Program Introduction

Welcome To Our Program

Welcome to the Milford, Massachusetts, English Learner (EL) program! At Milford, we are blessed with a diverse student population and currently serve students from around the world. Our 1,170+ ELs and 575+ Former English learners (FELs) speak over 20 languages. 28% of Milford Public Schools' total student population is designated as English learners. However, roughly 52% of the total student population live in homes where their first language is not English (FLNE / based on the October 2025 SIMS).

The languages represented in Milford Public Schools are English, Brazilian Portuguese, and Spanish, with most students born in the USA, Brazil, or Ecuador.

Other languages represented in Milford Public Schools:

American Sign	Arabic	Bulgarian	Cape Verdean
Chinese- Cantonese	Chinese - Mandarin	French	German
Greek	Gujarati	Haitian Creole	Italian
Korean	Lao	Lugandan	Pilipino/Tagalog
Pushto	Quechua	Russian	Serb-Croatian
Swahili	Tamil	Twi	Vietnamese

In Milford's six schools, serving grades PreK–12, we have qualified English as a Second Language (ESL) and Sheltered English Immersion (SEI) teachers, as well as SEI-endorsed building administrators (principals and assistant principals).

Per federal and state requirements, Milford Public Schools provides an English learner program designed to meet the needs of students whose native language is other than English. The program aims to accelerate English language literacy so second language learners can succeed in all academic endeavors while valuing the social and cultural knowledge English learners bring to school. MPS practices a sheltered English immersion (SEI) model in each of our schools; we teach students primarily in English. We also have a Spanish/English dual language immersion program, La Comunidad, located at Memorial Elementary in Grades K-1, with a plan each year to progress up to Grade 5 at Woodland Elementary School.

EL Program Mission Statement

Milford Public Schools provides research-validated, systematic, explicit, and sustained language instruction to English learners (EL), designed specifically to develop social, instructional, and academic language within the four language domains (speaking, listening, reading, and writing) in conjunction with subject matter content (language arts, mathematics, science, and social studies). A language-focused ESL curriculum aligned to the WIDA English Language Development Standards and grade-level core-content standards enables EL students to become successful individuals in the mainstream classroom, overall school environment, and community at large.

EL Program Vision Statement (adopted from MA DESE English Learner Education Department)

English learners in Milford, Massachusetts attend schools where all educators share responsibility for their success, engage effectively with their families, and value and nurture their linguistic and cultural assets. Effective, well-prepared, and culturally responsive educators teach English learners, hold them to high standards, and provide the materials and professional learning they need to advance students’ academic and linguistic development simultaneously. English learners have equitable access to meaningful, rigorous learning opportunities that build on their cultural and linguistic assets and provide the academic, linguistic, social, and emotional support they need to excel. English learners thrive in high school and graduate with the knowledge, skills, and abilities necessary to be successful in college and/or a career of their choice and to contribute to civic life in a global community.

EL Program Core Beliefs

Program Goals for the Milford Public Schools EL Program

The following are the EL program’s goals and evidence of how our goals are achievable:

Mastery of standard academic English and understanding of social and cultural norms support access, equity, and social justice.
We challenge linguistic discrimination, cultural biases, and racism in education.
We draw upon research and practice to create the best resources for students, families, and educators.
ELs are held to high standards, held accountable for grade-level standard mastery, and are provided with appropriate learning environments and instructional materials.
Instruction is tailored to each EL’s proficiency level and adapted to individual learning needs and styles to increase student progress.
We recognize and build on the assets and contributions of culturally and linguistically diverse students by respecting ELs' cultural richness and linguistic advantages; therefore, we use teaching practices and instructional strategies that respect, affirm, and build on each child's language and culture.
Parents play an important part in enhancing their child’s academic and linguistic performance by becoming active partners in their child's education.
Ongoing staff professional development in language acquisition, cultural awareness, and sheltered content for ELs is essential for all educators to implement effective instruction.
ELs are integrated and included in the school learning community.
To ensure that all students entering our district schools who speak a language other than English at home are placed, if applicable, in an English Language Development (ELD) academic program that meets their needs. This will be based on listening, speaking, reading, and writing assessments administered within 30 days of enrollment in our district’s schools. The Family Welcome Center (FWC) ESL Test Administrator and bilingual staff at the FWC receive training from the EL Director to administer the home language survey, SLIFE pre-screener, WIDA entrance language proficiency assessments, and SLIFE native literacy and mathematics diagnostics.
To ensure that each EL student continually improves their English proficiency. This will be accomplished through direct English language development instruction provided by qualified ESL instructors. Massachusetts Public Schools assess English language proficiency yearly through WIDA ACCESS. Student proficiency growth is measured by comparing ACCESS scores from year to year, including scores in the listening, speaking, reading, and writing domains.
To provide English language learners with equal access to comprehensible, sheltered instruction in all academic areas to reach their full academic potential. Content area teachers will receive targeted professional development training to achieve this goal. The SEI Endorsement is considered evidence of attaining this goal. According to the Massachusetts Department of Education, “Sheltered content instruction is not just good teaching or generic differentiated instruction. To shelter content instruction effectively, a teacher must have knowledge of second language acquisition, English language development, the relationship between culture and language learning and language use, sociolinguistics and non-traditional assessment of content learning.”
To ensure all EL students have equal access to all district programs and intervention services. These include Special Education, Title I, math and reading intervention services, “specials” instruction such as music, art, and physical education, access to advanced placement courses, etc. The District Curriculum Accommodation Plan (DCAP) process ensures ELs' access to interventions by including an EL staff representative on the building-based team. ELs’ access to Title I services (Reading Intervention and Math Intervention) is ensured by working with the Title I Director to create qualifications and reclassification procedures. All EL students attend specials. Building administration, the EL Coordinator, and the EL Director develop EL programming and schedules to ensure this.
To ensure that all EL students have equal access to grade-appropriate textbooks and materials. EL CTLs compile lists of materials used in EL instruction.
To monitor instruction for our English and Former English Learners (FEL) students to ensure they are progressing. We will use state-mandated ACCESS and MCAS scores, along with school-based formative and summative assessments in ELD and across content areas, to make our determinations. FELs are monitored twice a year through formal FEL monitoring forms completed by the SCI core-content teachers.
To include EL students in MCAS preparation instruction and support, as evidenced by student schedules.
To ensure the mastery of subject matter in all core content classes. Mastery is measured through formative and summative assessments and MCAS scores. ESL teachers provide access to core content through a content-based ESL curriculum and sheltered instruction in SCI classes.
To encourage the participation and involvement of our EL students’ families through school outreach programs. Evidence of achieving these goals is in the communications sent home in the home language and attendance lists.
To help our EL students develop a positive self-concept as they develop their English proficiency. Validate that cultural and linguistic diversity are assets our second language learners bring to our community. To achieve this goal, our UbD curriculum maps include social-emotional learning standards and socio-cultural implications for each unit of study.
To create a collegial atmosphere within each school and between schools to ensure coordination of academic programming and monitoring of student needs. To involve our ESL staff members in all professional development training and department meetings for this essential coordination. Evidence of this goal is the interschool Curriculum Team Lead (CTL), Department meetings, and professional development opportunities provided by the district at the beginning of the school year, on half-days, during contractual meetings, and by providers throughout the school year.