# data[].attributes.body
How do districts get access to the world literacy test for SOBL? What are the next steps we should take if we want to support students in our district with the SOBL?

# data[].attributes.headline
Why is the MA requirement higher than the national requirement for the SOBL?

# data[].attributes.subject
Why is the MA requirement higher than the national requirement for the SOBL?

# data[].attributes.body
Some of the language + wording on the DESE HLS has confused families in the past. Is it OK if we keep the questions but reword them to be more clear? Is there an opportunity to give DESE feedback on clarifying some of the language?

# data[].attributes.body
Can the questions from the HLS be asked as a part of an online registration process as long as we are asking the same questions as the DESE HLS?

# data[].attributes.headline
May we "unclassify" students who have been mistakenly labeled EL based on the old interpretation of HLS?

# data[].attributes.subject
May we "unclassify" students who have been mistakenly labeled EL based on the old interpretation of HLS?

# data[].attributes.body
If a student was identified as an EL in Pre-K do we need to screen them again when they enter K? If they do not screen in as a K student, do we need to classify them as FEL?

# data[].attributes.body
What is the procedure if you interview the parents and their primary language is english? Do you need to have the family fill out the HLS again?

# data[].attributes.headline
Ok to use pre-IPT for the rest of this school year?

# data[].attributes.subject
Ok to use pre-IPT for the rest of this school year?

# data[].attributes.body
Do we have two different times/forms we need to do to notify the parent now?

3. Notify the parent that they were screened.

5. Notify the parent of the screening results and the initial placement

# data[].attributes.body
Do we need to screen PreK student who are three years old or four years old? I have been hearing that we only need to screen four year old PreK students.

# data[].attributes.headline
The guidance on how this service looks is relatively vague in the current guidance for young learners. Will this be defined more clearly? 

# data[].attributes.subject
The guidance on how this service looks is relatively vague in the current guidance for young learners. Will this be defined more clearly? 

# data[].attributes.body
Will the pre-K screening tool be one that is normed for use with students who qualify for individualized instruction in specialized classrooms?

# data[].attributes.body
We are required to screen PreK students; are we required to SERVICE them?

# data[].attributes.body
With the changes, is the expectation that PreK ELs receive ESL instruction from a licensed ESL teacher? What are the recommended service delivery models and service time guidelines?

# data[].attributes.body
Will the new guidance have information as to how district's will service preK students?

Will a certified EL teacher provide direct ELE service to PreK students?

# data[].attributes.body
Homeroom teachers often come to me and say that a students' parents speak another language at home and the student is struggling with X, Y, or Z. When I did deeper, the HLS either notes English is the primary language in the home. Or when I call home and the parents say that English only is spoken at home. What do you do in that case?

# data[].attributes.body
Can you clarify again the change if a PreK student is identified as an EL but then is not identified as an EL when rescreened for K? Will the student be a FEL or not a FEL?

# data[].attributes.headline
If a student is coming in as a newcomer in preschool and the district has no room in the preschool program is it required that we provide services and allow the student into the program?

# data[].attributes.subject
If a student is coming in as a newcomer in preschool and the district has no room in the preschool program is it required that we provide services and allow the student into the program?

# data[].attributes.body
I'm thinking that video that you showed at the beginning of the meeting would be great to show to our students and families in promoting the Seal. Is this something that could be shared with us so we can show it to our students and at our ELPAC meetings?

# data[].attributes.headline
How do districts determine which students take a heritage language learner class? I know the definition was explained, but I wonder what that looks like when presenting course selection to students. Are there general criteria communicated to families, students as to their "qualification" to take this type of class?

# data[].attributes.subject
How do districts determine which students take a heritage language learner class? I know the definition was explained, but I wonder what that looks like when presenting course selection to students. Are there general criteria communicated to families, students as to their "qualification" to take this type of class?

# data[].attributes.body
I just want to confirm that incoming K have to use WIDA Screener on any student with a language other than English regardless of EL/non-EL status in PreK.

Are they not considered FEL if they were EL in preK and then aren’t ELs in K?

# data[].attributes.headline
SCREENING students from other WIDA states

# data[].attributes.subject
SCREENING students from other WIDA states

# data[].attributes.body
Do we need to screen students who come from a WIDA state and who were screened using the WIDA screener?

