English Learner Education Handbook

The term “English learner,” when used with respect to an individual, means an individual

1. who is age 3 through 21;
2. who is enrolled or preparing to enroll in an elementary school or secondary school;
3. who was not born in the United States or whose native language is a language other than English;
   • who is a Native American or Alaska Native, or a native resident of the outlying areas; and
   • who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
   • who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
4. whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual: 
   • the ability to meet the challenging state academic standards;
   • the ability to successfully achieve in classrooms where the language of instruction is English; or
   • the opportunity to participate fully in society.

State law defines the term “English learner” as: “a student who does not speak English or whose native language is not English, and who is not currently able to perform ordinary classroom work in English.” (G.L.c.71A,§2.)
 

Consistent with the Department of Education’s Educational Vision and the asset-based lens it uses, the Massachusetts Department of Elementary and Secondary Education and Monomoy Regional School District will use the term “Multilingual Learners” (MLs) when referring to students who are, or have been, consistently exposed to more than one language. 

This inclusive term includes a variety of student groups who use other languages in addition to English, including English learners (EL), former English learners (FEL), students whose first language is not English, heritage language learners, world language learners, students in dual language programs, etc. This shift in terminology takes an asset-based approach to: 
1) acknowledge that students’ first languages and cultures are a strength; and 
2) emphasize the importance of literacy and proficiency in multiple languages. 

Adopting this term is one step toward operationalizing the Department’s Educational Vision and Monomoy’s core value statements, both of which promote “culturally and linguistically sustaining practices that will support students to thrive by creating affirming environments where students have a sense of belonging, engage in deeper learning, and are held to high expectations with targeted support.” Specifically, it aligns with our commitment that “all students are known and valued” by respecting and honoring “what they bring to the school community, including their unique identities, strengths, interests, needs, languages, exceptionalities, and backgrounds” and engaging in “learning that values and builds on their background knowledge, lived experiences, and cultural and linguistic assets.”

The Department, as well as MRSD, will also continue to be intentional about using the term English learner (EL) for policy, data reporting, and other purposes referring to the specific subset of MLs who are classified as ELs. Because English learner is the term that is used in federal and state laws, regulations, and policies, it is important not to dilute the federal and state protections and rights to which ELs are entitled and to be explicit about when we intend to refer to this designated group versus when our purpose warrants a broader and more inclusive term.

Therefore, MRSD and MA DESE will continue using the term English Learner or EL for legal compliance, data reporting, and other EL-related purposes. For all other purposes, the Department and the district will begin using the term Multilingual Learner or ML. 

Step 1:  Review the MRSD ELE Handbook
Step 2: Administer a home language survey (HLS) provided by the MA Department of Education to all new, preK-12 students upon enrollment. 

• The individuals administering the HLS should be professionals, such as teachers, principals, or guidance counselors, who have had training in the procedure. It is not appropriate for school secretaries or paraprofessionals to perform this task. 
• HLS administrators should clarify that the HLS is not intended to confirm citizenship status, or predetermine ELE services.  
• Prior to administering the HLS, MRSD will consider the student’s placement in their previous district and review available documents and the data available in Edwin Analytics for any student transferring from another Massachusetts district. Regardless of the information provided in the new district’s Home Language Survey (HLS), districts should place students identified as ELs in their former district in an English Learner Education (ELE) program. ELE services should be provided upon enrollment. If there is documentation of the student’s status as a Formerly English Language (FEL) from another MA district, then districts should monitor the student’s progress and provide any necessary support for four years. If FEL status is determined outside of a MA school district, the student must be enrolled in ELE programming until MA FEL standards are met.
• Should there be any unclear or contradictory responses on the HLS survey, the school’s principal or designee will meet with the caregiver (or student if age 18+) to clarify any responses.
• All HLS will be kept in the cumulative files for the student. Data on enrollment decisions as well as the caregiver's primary or preferred language for communication will be recorded in Aspen.
• The principal or designee (ML educator) will inform the caregiver(s) of initial placement decisions, and will also inform caregivers of such decisions by sending out caregiver notification letters and data entry.
• Registration processes are available online, and if further support or translation is needed, registration can be done with the Central Registrar at the MRSD Central Office. Phone translation services as well as digital translation devices (Translate Live) will be provided. Translated versions of the HLS can be found on DESE’s website.

Step 3: Screen the English proficiency of a student when the answer to any of the questions on the HLS is a language other than English.

• Districts must screen every newly enrolled student whose HLS indicates that there is a language other than English spoken at home. In other words, districts must administer a language proficiency screening test when the answer to any question on the HLS is a language other than English with the following limited exceptions:

  • Students who were previously classified as ELs and were then reclassified as FELs in their former districts;
  •  Students who transferred from another district within Massachusetts;
  • The only reason another language is referenced on the HLS is due to the student's enrollment in a world language course.
• Under the definition of English learner in section 8101(20) of the Elementary and Secondary Education Act of 1965 (ESEA), a child may meet the definition of EL as young as age 3. Therefore, it is the district’s obligation to administer the HLS to enrolling Pre-K programs. If the answer to any of the questions in the HLS is a language other than English, MRSD will administer the Pre-K Screening Tool provided by the Department.

The decision to opt out must be voluntary and informed, and not the product of district practices or influence, the result of inadequate or inaccurate information, or inadequate district resources. In opt-out cases, MRSD will inform the parent/caregiver of the services the child would receive in the district’s ELE programs, as well as the type of support that the district will provide to the student if the parent/caregiver decides to opt out. Parents/caregivers should revisit their decision to opt out every year and submit a new request for the current academic year.

If a parent/caregiver of an EL student decides to opt out of an ELE program, MRSD will place the student in an English language classroom with an SEI-endorsed teacher and maintain the parent/caregiver’s opt-out notice for each year in the student’s file. 

