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In August 2023 I will meet with school and district leadership to identify key practices that we will adopt in every building, and write a pre-referral process that will be implemented across the district.

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In August 2023 I will meet with school and district leadership to identify key practices that we will adopt in every building, and write a pre-referral process that will be implemented across the district.

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Before I begin the school year, I will meet with the EL team at my school to develop a common tool to monitor students' progress in English language proficiency over the course of the school year.

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In August, I will meet with the EL guidance counselors and SpEd coordinator in my building to create clear guidelines for a MTSS for ELs in need of additional support.

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By September 2023, we will review the district best practices for EL evaluations for special education and update it.

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In the Fall of 2023 collaborate with classrooms teachers, special education teachers and interventionists to create an EL Success Plan that includes and breaks down assessment results, allows for discussion and implications of those results, and sets a process to develop strategies to increase student progress in 2023-24

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By June of 2024, I will provide a minimum of 3 professional development trainings to school staff on supporting English Learners through culturally responsive MTSS.

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Before the start of the 23-24 school year, the MTSS committee will review targeted interventions to make sure they account for high rigor and language accessibility for English Learners.

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By June 2024, all teachers will appropriately differentiated for both classroom instruction and small group support in Tier 1.

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By June 2024, all teachers will appropriately differentiated for both classroom instruction and small group support in Tier 1.

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Before August 21, 2023 incorporate pre-referral practices and resources into the following SEA Resources:                                    1.	Identifying and serving students who are multilingual learners with disabilities                  2.	Engaging ML Newcomers Presentation 3- Part Series             3.	Deeper Dive into Instructional Strategies Presentation                    4.	Add key resource to ESOL Monthly Newsletter   

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Before August 21, 2023 incorporate pre-referral practices and resources into the following SEA Resources:                                    1.	Identifying and serving students who are multilingual learners with disabilities                  2.	Engaging ML Newcomers Presentation 3- Part Series             3.	Deeper Dive into Instructional Strategies Presentation                    4.	Add key resource to ESOL Monthly Newsletter   

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In August 2023, meet with Leadership, EL, counselors and SE team to collaborate on current understanding and use of MTSS and UDL and plan for development of both to develop teacher use of andincrease student engagement.

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During PD sessions in August, review MTSS with teachers with a focus on Tier 1 

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During PD sessions in August, review MTSS with teachers with a focus on Tier 1 

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I will continue collaborating with the ESE Department, the Curriculum Department, and school administrators in the implementation of UDL to better serve our students. My goal is to see 100% of the classroom implementing best practices in their classrooms such as UDL, SIOP, WIDA, and guarantee an effective way to identify ESOL students with Learning disabilities.   

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I will continue collaborating with the ESE Department, the Curriculum Department, and school administrators in the implementation of UDL to better serve our students. My goal is to see 100% of the classroom implementing best practices in their classrooms such as UDL, SIOP, WIDA, and guarantee an effective way to identify ESOL students with Learning disabilities.   

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From WestEd - There is not a specific designated time for intervention, but in most cases it is a minimum of 30 minutes 5 times a week. If it is offered less frequently, it is difficult to see any real gains to learning. If using a research-based intervention curriculum, it should be as long as is recommended based on the research conditions so that it is delivered with fidelity.  

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From WestEd - There is not a specific designated time for intervention, but in most cases it is a minimum of 30 minutes 5 times a week. If it is offered less frequently, it is difficult to see any real gains to learning. If using a research-based intervention curriculum, it should be as long as is recommended based on the research conditions so that it is delivered with fidelity.  

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Example Goal: “Before we begin the school year, we meet with the school leadership team to share the QTEL and UDL resources to support them in PLC planning time.”

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Example Goal: “Before we begin the school year, we meet with the school leadership team to share the QTEL and UDL resources to support them in PLC planning time.”

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How UDL can Promote Success for Linguistically Diverse Learners 

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How UDL can Promote Success for Linguistically Diverse Learners 

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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If there is a designated intervention time, what should that look like ideally and what role would the EL teacher play, if any? Often, that block is used as ELD for intermediate/advanced ELs.

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English Language Progress Monitoring Tools- ELL Toolkit, Chapter 8- see Tools

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English Language Progress Monitoring Tools- ELL Toolkit, Chapter 8- see Tools

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Implementing Evidence-Based Instructional Practices for English Learners- Podcast (OELA)

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Implementing Evidence-Based Instructional Practices for English Learners- Podcast (OELA)

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This podcast explores evidence-based instructional practices for teachers that are relevant for English learners (ELs) in grades kindergarten through 12. Evidence-based instructional practices for ELs include:

1. Provide ELs with opportunities to build content knowledge and language competence in tandem.

2. Leverage ELs' home language, prior knowledge, and cultural assets.

3. Engage ELs in productive interactions with peers.

4. Provide direct and explicit instruction focusing on key aspects of literacy.

5. Incorporate regular opportunities to develop written language skills.

This podcast focuses on the practice of leveraging ELs' home language, prior knowledge, and cultural assets. In Part 1, Kristin Simonne, Education Program Specialist at OELA, speaks with Jennifer Blitz, an expert from WestEd, on the recommendations regarding ELs and evidence-based instructional practices, and how these practices can support them in their development of content knowledge and language.

