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 countries worldwide. Over 20 different languages are spoken by our 1,600+ ELs and Former English learners (FELs). 33.4% of Milford Public School's total student population are designated as English learners. However, roughly 52.6% of the total student population live in homes where their first language is not English (FLNE / based on the October 2023 SIMS).

The languages represented in Milford Public Schools are English, Portuguese, and Spanish, with most students born in (or their parents originating from) 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 different schools, containing 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 the Federal government's requirements and the state of Massachusetts, Milford Public Schools provides an English learner program designed to meet the needs of students whose native language is other than English. The purpose of the program is to accelerate English language literacy so that second language learners will be successful in all academic endeavors while at the same time 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 our students primarily using the English language.

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. English learners are taught by effective, well-prepared, and culturally responsive educators who hold them to high standards and have the materials and professional learning they need to advance students’ academic and linguistic development simultaneously. English learners have equitable access to meaningful and rigorous learning opportunities that build on their cultural and linguistic assets and 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:

The mastery of the standard, academic English, and the understanding of social and cultural norms allow for 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 and 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 upon the assets and contributions of culturally and linguistically diverse students by respecting ELs' cultural richness and linguistic advantages; therefore, we employ teaching practices and instructional strategies that respect, affirm, and build upon the language and culture of each child.
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 sheltering 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 be 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 Resource Center (FRC) ESL Test Administrator and bilingual staff at the FRC receive training by 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 proficiency in English. This will be accomplished through direct English language development instruction provided by qualified ESL instructors. English language proficiency is assessed yearly through ACCESS for ELLs 2.0. Student proficiency growth is measured by comparing the ACCESS for ELLs 2.0 scores from year to year, not only the overall score but the scores for the different 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. ELs’ access to interventions is ensured through the District Curriculum Accommodation Plan (DCAP) process of having an EL case manager as part of 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. This is guaranteed by EL programming and schedule development between building administration and the EL Coordinator and EL Director.
To ensure that all EL students have equal access to grade-appropriate textbooks and materials. EL CTLs are responsible for compiling lists of materials utilized in the instruction of ELs.
To monitor the instruction of our English and Former English Learners (FEL) students so that we have assurances that they are progressing. We will use state-mandated ACCESS for ELLs 2.0 and MCAS scores to make our determinations and school-based formative and summative assessments in ELD and across content areas. 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. Accessibility to core content is provided by ESL teachers 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. Validating that cultural and linguistic diversity are assets that our second language learners possess and 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.

Last Updated: 4/28/24