Under federal law, districts must provide instructional support to ensure all EL students, including those whose parent/caregiver has chosen to opt out of ELE programs, have access to the curriculum and receive the same opportunities to master the academic standards and curriculum frameworks as their native English-speaking peers.

Note: Districts must also classify the opted-out student as “ELs” on district reports, annually assess their language proficiency with the state mandated English language proficiency test ACCESS for ELLs, and notify parents/caregivers of their child’s participation in such assessments, as well as assessment results. 

Therefore, in practice, a parent/caregiver’s choice to opt their child out of an ELE program ordinarily means their child will not receive separate English as a Second Language (ESL) instruction focused on language development, but MRSD will provide the necessary support and actively monitor the student’s progress to meet the student’s English language and academic needs. MRSD may also provide additional literacy and language support through reading specialists qualified to teach ELs or establish structured opportunities for the students’ content area teachers to plan content area instruction in collaboration with a licensed ESL teacher.

MRSD will also keep a record of how such students are provided meaningful access to the curriculum and how they are progressing academically. When a student demonstrates English proficiency through ACCESS for ELLs (see reclassification section), districts should reclassify the student and document the change in the student’s EL classification, including evidence used to inform the reclassification, in the student’s record.

Monitoring of opt-out students will follow same guidelines as FEL students, and all students will be monitored by the building-based MTSS data teams.  If needed, tiered instructional support will be provided as outlined in the MRSD MTSS Handbook.

Note: All students identified as EL will be coded in all future state reports (SIMS) and submitted to the Department until the student is reclassified as a Former English Learner (FEL).

MRSD will maintain records of each student enrolled in an ELE program in each student’s cumulative file. These records must include, but are not limited to, entry/exit information, ACCESS for ELLs and MCAS scores, screening test results, report cards and progress reports, documentation of monitoring for FELs and opt-out students and documentation of conferences and written communication with the parent/caregiver. 

Districts that enroll an EL student for the first time must provide language assistance services to the EL without delay.

MRSD will provide all the necessary resources to implement a Sheltered English Immersion (SEI-see more information below) program for all EL students including the provision of qualified instructional and support staff, ESL and content curricula, instructional equipment and materials, and instructional space.

State and federal civil rights laws, including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, require school districts to allow multilingual/English learners the opportunity to participate in all programs, services, and activities offered by the district.  Districts may not categorically deny multilingual /English learners from participating in any program, service, or activity solely based on students’ English proficiency.  This includes honors and advanced courses, online programs, Title I services, special education, Advanced Placement, early college programming, extracurricular activities, internships, clubs, and athletic programs. If, for example, a school district has a process for locating and identifying students for a particular program or activity, it must also locate and identify multilingual/English learners who could benefit from the program. Tests used to place students in specialized programs should not prevent a student from qualifying simply based on a student’s English proficiency.  For programs with entrance exams, testing multilingual/English learners in English may not effectively demonstrate their ability or skills. Testing in the student’s primary language may be necessary to provide multilingual/English learners an equal opportunity to participate (Washington DESE).

Avoiding Unnecessary Segregation for EL students: While some ELE programs may require that EL students receive separate instruction for a limited period of time (such as a newcomer program), MRSD will carry out its ELE programs in the least segregative manner. Although there may be program-related educational justifications for providing a degree of separate academic instruction to ELs, these programs should be voluntary and MRSD will create opportunities for ELs to be with their English-speaking peers during lunch, recess, extracurricular activities, and in classes such as physical education, music, and art.

Note: Districts must provide EL students in self-contained programs with equal access to grade-level curricula, special education, and extracurricular activities.

All EL and FEL students will be entered into MRSD and receive Sheltered English immersion (SEI) programming. SEI is defined in G.L.c.71A as “an English language acquisition process for young children in which nearly all classroom instruction and instructional materials are in English, but with the curriculum and presentation designed for children who are learning the language. Books and instruction materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child's native language when necessary, no subject matter shall be taught in any language other than English, and children in this program learn to read and write solely in English.”

According to the U.S. Department of Education’s Newcomer Toolkit (June 2023), newcomers are “K-12 students born outside the United States, who have arrived in the United States in the last three years, and who are also still learning English. This designation is temporary.” They are a heterogenous group with different needs; some may arrive in the U.S. voluntarily, while others are forced to leave their home countries due to violence, war, or natural disasters (e.g., refugees or asylees). Some may adjust to life and school in the U.S. with relative ease, while others encounter significant challenges. In addition to facing challenges adjusting to a new life in America, newcomer students and their families are also adjusting to an education system and language that may be very different from their prior experiences. MRSD is committed to the important responsibility of providing a safe, welcoming, and inclusive environment for newcomers and their families. This means serving newcomers through existing ELE programs (Sheltered Immersion Instruction). 

As described in the U.S. Department of Education’s Newcomer Toolkit, a Newcomer Program refers to a specially designed program within a public school for newcomer students. MRSD is committed to designing and applying for approval of a newcomer program by FY27. This program will be temporary, with students moving into general education classrooms as soon as possible, generally within a year of entering the program. Once developed, this program will have a clear entrance and exit criteria for students in the program, along with a common vision for culturally and linguistically sustaining practices with the goal of promoting a sense of belonging for newcomers and their families in the school community. In the design of Newcomer Programs, MSRD will pay special attention to identifying opportunities for newcomers in these programs to be integrated with non-EL peers and should establish clear processes for newcomers’ transition to mainstream programs or postsecondary options.

How the district should evaluate student transcripts and/or prior academic history:  

For newcomer students whose goal is a high school credential, schools should carefully examine the student's prior academic history through an asset-based lens and accelerate credit accumulation whenever possible. For example, districts may designate students with demonstrated fluency and literacy in their home language as meeting the MassCore recommendations for a world language. This process should consider grade placement, award appropriate credits, and place students into appropriate courses.   