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Implementing Evidence-Based Instructional Practices For English Learners, Using Research To Guide Practice - Part 1 (November 2022)

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This podcast explores evidence-based instructional practices for teachers that are relevant for English learners (ELs) in grades kindergarten through 12. Evidence-based instructional practices for ELs include: Provide ELs with opportunities to build content knowledge and language competence in tandem. Leverage ELs' home language, prior knowledge, and cultural assets.

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English Learners, Dear Colleague Letter 2015(USDOJ, USDOE)

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English Learners, Dear Colleague Letter 2015(USDOJ, USDOE)

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Is it Language or Disability? Sara Kangas, 2021

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Is it Language or Disability? Sara Kangas, 2021

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TESOL Quarterly - 2021 - Kangas - Is it Language or Disability An Ableist and Monolingual Filter for English Learners (1)

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From WestEd- We will be addressing assessing students in both languages to determine the language of assessment for the most reliable data on day 1 of the second series starting on July 11th. 

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From WestEd- We will be addressing assessing students in both languages to determine the language of assessment for the most reliable data on day 1 of the second series starting on July 11th. 

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where does testing students in both languages fit in to solving over/under identifying students with disabilities 

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where does testing students in both languages fit in to solving over/under identifying students with disabilities 

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From the Center for Education Statistics

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From the Center for Education Statistics

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Preprimary, Elementary, and Secondary Education

English Learners in Public Schools

The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2019 (10.4 percent, or 5.1 million students) than in fall 2010 (9.2 percent, or 4.5 million students). In fall 2019, the percentage of public school students who were ELs ranged from 0.8 percent in West Virginia to 19.6 percent in Texas.

Students who are identified as English learners (ELs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the academic content and achievement standards expected of all students. Participation in these types of programs can improve students' English language proficiency, which in turn has been associated with improved educational outcomes. The percentage of public school students in the United States who were ELs increased between fall 2010 (9.2 percent, or 4.5 million students) and fall 2019 (10.4 percent, or 5.1 million students).

Select a subgroup characteristic from the drop-down menu below to view relevant text and figures.

Suggested Citation

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COE - English Learners in Public Schools

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Preprimary, Elementary, and Secondary Education The percentage of public school students in the United States who were English learners (ELs) was higher in fall 2019 (10.4 percent, or 5.1 million students) than in fall 2010 (9.2 percent, or 4.5 million students).

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What do Els represent as a percentage of total student population?  In order to understand that 11% number.  Thank you.

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What do Els represent as a percentage of total student population?  In order to understand that 11% number.  Thank you.

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Comprehensive Evaluation Process for English Learners 

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Comprehensive Evaluation Process for English Learners 

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San Diego 2012

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Contact Us

Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906

Voice: (781) 338-3000
TTY: (800) 439-2370

Directions
Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Guidance Manuals for English Learners with Disabilities - Lessons from the Field 

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Guidance Manuals for English Learners with Disabilities - Lessons from the Field 

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CCSSO English Learners with Disabilities Guide 2017

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CCSSO English Learners with Disabilities Guide 2017

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CCSSO English Learners with Disabilities Guide | CCSSO

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The purpose of the Guide is to offer recommendations to states developing policies and procedures on 1) the identification of English learners with disabilities, and 2) Individualized Education Program (IEP) development for English learners with disabilities. The Guide focuses on English learners with disabilities whose language proficiency and disability may be related within an educational context.

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Division of Behavioral and Social Sciences and Education

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Promoting the Educational Success of Children and Youth Learning English: Promising Futures

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Read online, download a free PDF, or order a copy in print or as an eBook.

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

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These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

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Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice

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This Regional Educational Laboratory West (REL West) report aims to help policymakers develop procedures for identifying, assessing, and placing English learner students who may or may not have learning disabilities.

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Quality Teaching of English Learners (QTEL)

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Quality Teaching of English Learners (QTEL)

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WestEd's Quality Teaching for English Learners (QTEL) is a unique professional development initiative that provides educators with the tools they need to help all students, particularly English language learners, achieve college and career readiness.

QTEL's widely acclaimed professional development framework provides a coherent portfolio of professional learning opportunities aimed at developing teacher/leadership expertise and improving student learning in an era of Common Core State Standards and other new standards (e.g., Next Generation Science Standards, WIDA).

Teachers find the QTEL approach classroom-friendly and pragmatic. Because it is grounded in sociocultural learning theory (the Zone of Proximal Development and scaffolding theory are key), teachers experience QTEL as a compelling way to work with students. They learn concrete ways to challenge and support their English language learners' development of language and literacy practices-and they understand why those strategies make sense.

