learner Education department who explicitly teach English language 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 English learners at the foundation entering level of learning the English language. 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 levels 3-5 attend one period of ELD instruction per day.
UNIDOS Academy: Milford High School offers a cohort program for newcomers. The UNIDOS Academy program is designed to integrate newly enrolled students and accelerate their social and academic English development. Students take ELD 1, ESL Literacy 1, ESL Civics, Biology Concepts, Topics in Algebra, and Language of Acquisition.
Night School: In addition to our regular programming, Milford High School offers an EL Night School option. The Night School program is an alternative program designed for overage English-language learners (ELs). Overage ELs are students who are at least 16 years old at registration and who will be over 19 years old at their projected graduation date, as calculated at registration. The program aims to advance students’ English proficiency while earning their Competency Determination (CD) by passing the ELA, Math, and Science MCAS, after which they can be awarded a Milford High School diploma. Classes meet Tuesday, Wednesday, and Thursday evenings from 5 pm to 9 pm at Milford High School.
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. DESE MCUs are used as a model for the development of the UbD ELD maps at MHS.
Parent Involvement: This happens in various ways, such as newsletters, forms, and flyers that are sent home to families in their home languages to keep them informed about ongoing school activities, as well as, emails and TalkingPoints text messaging.
Last Updated: 01/2024