# data[].attributes.body
When you say, "if any language is listed on the incoming Kindergarten HLS, the student is tested." Will you define "any". What questions? Is it if the parents have a native language other than English, and they list that, are you considering that as "any"?

# data[].attributes.body
Can you clarify - do we have to screen if student comes from another state with ACCESS scores?

# data[].attributes.body
So even if the student is coming with WIDA Screener and/or ACCESS within the last calendar year needs to be screened? What if the student is newly arrived and completed Screener within the past few months?

# data[].attributes.body
As you mentioned, sometimes families' answers to the HLS questions are vague or unclear. If we follow up with a more in depth interview after the HLS and determine that the student's primary language is English do we still need to screen them?

# data[].attributes.body
Can we use MODEL scores to guide instruction periods? Or only Screener or ACCESS?

# data[].attributes.headline
Recommended Periods of ESL for Levels 1-2

# data[].attributes.subject
Recommended Periods of ESL for Levels 1-2

# data[].attributes.body
Does the 2-3 periods per day of ESL instruction replace ELA for students at the Foundational level?

# data[].attributes.body
Just to clarify is level 2 (2.0-2.9) previous guidance had a 2.5 threshold.

# data[].attributes.body
My district was insistent at the beginning of the year that I do NOT need to provide services to EL K students. I'm assuming this is not true?

# data[].attributes.headline
What if a student is enrolled in Pre-K as a TUITION based student?  Are EL services required?

# data[].attributes.subject
What if a student is enrolled in Pre-K as a TUITION based student?  Are EL services required?

# data[].attributes.body
We have students (specifically from Guatemala and Honduras) who speak Indigenous languages. However, these languages are not on the DESE list so they aren't being reported in the SIMS count. I can't run a report from Aspen to show who the students are and they are defaulting to "Spanish." These languages include: Mam, Quiche, and Q'eqchi'. Can these be coded in SIMS? We need to support these students and not erase their first languages.

# data[].attributes.body
So we can NOT honor ACCESS scores that come from states outside of MA even if those scores would mean meeting the MA guidance for exit criteria?

# data[].attributes.body
The term "recommended" has created many issues in our district because admin sees this as ESL instruction as a whole is not required (this is especially prevalent with our students who are Dually Classified where Special Ed services get prioritized over ESL). Are there any plans to clarify this language further in other spaces so that there is no confusion about what is required for programming + staffing?

# data[].attributes.body
For clarification, we need to either submit a Newcomer application or dismantle our current programs starting in SY 24-25? Is there a due date for this application process? And does their need to be ONE application for the whole district or does one need to be completed for each school with a Newcomer Program (since the schools are different grade levels and thus the Newcomer program is developmentally appropriate for the school level)?

# data[].attributes.body
Does DESE have any recommendations for next steps/EL coding when a parent/guardian indicates they speak another language but the student only speaks English? We just want to make sure we are being consistent with other districts in determining EL status.

# data[].attributes.body
If district already has a program, what is a deadline to apply for approval?

What is a deadline?

# data[].attributes.body
If students go to electives with other students but all of the other classes are newcomer classes is that considered a newcomer program?

# data[].attributes.body
What is the requirement for a district to have an ELPAC?

# data[].attributes.body
How are we documenting that we have actually done this? What will DESE ask for verification?

# data[].attributes.headline
Heritage language courses not being offered at district

# data[].attributes.subject
Heritage language courses not being offered at district

# data[].attributes.body
Can districts deny heritage language speakers enrollment into heritage language courses because this is not learning a new language? The claim is these courses do not serve as acquiring a new language therefore they cannot get credit for them. Please clarify the DESE policy on this.

# data[].attributes.body
Can we look at scores from past Alt. ACCESS tests and consider reclassification if students reached P2 in prior years with the former Alt. test?

# data[].attributes.headline
I'm confused by this statement on the Pre-K Identification slide: "In the evidence of a language other than English spoken at home districts should code them as ELs, place them in an English learner program and start providing services."  Can you please clarify? Does it mean ANY student with another language at home is an ELL? 