Evaluating newcomer students' prior academic history can be difficult as some students may be missing transcripts, have only partial transcripts, or have only untranslated versions of their transcripts. Some students may also arrive with limited or interrupted formal education (for more information on SLIFE see below).  

Resources to help determine placement: 

REL Northwest's “Welcoming, Registering, and Supporting Newcomer Students: A Toolkit for Educators of Immigrant and Refugee Students in Secondary Schools” gives some helpful advice and resources for interpreting international transcripts. 

MassCore, the state-recommended program of study intended to align high school coursework with college and workforce expectations. 

Some resources for country-specific transcript conventions include: 

• Evaluating Foreign Transcripts: A Resource Guide for School Districts (Rhode Island Department of Education, 2012), which contains transfer equivalencies that include information on more than 75 countries.  
• Index of Secondary Credentials (International Education Research Foundation, 2010) lists international secondary credentials, as well as a selection of sample documents. 

Resource for validating international transcripts: 

• Chapter 5 of Working with Refugee Students in Secondary Schools: A Counselor’s Companion (Minnesota Department of Education, 2010) provides guidance on how to recognize and validate an international transcript and how to understand grading scales. 

It is critical to support credit accumulation toward graduation requirements and help the student and parents or guardians understand what is required for graduation. Opportunities to accelerate credit accumulation as students gain competency in English language acquisition and in the content areas will create a more tenable pathway to graduation. Importantly, students who are older and under-credited should be provided access to credit recovery and acceleration programs and informed of alternative pathways, with the goal of helping them understand all available options that may help them meet their individual goals.

MRSD will use the following resources to guide decision-making:

• Washington’s Policies & Practices Guide, chapter on “Newcomer Students.”
• Virginia’s “English Learner Resource Document for School Counselors, English Language Learner Educators, and Administrators.”

SLIFE (students with limited or interrupted formal education) are English learners, ages 8-21, who have gaps in their education from their home country due to no formal schooling, interruptions in formal schooling defined as at least two or fewer years of schooling than their typical peers, or consistent but limited formal schooling (e.g., school days were significantly shorter or compulsory education ended earlier than in the U.S.). 

SLIFE may have emerging literacy skills in home language and/or English and need intensive supports to strengthen foundational skills in literacy, numeracy, and other content areas. They are often at risk of dropping out of school and may need intensive support. At MRSD, SLIFE are placed in existing ELE programs, and receive SEI. They may also receive additional support to close the educational gaps in their academic background. 

Educators who teach ELs must hold an appropriate license or current waiver issued by the Department. MRSD will take steps to ensure that core academic teachers providing sheltered English instruction (SEI) to one or more ELs and principals/assistant principals or supervisor/directors (for example, the department head) who supervise or evaluate such teachers have or obtain their SEI endorsement. Prior to the beginning of each school year, districts, including charter schools, shall verify that each of the educators in an English learner program is properly endorsed for that program. Compliance letters outlining required steps will be sent from Human Resources to faculty not holding appropriate endorsements. If compliance is not completed in the designated time period, termination letters will be sent.

Regardless of the ESL approach, method, or setting of instruction (pull-out, push-in, co-teaching, embedded, or self-contained), MRSD will provide ELs with subject matter content and ESL instruction aligned to the Massachusetts Curriculum Frameworks and the WIDA ELD Standards Framework. MRSD curricular resources are a combination of.district-developed and purchased curricular resources that address the English language needs of the EL population at all levels and is integral to an effective ELE program in which EL students become English proficient at a rapid pace. Regular curriculum cycles, at least every two years, will evaluate the curriculum and curricular resources to ensure both are coherent, aligned to state standards, and efficacious. 

School leaders and teachers are responsible for making the challenging academic standards accessible to students who are learning rigorous academic content while learning the language of the content instruction. Instructional content for EL students must be age-appropriate and standards-based. Districts must award EL students credit that will count towards graduation and promotion upon successful completion of the coursework.

This review process includes the following steps:

1. Determination to ensure curriculum and identified priority standards provide a full year’s worth of dedicated ESL instruction, given the Massachusetts Definition of ESL Instruction;
2. High-quality instructional material review to ensure that all ESL instructional materials are aligned to the WIDA English Language Development Standards Framework (2020), with the support of the WIDA PRIME tool, and are integrated with the Massachusetts Curriculum Frameworks; and
3. Should the program or resources prove to be ineffective, corrective measures will take place.

Possible ELE Program Evaluation Questions

1. Does MRSD have a Home Language Survey to identify a student's first or home language?
2. Is there evidence that every PreK-12 student has a completed home language survey?
3. Is there evidence that all students with a home or primary language other than English have been assessed for English proficiency without any substantial delays?
4. Are procedures for determination of language proficiency completed by properly trained personnel?
5. Does MRSD have procedures to inform parents/caregivers promptly that their child has been identified for participation in the ELE program?
6. Does MRSD have processes in place to annually measure the English proficiency of EL students?
7. Does MRSD have on file a description of the progress made by EL students on English proficiency?
8. Does MRSD have a program of service that provides coherent, sustained English language development based on research or accepted theories?
9. Does MRSD’s educational program design include provisions for language minority students to meet state academic content and performance standards required of all students?
10. Does MRSD have a program of services for EL students that includes a comprehensive high school education leading to graduation with a high school diploma?
11. Does MRSD have a program of services that provides meaningful access to elective classes as well as special programs such as programs for gifted and talented students?
12. Has MRSD implemented a referral process for special education eligibility that attempts to rule out the possibility of EL students being identified for special education programs based on limited English proficiency?
13. Does MRSD have evidence that former EL students who have been reclassified as FLEP are monitored for at least two years after exiting the language instruction program? How many were successful? How many were not successful? If not, was it due to lack of English proficiency or another reason?
14. Does MRSD have evidence that appropriate interventions were made when reclassified students were not succeeding, such as tutorials, intensified instruction, and extended day/year?
15. Does MRSD have a description on file of the progress made by former EL students reclassified as FLEP in meeting challenging state academic content and performance standards for each of the two years after exiting the language instruction program?
16. Is there documentation of proper certification/license/endorsements for instructional staff of EL students?
17. Does evidence exist that high-quality professional development is being carried out? High quality professional development is designed to improve instruction and assessment of EL students and enhance the ability of teachers to understand and use curricula, assessment, and instructional strategies.
18. Does MRSD have procedures to determine the effectiveness of professional development activities provided to teachers of EL students?
19. Is there documentation that appropriate programs, activities, and procedures that promote language minority parents/caregivers and community participation?
20. Has MRSD established an annual review process to determine whether EL students at each school are making adequate yearly progress (AYP) toward attaining English proficiency?