Principles of Success

Six principles guide QTEL's work with teachers and students:

Sustain academic rigor

Hold high expectations

Infuse metaprocesses in the education of English language learners

Engage in quality teacher and student interactions

Sustain a language focus

Develop a quality curriculum

These principles reflect the QTEL belief that teacher and student development is a consequence of (and not a prerequisite for) carefully planned opportunities to participate in meaningful and demanding academic activity with others.

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WestEd's Quality Teaching for English Learners (QTEL) is a unique professional development initiative that provides educators with the tools they need to help all students, particularly English language learners, achieve college and career readiness.

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Topic Brief 2: Quality Student Interactions: Why Are They Crucial to Language Learning and How Can We Support Them?

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Day 1_Setting the Stage for Pre-Referral Interventions_FINAL

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HO_2A CA Practitioners Guide Interview Protocols 

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HO_2A CA Practitioners Guide Interview Protocols 

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San Diego Unified School District_Flow Chart

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HO_2D USDOE Toolkit Accommodations Tool 

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HO_2D USDOE Toolkit Accommodations Tool 

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HO_2dUS Dept of Ed_EL Tool Kit_Accommodations Tool-1

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HO_2 Brief 1: Multitiered Systems of Support for English Learners

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HO_2 Brief 1: Multitiered Systems of Support for English Learners

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HO 2 -Brief1_Multitiered Instructional Systems for ELs

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HO_3 Brief 2: Evidence-Based Tier 2 Intervention Practices for English Learners

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HO_3 Brief 2: Evidence-Based Tier 2 Intervention Practices for English Learners

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Ho 3 Brief2_Evidence-Based Tier 2 Intervention Practices for ELs

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HO_4 Homework Brief 3 Tier 3 Interventions 

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HO_4 Homework Brief 3 Tier 3 Interventions 

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Example Goal: “In the fall of 2023, collaborate with EL and SE leaders to review the current guidance on assessing ELs with suspected disabilities and develop a flow chart for decision-making by January 2024.”

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Example Goal: “In the fall of 2023, collaborate with EL and SE leaders to review the current guidance on assessing ELs with suspected disabilities and develop a flow chart for decision-making by January 2024.”

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In September of 2016, OSEP funded three projects focusing on tiered approaches to improving reading and language outcomes for English Learners (ELs). These projects are developing and implementing culturally and linguistically responsive models for multitiered system of supports for ELs, including those with or at risk of having a disability.

Features of these models include:

Appropriate research-based reading instruction and intervention for ELs

Culturally responsive teaching strategies and principles

Professional development and strategic coaching for teachers

Linguistically aligned progress monitoring and screening measures

Data-based educational decision making

Please click on each project to learn more about each model and to access additional resources.

Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The goal of the Project ELITE2 is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. We are one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk for having a learning disability.

Through this newly funded cooperative agreement, Project ELITE2 is working with a school district in Central Texas to extend our previous work from ELs in the primary grades to ELs in grades three through five.

Project ELLIPSES is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of the project is to assess the implementation of multi-tiered system of supports (MTSS) focused on culturally and linguistically responsive teaching (CLRT) to meet the needs of English learners and English learners with disabilities in the area of literacy and language development. Project ELLIPSES will provide training and technical assistance to build staff capacity to support MTSSCLRT implementation and high-quality literacy instruction for English learners and English learners with disabilities in grades third through fifth.

Project Lectura para Excelencia y Éxito (Project LEE) is a model demonstration project at Portland State University, sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of Project LEE is to improve literacy and language outcomes for ELs in grades 3-5 with or at-risk for being identified with a disability. Within this context, we intend to support schools to use a framework, PLUSS (Sanford, Brown & Turner, 2012), to adapt existing evidence-based interventions for the unique linguistic and cultural needs of ELs. The PLUSS Model provides a replicable model of literacy instruction and intervention through embedding culturally and linguistically appropriate instruction into existing multi-tiered system of supports.

PLUSS stands for:

P: Preteaching language and vocabulary and priming background knowledge
L: Language use and modeling
U: Using visuals and graphic organizers
S: Systematic and explicit instruction
S: Strategic use of native language and culture

As one of three model demonstration sites, Project LEE is collaborating with other projects and the outcomes of this project will be disseminated nationally. Specifically, the goals of our project are to: (1) improve the literacy outcomes for ELs with or at-risk for being identified with a disability, and (2) create a replicable and sustainable model of culturally and linguistically responsive instruction that can be overlaid across all tiers of instructional support within a multi-tiered system of supports.

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Multitiered System of Supports for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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HO_5 Homework: Zone of Proximal Development 

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HO_5 Homework: Zone of Proximal Development 

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Meeting the Needs of Emergent Multilingual Students at Risk for Learning Disabilities through MTSS

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Meeting the Needs of Emergent Multilingual Students at Risk for Learning Disabilities through MTSS

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Resource_Artzi et. al., Meeting the Needs of ELs at Risk for SLD through MTSS