# data[].attributes.subject
I'm confused by this statement on the Pre-K Identification slide: "In the evidence of a language other than English spoken at home districts should code them as ELs, place them in an English learner program and start providing services."  Can you please clarify? Does it mean ANY student with another language at home is an ELL? 

# data[].attributes.body
Does this go into effect this school year, or for SY24-25?

# data[].attributes.body
Is there any guidance for providing additional language support for recently reclassified ELs, particularly good test-takers who still can't communicate much in class?

# data[].attributes.body
So can we continue to pull newly reclassified students for ELD? Or just provide them other supports such as SEI?

# data[].attributes.body
Will this tool be used for both 3 and 4 year olds?

# data[].attributes.body
Will there be updated templates for the reclassification form that takes out the additional information that used to be needed to exit? In other words, a form that only uses the ACCESS scores of 4.2 overall and 3.9 literacy.

# data[].attributes.body
Can Title III funds be used for supports for students who are FEL, but continue to need supports?

# data[].attributes.body
Just to clarify, do we have to rescreen out-of-state students even if they are still considered ELs by their previous state and have ACCESS scores? Can we just use those ACCESS scores to determine a level?

# data[].attributes.body
How can we reclassify a student if they already met the exit standards?

# data[].attributes.body
How was the effectiveness of developing HL cultural proficiency or identity measured in the study?

# data[].attributes.body
Can we reclassify grades K-2 if they meet the reclassification criteria?

# data[].attributes.headline
With the new guidance surrounding a 3.9 literacy and 4.2 composite score meaning we MUST re-classify the student, I'm confused about reinstating EL status (going from FEL to EL). Can you clarify this? 

# data[].attributes.subject
With the new guidance surrounding a 3.9 literacy and 4.2 composite score meaning we MUST re-classify the student, I'm confused about reinstating EL status (going from FEL to EL). Can you clarify this? 

# data[].attributes.body
I can't imagine what this enhanced monitoring is going to look like without switching to a push-in ELE model where ELE teachers are in class with FELs. We don't have the staff for that. Any ideas???

# data[].attributes.headline
Are we required to service Pre-K and K students who are classified as EL?

# data[].attributes.subject
Are we required to service Pre-K and K students who are classified as EL?

# data[].attributes.body
If the student comes from MA with the ACCESS scores or WIDA Screener, do we still have to screen that student or that is only for the ones who come from outside MA ?

# data[].attributes.headline
Is there a different SIMS code for the FELs who are currently in the years 1-4 of following? (b/c in my world, we are still "servicing" them, however if a different way).

# data[].attributes.subject
Is there a different SIMS code for the FELs who are currently in the years 1-4 of following? (b/c in my world, we are still "servicing" them, however if a different way).

# data[].attributes.headline
Why do we need to re-screen if it is a WIDA state?!

# data[].attributes.subject
Why do we need to re-screen if it is a WIDA state?!

# data[].attributes.body
This is a waste of ELE staff time to rescreen students coming from other WIDA states!!!!

Ridiculous!!

# data[].attributes.headline
sorry if I missed this... when will the completed new guidance be expected? 

# data[].attributes.subject
sorry if I missed this... when will the completed new guidance be expected? 

# data[].attributes.body
Do we have to screen all transfer student? Or just from a non WIDA state? It does not make sense to scrrren someone using WIDA screener or ACCESS results. Right?

# data[].attributes.body
If we have scores from another state and it's a standardized test. Would it not make sense to get the cut scores for the other states and change from there as opposed to retesting?

I agree it shouldn't matter if we get scores from other MA schools and other states.

# data[].attributes.body
Can you give us a transition timeline if we already have Newcomers program in our district?

# data[].attributes.body
What qualifies as a newcomer program? Does offering newcomer courses count? Or is it just a full day program?

# data[].attributes.headline
Pre-k to K screening question...I need to rescreen entering K students who I identified as NOT-EL the fall before?

# data[].attributes.subject
Pre-k to K screening question...I need to rescreen entering K students who I identified as NOT-EL the fall before?

# data[].attributes.headline
Other districts with HL programs/courses?

# data[].attributes.subject
Other districts with HL programs/courses?

# data[].attributes.body
Is there a way to find out which districts or schools are currently offering Heritage Language programs or courses? Marlborough is just starting out, and would love to connect with others who are in the same situation!