MRSD will also identify and make available supplementary materials and resources such as specialized books and equipment as needed to implement the ELE program in the district. Instructional materials provided to EL students should be equivalent to the ones provided to the other students in the district.

MRSD will provide dedicated classroom space in which to educate EL students in appropriate facilities, comparable to the facilities provided to non-EL students.

EL students must have equal access to all educational program opportunities and instructional programs or extracurricular activities available within the school for which they qualify. Their level of English proficiency does not determine participation in academic programs and services including counseling services, special education services, performing and visual arts, athletics, and any elective classes offered in the school. For instance, MRSD will ensure that entrance into any specialized programs, such as Advanced Placement courses, do not screen out EL students because of their limited English proficiency.

In addition, MRSD will provide a multi-tiered system of support for all EL/FEL students.  If necessary, MRSD will also identify and evaluate EL students who may have a disability in a timely manner and may need special education services or disability-related services under Chapter 71B of the General Laws, the Individuals with Disabilities Education Act (IDEA), or Section 504 of the Rehabilitation Act of 1973. To avoid inappropriately identifying EL students as students with disabilities because of their limited English proficiency, MRSD will assess EL students in their home language and in the form most likely to yield accurate results of the student’s abilities, unless it is clearly not feasible to do so.

EL students also have a right to receive any guidance and counseling offered by the district in a language they can understand, including, e.g., academic, psychological, college and career counseling as provided by the school psychologist, school adjustment counselor/social worker, guidance counselor, or career counselor.

1. Each EL student is evaluated annually for English proficiency and content skills. EL students in grades K–12 will be assessed annually in English language skills using the ACCESS (Assessing Comprehension and Communication in English State-to-State). All EL students will also participate in the grades 3-8, and grade 10 MCAS testing appropriate to their grade levels. These results are documented in the student’s file in ASPEN. Copies (translated if necessary) of the ACCESS and MCAS results will be provided to the parents/caregivers, with context and explanation as needed. 
2. Each building ESL team will meet at a Professional Learning Community (PLC) meeting to review the progress of all EL students in all schools at least three times per year: after the end of the first trimester for elementary and middle students or first semester for high school students and then within each trimester (elementary/middle school) and 3rd and 4th quarter (high school). If a student is not making progress, or does not meet annual proficiency goals on the ACCESS test, the student will be referred to the Multi Tiered System of Support team/Acceleration Intervention Planning team in their attending school (see MTSS and EL process).
3. Chapter 71A and Title VI require that Limited English Proficient students are entitled to language support services until they are proficient enough to participate meaningfully in the district’s general education programs. Districts cannot limit the time necessary for language services for those students who are not yet able to participate meaningfully in the school’s programs. 
4. Monitoring Tools: 
   • ACCESS/ACCESS ALT – Comprehension and Communication in English 
   • MODEL – Measure of English Language Development 
   • W-APT – WIDA-ACCESS Placement Test 
   • State Testing (MCAS) 
   • Student Portfolios including writing samples 
   • District Common Assessments (i.e., MAP, iReady K-8)
   • Reading Assessments (i.e., DIBELS, QPS, other trigger assessments.) 
   • Other assessments (formative and summative) as needed by the ESL and general education teams
5. School-based teams must review the annual ACCESS for ELLs results when making placement or reclassification decisions for EL students. MRSD will not reclassify students based on the number of years an EL student has been in an ELE program or their disability.

Resources:

• Monomoy Regional School District Multi-tiered System of Support Toolkit
• Monomoy Regional School District Curriculum Accommodation Plan
• Monomoy Regional School District Literacy Plan

ELs in grades 3 through 8 must participate in all MCAS tests scheduled for their grade, regardless of the language program or services they are receiving or the amount of time they have been in the United States, with one exception: Spring 2025 ELA testing is optional for ELs who enrolled in U.S. schools after March 1, 2024, and who were not reported in the March 2024 SIMS report. If a first-year EL participates in ELA testing, results are reported for diagnostic purposes only. Grade 10 EL students must participate in ELA testing, with the same exceptions for first-year ELs as noted above. Grade 10 ELs must also participate in the grade 10 Mathematics test. EL students in high school must participate in one of the high school Science tests (Physics, Biology) by the end of grade 10. In addition, all EL students are required to participate in the ACCESS for ELLs tests to comply with federal and state laws. 