# data[].attributes.body
When are the new guidelines coming out and when are we required to make the changes outlined in the new guidance? When should we expect to see these in writing?

# data[].attributes.body
We have a staff person: Ilanoel@walthampublicschools.org

Can you copy me on the communication? I'm not sure if the meetings would fit into her schedule.

# data[].attributes.headline
Do any districts have a good description that they use ahead of the HLS to inform families of the purpose? We use the DESE HLS but it still seems that families get confused every year and surprised when we screen their students. 

# data[].attributes.subject
Do any districts have a good description that they use ahead of the HLS to inform families of the purpose? We use the DESE HLS but it still seems that families get confused every year and surprised when we screen their students. 

# data[].attributes.body
If we suspect a student was misidentified in a previous MA district, can we screen a newly enrolled student and reclassify?

# data[].attributes.body
Where can we find the updated HLS?

# data[].attributes.body
Is the powerpoint shared?

# data[].attributes.body
Would it be possible for files downloaded from the DESE website to be PDFs instead of Word Documents? PDFs are meant to be "portable" and .docs are not.

# data[].attributes.body
What is this referring to? SEI? What does meaningful participation look like? "“Meaningful participation in the district’s general education program.”

# data[].attributes.body
Where are successful models of Push-In ESL?

# data[].attributes.body
Co-teaching is having a moment now - but in my experience, the ESL teachers just become content teachers 2.0. The outcomes for the content are better, but very little attention is paid to ESL. Is there upcoming guidance or PD related to this?

# data[].attributes.headline
ESL Curriculum and SEI Content Curriculum

# data[].attributes.subject
ESL Curriculum and SEI Content Curriculum

# data[].attributes.body
How do we find time to build in the ESL curriculum in push-in environments where the SEI content curriculum is driving htis instruction?

# data[].attributes.body
May districts award certificates based solely on portfolios or must students also take an assessment?

# data[].attributes.body
Is there a source we can look at to find our district data for these statistics? Or do we need to do the data analysis to find it? (Sorry; maybe I should know this.)

# data[].attributes.body
Do you keep a list of students who receive the Pathways?

# data[].attributes.body
1. Bilingual Participation Award

2. Bilingual Attainment

3. Bilingual Achievement

# data[].attributes.body
Do you have any recommendations for getting district admins to see the importance of this? There is a severe disconnect in low incidence districts and admins understanding the importance and not having enough overall staff.

# data[].attributes.body
Have any updates been made to the Student Success Plan "template"? The original that was shared with us was not helpful and we are hoping to improve in this area in the upcoming year. Would love to see examples of districts successfully using benchmarks to drive instruction, and even better if they have a strong template for SSPs.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.title
Interactive Blueprint for English Learner Success

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
ESL instruction can be implemented in different ways depending on local contexts. ESL instructional delivery approaches refer to specific ways ESL is structured, such as whether instruction is provided through push-in, pull-out, self-contained, co-teaching, or embedded classroom arrangements. These delivery approaches provide flexibility regarding where and when ESL instruction is provided, allowing educators to tailor ESL instruction in ways that leverage the assets and meet the needs of students identified as English learners.

What ESL instructional delivery approach works best for a given district or school? Each approach has its merits and inherent implementation challenges. Rather than trying to find one size that fits all, educators should think about what works well for which students and under what conditions. In other words, district and school leaders should evaluate a range of local factors when selecting ESL delivery approaches that best support the students they serve within the specific English Learner Education program models they have chosen to implement (Sheltered English Immersion - SEI, Two Way Immersion - TWI, Transitional Bilingual Education - TBE, etc.).

When selecting ESL instructional delivery approaches, district and schools should keep in mind that:

Student needs should come first. When choosing programs or services for students identified as English learners, make sure to consider students' English proficiency levels, grade levels, educational backgrounds, language backgrounds, native-language literacy, acculturation into U.S. society, and age of arrival in the United States.