Participation Requirements for Spring MCAS Testing

Selecting Accessibility Features and Accommodations for EL Students
Identifying which universal and designated accessibility features and accommodations are appropriate for an EL should be done by a group of educators familiar with the student. 
The decision-making team may include any of the following:

•  the student 
•  the student’s English-as-a-Second-Language (ESL) educator
•  a school administrator (principal/assistant principal) 
•  a general educator (subject area teacher) 
•  a special educator (if appropriate) 
•  a parent or guardian 

Decision-making teams are encouraged to determine appropriate accessibility features and accommodations for EL students as early as possible in the school year to ensure that the student becomes familiar with them prior to MCAS test administration. 
Accessibility features and accommodations are intended to remove barriers and allow EL students to demonstrate their knowledge and skills more effectively. Because a student’s level of English language proficiency is transitional, and the student’s linguistic needs will differ from one year to the next, universal and designated accessibility features and accommodations should be examined and revised annually as the EL student makes progress toward attaining English proficiency. 

Decision-Making Procedures 
When selecting accessibility features and accommodations for EL students, classroom teachers should do the following:

• Examine the range of supports allowed on MCAS/ACCESS/district-wide tests, and evaluate which supports may help the EL student access the curriculum and take assessments more effectively.
  • Has a particular accessibility feature and/or accommodation been used successfully in the past to assist students in similar situations and at similar English proficiency levels? 
• Try out the selected supports during routine instruction to determine whether they meet the student’s needs.
  • Does the feature and/or accommodation help the student overcome the barriers posed by developing English language proficiency?
  • Is the student comfortable using the feature or accommodation? 
• Observe the student using the accessibility feature or accommodation in the classroom (or if possible, across different classrooms and school settings), and inform members of the decision-making team which accessibility features or accommodations seem appropriate and effective. 
• Based on the classroom trial, select the appropriate features and/or accommodations for use on the MCAS tests. 
• Document which accessibility features or accommodations were chosen, listing them in the PNP section of the MCAS platform and also on locally developed form (see Appendix A).
• ESL teacher will communicate all accessibility features or accommodations that were chosen to all teachers that are assigned a class/course with this student.  The team will monitor to ensure that all accommodations are minimizing barriers and are successful strategies to employ.  This information will be collected each year with a review each year of this decision-making process.

The U.S. Department of Education’s Title III Office has strongly encouraged states to develop statewide processes for exiting students who take alternate English language proficiency assessments. Criteria for reclassification as a former EL (FEL) must include minimum scores on the Alternate ACCESS assessment and may include other state-defined considerations.

While this section focuses on the criteria for reclassifying EL students who take the Alternate ACCESS assessment, we are committed at MRSD to properly identify and serve all EL students with disabilities, including those with the most significant cognitive disabilities. For example, under the Individuals with Disabilities Education Act (IDEA), school districts must make sure that any “assessments and other evaluation materials used to assess a child under this section:

 (i) are selected and administered so as not to be discriminatory on a racial or cultural basis; 

(ii) are provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer; 

(iii) are used for the purposes for which the assessments or measures are valid and reliable;

 (iv) are administered by trained and knowledgeable personnel; and (v) are administered in accordance with any instructions provided by the producer of the assessments.” 

For reclassification purposes, MRSD will first consider the results of the Alternate ACCESS to identify the student as a potential candidate for reclassification from EL status. If a student meets the minimum criteria on the Alternate ACCESS assessment, the School-Based Language Team must also consider English Language Proficiency Observation Forms completed by the student’s special education and English as a Second Language teachers to determine whether the student has achieved English language proficiency and is ready to exit ELE services. 

In Massachusetts, an EL student who takes the Alternate ACCESS is eligible to exit ELE services and be reclassified as a former EL (FEL) when the student meets the criteria outlined in Table 1. Before exiting an EL student who took the Alternate ACCESS test from ELE services, the School-Based Language Team must determine that the student has achieved English language proficiency by meeting the criteria outlined below:

Criteria for Making Exiting Decisions for ELs Who Take the Alternate ACCESS Assessment 

The School-Based Language Team should have strong two-way communication with parents/caregivers of ELs about exiting decisions. If the parents/guardians have limited English proficiency, the School-Based Language Team must communicate with parents/caregivers in their primary language about exiting decisions.  

Note: The School-Based Language Team making EL exiting decisions should at a minimum include an English as a Second Language (ESL) teacher and/or language specialist, the student’s special education teacher, related services providers (as appropriate), Evaluation Team Leader/IEP team chairperson, and other relevant professional staff who may be familiar with the student. While the School-Based Language Team makes ELE exiting decisions, it in no way impacts the role of the IEP Team under state and federal special education laws.

English language proficiency benchmarks for EL students support MRSD staff to strengthen student outcomes for EL students. The Department will annually determine the English language proficiency benchmarks for individual EL students and provide them to MRSD every fall. Meeting benchmarks means that an EL is on track to attain English proficiency within six years of entering a Massachusetts public school. Please see Guidelines for the Use of Benchmarks toward Attaining English Proficiency.

The LOOK Act requires districts to identify EL students who do not meet English proficiency benchmarks. MRSD procedure is as follows:

• The school-based Acceleration/Intervention Planning (AIP) team meeting will be requested by the ESL teacher. This team will include the ESL teacher, other educators, the student (if appropriate), and parents/caregivers;
• At the AIP meeting, this problem-solving team will identify the areas in which identified EL students need improvement and establish personalized goals for attaining English proficiency;
• An acceleration/intervention plan will be established that includes an identified goal, intervention/MTSS plan, progress monitoring schedule, to track the progress of EL students who did not meet benchmarks in the identified areas in need of improvement;
• This team will also  consider any additional review resources and services available to assist EL students in the identified areas in need of improvement.
• Intervention cycle length will be determined, and AIP team will reconvene to determine fidelity of plan implementation, review progress monitoring, determine success of goal, and determine if further AIP planning is needed.

Resources:

• Monomoy Regional School District Multi-tiered System of Support Toolkit
• Monomoy Regional School District Curriculum Accommodation Plan
• Monomoy Regional School District Literacy Plan

Some English learners may be served in out-of-district placements, such as approved private special education schools. The state special education regulations at 603 CMR 28.06(3)(b) state that “the school district is required to monitor the provision of services to and the programs of individual students placed out-of-district.”

Documentation of monitoring plans and all actual monitoring shall be placed in the special education files of every eligible student who has been placed out-of-district. To the extent that this monitoring requires site visits, such site visits shall be documented and placed in the students' files for review. The duty to monitor out-of-district placements cannot be delegated to parents or their agents, to the Department, or to the out-of-district placement. The school district may, however, contract directly with a person to conduct such monitoring.”

MRSD will ensure that:

• Parent/caregiver notification letters as described in this document are sent to parents/caregivers.
• Students in out-of-district placement participate in ACCESS for ELLs testing as appropriate.
• Students receive all services to which they are entitled.
• Former English learners and students whose parents/caregivers have opted them out of English learner services are monitored to make sure they receive the support they need to be successful in academics and English language acquisition.
• All out-of-district placements and the district comply with all other applicable federal and state requirements.

1. Exit Procedure:
   1. When ACCESS test scores are received, the EL Professional Learning Community (PLC) will meet to review all scores as compared to the state determined exit criteria (see below).  This PLC team review will occur no later than June of testing year;
   2. The EL PLC team will create a list of students who will be reclassified.
      1. FEL notifications will be sent to caregivers by the end of the school year and recorded in the LMS system by the last day of school;
         1. EL and FEL alerts will be changed prior to the end of the school year.
   3. A copy of this letter will be filed in the student cumulative and in ASPEN. 
      School-based teams must review the annual ACCESS for ELLs results when making placement or reclassification decisions for EL students. MRSD will not reclassify students based on the number of years an EL student has been in an ELE program or their disability.
2. Exit Criteria:
   1. Students with an overall score of 4.2 or more and a composite literacy score of 3.9 or more on ACCESS for ELLs have acquired enough English language skills and will be reclassified by the district. Such students must be reclassified as former English learners (FELs).

3. Post-Service Monitoring: 
   1. The ESL Teacher will review FEL student report cards and conduct periodic consultations (at least two times/year) with classroom teachers to ensure that the FEL student is continuing to be successful in the regular classrooms. 
   2. This monitoring will continue for four years, thus adhering to the DESE regulations. If the FEL student is not meeting with success, the ESL Teacher will reconvene the EL Team to discuss redesignation to EL status and parents/caregivers will be consulted. If parents/caregivers agree, EL servicing will reconvene. Redesignation documentation will be placed in their cumulative and in ASPEN. Evidence of sustained performance will include progress reports, report cards, ACCESS, and standardized test scores.

After evaluating the available student data, if the student is eligible for reclassification the team should remove the EL classification and change the student’s language proficiency status in the next SIMS district report. 

Once reclassified to FEL, MRSD will:

• remove the student’s coding as EL on the SIMS report to the Department (i.e., SIMS: DOE025 – record 00 under “EL”). Ideally, this decision will be made before the start of the following school year, in time for the October SIMS data collection;
• notify the parent/caregiver of the change in the student’s classification; 
• update all relevant school/district records as appropriate; 
• design and implement a process for routinely monitoring the students’ academic progress for four years;
• design and implement a process to ensure that FELs have meaningful access to grade level content instruction and any academic deficit they may have while acquiring English is remedied.

MRSD will monitor FEL students for four years to ensure that they have not been prematurely exited; any academic deficits incurred as a result of participating in the EL program have been remedied; and they are meaningfully participating in the standard program of instruction comparable to their never-EL peers. In order to accomplish these goals, MRSD has established robust and rigorous monitoring procedures:

• structured meetings between an ESL teacher and the students’ content instruction teachers and/or the school-based language assessment team to discuss the student’s academic progress will occur at least twice a year;
• regular observations of student participation and performance will occur at least twice a year;
• support systems to maximize learning opportunities in content classes will be employed and student concerns will be brought immediately to the acceleration/implementation team (MTSS) if necessary;
• regular communication will occur with parents/caregivers about the student’s academic performance and English language development, including but not limited to report cards, conferences, and other regular updates.

In addition, MRSD will work to:

• assign FEL students, at least initially, to SEI-endorsed teachers licensed in the appropriate content area;
• provide regular, structured times during the school day or week for sheltered content area and ESL teachers to plan instruction collaboratively for FEL students;
• provide additional opportunities for the student to participate in small group instruction and learning throughout the school day, as well as after school and during the summer; and
• design and provide additional individualized learning support and opportunities to check on academic progress.

If some FEL students fail to make academic progress, as measured by their grades and content area assessments after their classification as EL students has been removed, and if a school-based team familiar with these students determines that this failure is due to the lack of English proficiency, then MRSD will rescreen the student to see if the student must be offered additional ELE services. If the student is reentered into EL services, MRSD should document the reasons why as well as the parent/caregiver consent to reentry.

While the Massachusetts Department of Elementary and Secondary Education (MA DESE) has not published a specific "procedural framework for a multi-tiered system of support for English Learners," the principles and components of such a framework are embedded within their existing resources and guidance.

MRSD has reviewed and will implement the following MTSS and Multilingual Learner framework based on MA DESE resources:

1. Foundational Framework: The Massachusetts Tiered System of Support (MTSS) Blueprint

• The MTSS Blueprint is the overarching framework for supporting all students in Massachusetts, including EL students. It emphasizes a system-level approach to meet the academic and non-academic needs of students through a continuum of supports.
• Key Principles of the MTSS Blueprint:
  • Universal Design for Learning (UDL): Providing flexible ways to learn;
  • Culturally and Linguistically Responsive Practices: Ensuring instruction and supports are sensitive to students' backgrounds;
  • Data-Based Decision Making: Using data to inform instruction and interventions at all tiers;
  • Tiered Continuum of Support: Providing increasing levels of support based on student need (Tier 1: Core Instruction, Tier 2: Supplemental Support, Tier 3: Intensive Support);
  • Collaboration: Emphasizing shared responsibility among educators, families, and the community.