Partnering with parent and students is important for the success of any program or approach. As the Massachusetts Blueprint for English Learner, the state and federal law , current state-level initiatives , and best practices suggest, effective programs for students identified as English learners are built on strengths-based, reciprocal partnerships with their families.

Choices must be supported by adequate resources. State and federal guidance and federal law highlight how districts and schools are also responsible for ensuring programs and services for students identified as English learners should be implemented effectively. In practice this means providing appropriate resources and supporting structures (clear articulation of how English language development will occur, appropriate number of qualified staff, time for collaboration, clear definition of roles within shared responsibility, high quality instructional materials, etc.).

Massachusetts' definition of ESL instruction provides grounding for all delivery approaches. To be considered ESL instruction based on the Massachusetts definition, ESL instructional delivery approaches implemented across the state must remain focused on developing English learners' proficiency in English and students' ability to use English language forms and functions effectively in a variety of academic and social contexts.

All ESL instructional delivery approaches require collaboration. This is keeping with current research and best practices (as highlighted in the Features of High-Quality ESL Instruction). Districts and schools should keep in mind the degree of collaboration required by a specific instructional delivery approach, and the structural supports required (aligned teacher and student schedules, professional learning and coaching supporting collaboration, etc.) in deciding what works best for their students and local context.

¹ USDE. (2017). English Learner Toolkit. Chapter 2, p. 2. ² Every Student Succeeds Act (ESSA) Section 10.10 - Parent and Family Engagement and Massachusetts LOOK Act ³ Massachusetts Family Engagement Initiatives and Resources ⁴ DESE. (2020). Strengthening Partnerships: A Framework for Prenatal through Young Adulthood Family Engagement in Massachusetts . ⁵ Based on Massachusetts state guidance on English Learner Education program, evaluation, monitoring and compliance requirements such as the Castañeda Three-Pronged Test and Tiered Focused Monitoring (TFM) Guidance. ⁶ USDE. (2017). English Learner Toolkit. Chapter 2, p. 2-3.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
As one part of its accountability system, the Massachusetts Department of Elementary and Secondary Education oversees local compliance with education requirements through Tiered Focused Monitoring (TFM). All reviews cover selected requirements of the following federal and state laws: Title IV of the Civil Rights Act of 1964; The Equal Educational Opportunities Act of 1974 (EEOA); the Elementary and Secondary Education Act of 1965 (ESEA); Massachusetts General Laws c. 69, 71A, 71B, and 76; and Chapter 218 of the Massachusetts Acts of 2002. Districts' ELE programs are reviewed every six years.

There are 12 ELE criteria that target implementation of the requirements related to ELE programs under state and federal law and regulations:

1. ELE 1: Annual English Language Proficiency Assessment

2. ELE 2: State Accountability Assessment

3. ELE 3: Initial Identification of ELs and FELs

4. ELE 5: ELE Program and Services

5. ELE 6: Program Exit and Readiness

6. ELE 7: Parent Involvement

7. ELE 8: Declining Entry to a Program

8. ELE 10: Parental Notification

9. ELE 13: Follow-up Support

10. ELE 14: Licensure Requirements

11. ELE 15: Professional Development Requirements

12. ELE 18: Records of ELs

Tiered Focused Monitoring allows for differentiated monitoring based on a district's level of need. The Tiers are defined as follows:

Districts in Tiers 1 and 2 have been determined to have no or low risk:

Tier 1: Data points indicate no concern on compliance and performance outcomes - meets requirements.

Tier 2: No demonstrated risk in areas with close link to student outcomes - low risk.

Districts in Tiers 3 and 4 have demonstrated greater risk:

Tier 3: Areas of concern include both compliance and student outcomes - moderate risk.

Tier 4: Areas of concern have profound effect on student outcomes and ongoing compliance - high risk.

The monitoring process differs depending on the tier assigned to the district as well as the district's previous tier assignment.

The review process includes the following:

1. Self-Assessment

District reviews English Learner Education documentation for required elements including document uploads.

District reviews a sample of English learner (EL) student records selected across grade levels and EL focus areas such as opt-out students, former ELs and students and/or parents who need translation and/or interpretation.

Upon completion of these two internal reviews, the district's self-assessment is submitted to the Department for review.