2. Integrating English Learner Needs within the MTSS Framework

• MA DESE guidance emphasizes that ELs should be an integral part of the MTSS framework. Their linguistic and cultural backgrounds must be considered at every tier.
• Key Considerations for ELs within MTSS:
  • Culturally and Linguistically Responsive Instruction: Core instruction (Tier 1) must be adapted to meet the linguistic needs of ELs. This includes strategies like scaffolding, visual aids, and primary language support when appropriate.
  • Appropriate Screening and Assessment: Use culturally and linguistically appropriate tools to screen and assess ELs for academic and language proficiency.
  • Targeted Interventions: Tier 2 and 3 interventions should be tailored to address the specific academic and language needs of ELs. This may involve specialized language support, bilingual instruction, or targeted academic interventions delivered in a way that is accessible to ELs.
  • Progress Monitoring: Regularly monitor the progress of ELs in both language development and academic content to determine the effectiveness of interventions. Use data to adjust supports as needed.
  • Collaboration: Ensure that ESL teachers, general education teachers, special education teachers (if applicable), and other relevant staff collaborate to support ELs effectively.

3. Key MA DESE Resources to Guide Implementation

• MTSS Blueprint: Provides a comprehensive overview of the MTSS framework in Massachusetts.
• Guidance for Supporting English Learners with Disabilities: Offers specific guidance on how to support ELs who may also have disabilities within an MTSS framework. This includes information on appropriate assessment, instruction, and collaboration.
• Blueprint for English Learner Success: While not solely focused on MTSS, this document outlines key pillars and building blocks for supporting ELs at all levels of the education system, aligning with the principles of MTSS.
• Massachusetts Tools for Schools Website: This website provides resources and tools related to MTSS implementation in Massachusetts.

1. Universal Screening:

• Administer universal screening assessments (academic, behavioral, social-emotional) to all students including WIDA screener for EL newcomers at designated intervals (e.g., beginning, middle, and end of the year);
• Establish clear criteria for identifying English learner/Multilingual students who may be at risk or need acceleration based on screening results;
• Develop protocols for analyzing the student, classroom, and district data to inform English Learner (see ELE Procedure Handbook) instructional decision-making;
• Communicate screening results to caregivers and students within 30 days of the universal screening.

2. Tier 1 Instruction and Progress Monitoring:

• Implement evidence-based, core instruction that includes Sheltered English Immersion (SEI) with fidelity;
• Establish the English Learner Program Level and current program status:  Formally Learner of English Program (FLEP) or opt-out;
• Utilize formative assessments to monitor  proficiency benchmarks and Can Do descriptors to identify skills appropriate for proficiency level and adjust instruction in real-time;
• Document student progress in core and EL instruction;
• Communicate student progress via progress/report card or grading system.

3. Tier 2 Intervention Process:

• Identification: Students who are not making adequate progress in Tier 1, as indicated by screening data or ongoing progress monitoring, are referred for Tier 2 support.
• School-based Data Review: The school-based data team will include at least one ESL certified teacher and reviews student data as compared to peers/students with similar educational histories/experiences and cultural backgrounds; these data inform curricular decision-making as well as referral to the Acceleration Intervention Planning (AIP) team;
• Classroom-based Data Review:  Professional Learning Communities (PLCs) under the leadership of the Instructional Leader review student data as compared to peers/students with similar educational histories/experiences and cultural backgrounds; this team will include a certified ESL teacher when appropriate; these data inform content area/curricular decision-making as well as possible referral to the Acceleration Intervention Planning (AIP) team;
• Individual Student Data Review: A classroom teacher along with the AIP team that includes a certified ESL teacher will review individual student data as compared to peers/students with similar educational histories/experiences and cultural backgrounds; (e.g., screening results, classroom performance, attendance, behavior) to understand the student's needs;
• Intervention/Acceleration Selection: The AIP team selects evidence-based Tier 2 or Tier 3 interventions/acceleration that are matched to the student's identified needs.
• Implementation Plan: Develop a clear plan for implementing the intervention, including goals, frequency, duration, staff responsible, and progress monitoring methods and ensure the intervention time does not conflict with ESL direct instruction and/or tier 1 instruction in as much as possible;
• Progress Monitoring: Implement the intervention/acceleration and monitor student progress regularly (e.g., weekly) using appropriate data collection tools;
• Data Analysis and Decision Making: The AIP Team reviews progress monitoring data to determine the effectiveness of the intervention.
  • Successful Progress: If the student is making adequate progress as compared to student data compared to peers/students with similar educational histories/experiences and cultural backgrounds, consider fading the intervention or continuing it for a specified period.
  • Insufficient Progress: If the student is not making adequate progress with student data as compared to peers/students with similar educational histories/experiences and cultural backgrounds, the team may adjust the intervention/acceleration, increase the intensity, or consider moving to Tier 3.
• Documentation: Maintain thorough documentation that is translated in the home language of all Tier 2 interventions, progress monitoring data, and team decisions.

4. Tier 3 Intervention Process:

• Referral: Students who have not responded adequately as compared to peers/students with similar educational histories/experiences and cultural backgrounds; will increase the intensity of intervention and be referred for Tier 3 support;
• Comprehensive Assessment: Conduct a more in-depth assessment to gain a deeper understanding of the student's needs. This may involve additional assessments, observations, and input from specialists;
• Individualized Intervention Plan: Develop an individualized intervention plan that is highly tailored to the student's specific needs;
• Implementation and Progress Monitoring: Implement the intensive intervention and monitor progress very frequently (e.g., daily or weekly);
• Data Analysis and Decision Making: The AIP Team reviews progress monitoring data to determine the effectiveness of the Tier 3 intervention.
  • Successful Progress: If the student is making significant progress when student data is compared to peers/students with similar educational histories/experiences and cultural backgrounds, the team may consider gradually transitioning the student back to Tier 2 or Tier 1 with continued monitoring.
  • Insufficient Progress: If the student is not making adequate progress as compared to student data of peers/students with similar educational histories/experiences and cultural backgrounds, the team may consider further adjustments to the intervention, explore alternative interventions, or consider a referral for special education evaluation (if appropriate).
• Documentation: Maintain detailed, translated (if needed) documentation of all Tier 3 interventions, assessment results, progress monitoring data, and team decisions.

5. Data Collection and Analysis:

• Establish clear protocols for collecting and storing data at all tiers (protocols include but are not limited to the ATLAS data-decision-making protocol)
• Use data management systems to organize and analyze data efficiently (data collected and stored in AnalyticVue and ASPEN);
• Regularly analyze data at the student, classroom, and school levels to:
  • Identify students who need support or acceleration;
  • Monitor the effectiveness of interventions;
  • Identify sheltered strategies used in mainstream classrooms and its effectiveness;
  • Evaluate the overall effectiveness of the MTSS framework;
  • Inform decision-making at all levels.

6. Communication and Collaboration:

• Establish clear communication channels among all stakeholders (teachers, support staff, administrators, families, students) including but not limited to an invitation to the Acceleration Intervention Planning team
• meeting and include access to translators, translation devices, and translated documentation (when necessary);
• Schedule regular meetings for the MTSS Team, AIP Team, and other relevant teams (PLC);
• Develop protocols, including translations and interpretation services, for communicating with caregivers about their child's progress and interventions;
• Foster a collaborative, problem-solving culture where educators work together to support student success.

7. Professional Development:

• Provide ongoing professional development for all staff on the principles and practices of MTSS, including:
  • Evidence-based instruction and interventions;
  • Universal Design for Learning (UDL) Framework;
  • Equity and culturally responsive pedagogy;
  • Use of interpretation services and translation devices/programming;
  • Data-based decision making;
  • Progress monitoring;
  • Collaboration strategies.

8. Fidelity of Implementation:

• Develop procedures to ensure that interventions for English Learners/Multilingual learners are implemented with fidelity as intended;
• Assess fidelity of intervention/acceleration plans at follow-up AIP meetings;
• Monitor fidelity through observations, checklists, and data collection.

9. Evaluation of the MTSS Framework:

• Regularly evaluate the effectiveness of the MTSS framework using data on student outcomes, intervention effectiveness, and stakeholder feedback;
• Use evaluation results to identify areas for improvement and make necessary adjustments to the system.

10. Review and Revision:

• These procedural guidelines should be reviewed and revised periodically (e.g., annually) by the Monomoy Administrative and Instructional Leadership Teams in collaboration with stakeholders to ensure they are effective and meeting the needs of the school community, specifically English Learner and Multilingual Learners.

Resources:

• Monomoy Regional School District Multi-tiered System of Support Toolkit
• Monomoy Regional School District Curriculum Accommodation Plan
• Monomoy Regional School District Literacy Plan

Parents/caregivers may also request the implementation of a specific ELE program in the school district. If MRSD receives such a request from the parents/caregivers of at least 20 students, it needs to respond to the request no later than 90 days by either providing a plan for implementation of the requested program, or a denial of the request, in writing, including an explanation of the denial.

English Learner/Multilingual Parent Advisory Councils

At MRSD, we believe all families and their communities foster a child’s academic and social and emotional development and growth. As such, collaborative partnerships among schools, families, and community organizations are crucial to student engagement and success. In 2024, MRSD established a Multilingual Parent Advisory Council (MLPAC) to promote and support the success of EL students. In addition, the MLPAC is established to advise MRSD, the Monomoy School Committee, and individual schools regarding all matters related to ELL students and EL programming. The Monomoy MLPAC has established by-laws with roles and responsibilities.

Translation and Interpretation Services 

For information about communicating with parents/caregivers who are limited English proficient, please see Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them and Ensuring Meaningful Communication with Limited English Proficient Parents.

Translation services available at MRSD:

Monomoy is committed to ensuring access for the entire school community, including the use of a variety of language translation tools and services. 

• Website – The Monomoy website can be fully translated into a number of languages. How to use: Click the button in the upper left and choose the language you wish to use.
• Pocketalk device – Monomoy has a number of Pocketalk devices at each school. These portable, phone-size devices allow for two-way translation of both verbal and written communications. How to use: Notify the school if you'd benefit from use of a Pocketalk device in a meeting, event, or other situation.
• Translate Live device – Each school, as well as the Central Registrar, has a Translate Live device that allows individuals to have a real time, back and forth conversation no matter what language or method they use to communicate, and can be used in broadcast mode for group settings. How to use: Notify the school if you'd benefit from use of a Pocketalk device in a meeting, event, or other situation.
• Email – Our email communications are translated into the language that each person has indicated in Aspen is their primary language. How to use: Make sure the school knows the language you want to get communications in.
• Reach My Teach – For the 2025-2026 school year, MRSD is piloting a new tool for communication between teachers and families/students. Reach My Teach allows for both one-way and two-way messaging that is fully translatable and accessible.
• Phone translators – Monomoy has a phone translation program available in which families can use their own mobile phone to call in to a translator, with district support. How to use: Ask a school district employee to to call in to the translation service.
• Translation Services Request Form – Complete the form linked here to request the use of any of these translation tools.