2. Verification

Review of EL student records: The Department may select a sample of student records and request certain documentation to be uploaded to the WBMS as evidence of implementation of the ELE criteria.

Review of additional documents for English Learner Education

Surveys of parents of ELs: Parents of ELs are sent a survey that solicits information regarding their experiences with the district's implementation of English Learner Education program(s), related services, and procedural requirements.

Interviews of staff

Classroom observations as applicable

Parent and student focus groups as applicable

Tiered Focused Monitoring (TFM) Guidance

Problem Resolution System

The Massachusetts Department of Elementary and Secondary Education (DESE) is committed to helping individuals and school districts resolve problems promptly. Laws exist to protect the rights of all students in the Commonwealth, and to ensure that all students receive equal educational opportunities.

DESE encourages schools and districts to take quick action to respond to questions and concerns about students' educational programs. Therefore, individuals with such concerns are encouraged to contact school district personnel (for example, the principal, superintendent of schools, or the administrator of special education) first to resolve the problem. However, individuals may ask DESE for assistance without speaking first with someone in the school or district.

Through its Problem Resolution System (PRS), DESE handles complaints that allege a public school or district is not meeting legal requirements for education. Anyone, including parents, students, educators, community members, and agency representatives, can contact PRS for assistance.

Contact Problem Resolution System at:

Problem Resolution System Office
Massachusetts Department of Elementary and Secondary Education
135 Santilli Highway, Everett, MA 02149
Telephone: 781-338-3700
TTY: N.E.T. Relay: 1-800-439-2370
FAX: 781-338-3710
compliance@doe.mass.edu

For people who do not write or speak English, or are not comfortable communicating in English, DESE will make appropriate arrangements.

English Learner Coordinated Program Review (CPR) & TFM Reports

Responses to findings included in these reports are available from the respective local superintendent or charter school director. For questions regarding these reports, contact Sibel Hughes. For reports not listed below, see Public School Coordinated Program Review Reports.
Districts
A B C D E F G H I JK L M N O P Q R S T U V W X Y Z **Note: Most of the reports are over 1MB in size, please allow extra time for download.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.title
English Learner Education Program Monitoring & Compliance

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Screening in-district students after initial screening process

# data[].attributes.subject
Screening in-district students after initial screening process

# data[].attributes.body
We have had many instances of classroom teachers and special ed teachers reaching out to the MLL team asking if an older student who has been in the district since K but was not initially identified as an MLL can be re-screened because they suspect that a student's struggles are a result of language. What is the guidance on situations like this?

# data[].attributes.body
Could districts share the recommended assessments where they have seen the most student success?

# data[].attributes.body
Will this include curricular materials that are specifically aimed at newcomers?

# data[].attributes.body
When can we expect DESE results based on your work vetting published ESL curricular materials?

# data[].attributes.wish_content.attachment_props.question
On which assessments do you believe students have been most successful?

# data[].attributes.body
Will this include guidance on how these curricula can be implemented in various instructional models (co-teaching/push-in, pull-out, etc.)?

# data[].attributes.headline
Where can we get access to the modules/training on the Next Gen ESL toolkit. I don't see it anywhere!

# data[].attributes.subject
Where can we get access to the modules/training on the Next Gen ESL toolkit. I don't see it anywhere!

# data[].attributes.body
If districts are ready to implement some of the changes in the new guidance before 24-25, can we do so?

# data[].attributes.body
We have had some instances where a family wrote English only on the HLS when they enrolled their student in our district but then when we checked Edwin it shows that the student has ACCESS scores and was in an ELE program in their previous district. Is it correct to assume that if we discover this information we must classify the student as an EL, even if the family made it clear on their form that English is the primary language for the student? How will that reflect on our district if it's not discovered until later and there are a few years where the student did not take ACCESS but also had not achieved exit scores in their previous district?

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Reclassification of transfer students from other WIDA states

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Reclassification of transfer students from other WIDA states

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If an EL/ML student enters from another WIDA state with ACCESS scores that are not 4.2/3.9 and we screen the student and find them NOT ELIGIBLE FOR ELE SERVICE, can we "reclassify" the student as FEL and monitor them for 4 years even if they did NOT score at 4.2/3.9 on the ACCESS in the former state?