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chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.mass.edu/masstransfer/macomcom/documents/2016-04-21ComCommitMOU.pdf

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Merrimack Early College Program The Early College Program offers local high school students students a unique opportunity to engage in meaningful course work at Merrimack College that will challenge their academic learning. Our faculty consist of compassionate professors who empower students.

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Samples of EC documents.

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How to Host High-Impact Virtual Events - RippleMatch

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Ensure your virtual events are valuable by following these tips. After more than a year of hosting events almost exclusively online, we've all learned a thing or two about what works and what doesn't. However, what kept students engaged at the beginning of the pandemic may not be enough now that so many are suffering from Zoom fatigue and struggling to balance overprogramming.

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Scenario: EC Students who don’t complete HS requirements for Graduation 

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Scenario: EC Students who don’t complete HS requirements for Graduation 

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What would happen, in a rare case, where students obtain their college credits, but fail to meet their high school graduation requirements? What are the next steps for students if this should happen? Does it impact their continuation along their higher education journey?

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English Learner Education Program Monitoring & Compliance

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English Learner Education Program Monitoring & Compliance

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https://www.doe.mass.edu/ele/cpr/?section=tfm

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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 areas: 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 are reviewed every six years through TFM except the districts that repeat as Tier 4 for three consecutive years. These districts' ELE programs are reviewed every 3 years until such time they are no longer Tier 4.

TFM allows for differentiated monitoring based on a district's level of need:

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.

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.

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
75 Pleasant Street, Malden, MA 02148-4906
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.

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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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English Learner Education Program Monitoring & Compliance - English Language Learners

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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 int…

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We talked a lot about Language support what about Math skills for sciences?

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Comment: Janae' making sure the information is scaffold to be able to support it.

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What schools will be included in the pilot program?

When will we finalize the pathway that we are deciding on?

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ELL - English Language Learner
ML - Multilingual Learners
SEL - Social Emotional Learning
SPED - Special Education
SEI - Structured English Immersion
CBA - Curriculum-Based Assessment
RTI - Response=to-Intervention
SST - Student Study Team
SES - Socioeconomic Status
IEP - Individual Education Plan (or Program)
504 - 504 Plan (IEP, but used for students who do not need special education services)
BIP (or BSP) - Behavior Intervention Plan
GATE - Gifted and Talented Education
SLD -  Specific Learning Disability
ESSA - Every Student Succeeds Act
IDEA - Individuals with Disabilities Education Act
FAPE  - Fair and Appropriate Public Education
LRE - Least-Restrictive Environment
FERPA - Federal Educational Rights and Privacy Act
PBIS - Positive Behavioral Interventions & Supports

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Massachusetts law defines SEI as "an English language acquisition process for young children in which nearly all classroom instruction is 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."

SEI programs in Massachusetts should comply with the Guidance on Identification, Assessment, Placement, and Reclassification of English Language Learners, and must undergo periodic reviews through the state's ELE Tiered Focused Monitoring System. The same document also contains licensure and endorsement requirements for educators and administrators working in an SEI program. G.L. c. 71A, §2.

Below are some questions and answers regarding SEI programs:

What are the SEI program's language goals?
Proficiency and literacy in English, and content achievement.

How often are students' other languages used in an SEI program?
Students' other languages may be used informally, but not routinely.

When does a student start an SEI program, and how long does it last?
The SEI program may start at any age or grade, and lasts as long as necessary, until the English language is no longer a barrier for academic engagement and achievement in English-language classrooms and the student is exited from the program.

Are ELs integrated with non-ELs?
ELs and non-ELs are integrated to varying degrees. For example, a newcomer portion of an SEI program may be relatively self-contained for a transitional time, or in another instance, an EL may be with English-proficient peers all day while still receiving support for both access to grade-level content and dedicated English language development. Be careful not to segregate ELs unnecessarily. For more on this, please visit Creating an Inclusive Environment and Avoiding Unnecessary Segregation from the federal EL Tool Kit.

What are SEI classrooms?
In an SEI program, they are content classrooms with at least one EL, where SEI-endorsed, content-licensed educators shelter instruction so that ELs can meaningfully engage with grade-level content, and develop discipline-specific academic language. This type of instruction within the SEI program is called Sheltered Content Instruction (SCI).

The structure of SEI programs highlights that SCI and content accessibility alone do not provide enough dedicated focus, support, or assistance toward developing the language and literacy instruction ELs need to reach the kind of linguistic complexity demanded by the Curriculum Frameworks. This is especially true of ELs at foundational levels, whose additional language needs are different from those of proficient English speakers.

ESL offers systematic, explicit, and sustained language instruction in the context of the Frameworks. Thus, the SEI program in Massachusetts includes both language and content as important instructional considerations for planning ESL and SCI. Although each component of the program has a different driving instructional focus, both must incorporate language and content (in different ways, informed by the different levels of expertise and qualifications of corresponding educators, such as expertise in language acquisition or in a particular discipline). As a result, both components of SEI programs in Massachusetts (ESL and SCI) contribute to ELs' academic success despite having different primary purposes.

What is the relationship between ESL and SCI?
Visit our Spotlight on Collaboration and Co-Teaching

Shared responsibility, expertise, and collaboration lead to EL achievement. To provide an effective and coherent SEI program, content and language educators need common planning time (CPT), regular opportunities to interact in Professional Learning Communities (PLCs) for shared planning of curriculum, instruction, and assessment for ELs. This type of co-planning and collaboration between content and language is a priority for an SEI program. Educators working in isolation cannot meet all of the challenges involved with giving ELs access to high-quality curricula.

This is because several educators are often responsible for the different instructional components of the SEI program that addresses ELs' linguistic and academic needs, yet they are collectively responsible for the success and outcomes of the whole, comprehensive instructional program. In order for different teachers-of-record (content or ESL) to effectively, intentionally, and coherently plan instruction for ELs, schools should support systematic and dedicated collaboration and co-planning time. By coordinating and collaborating in planning ESL and content curricula, educators support one another, share unique fields of expertise, and take collective responsibility for EL achievement.

Professional Development for SEI
¹ It is important to note here that research indicates that students' languages and cultures are valuable resources, and that incorporating these resources into classroom instruction provides a rich curriculum and positive, affirming school environment for ELs. WIDA's Guiding Principles of Language Development also state that "Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language."

² For comprehensive guidance on ESL in Massachusetts, please visit the Next Generation ESL Curriculum Resource Guide.

³ Please see G.L. c. 71A, section 2 for the definition of ESL in the LOOK Act.

⁴ WIDA Essential Actions 14 and 15 (Gottlieb, 2013, pp. 58-66).

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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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https://www.doe.mass.edu/ele/guidance/

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Massachusetts Department of Elementary and Secondary Education

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Guidance and Laws - English Language Learners

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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 int…

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We already have pathways programs in our school (Business Tech, Health Assisting, Design and Visual Communication, Protective Service, & Programming and Web Development) Can we have the Early College program tailor to our school's pathways program?

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We already have pathways programs in our school (Business Tech, Health Assisting, Design and Visual Communication, Protective Service, & Programming and Web Development) Can we have the Early College program tailor to our school's pathways program?

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https://wida.wisc.edu/assess/access

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A suite of secure, large-scale, summative English language proficiency assessmentsACCESS for ELLs (ACCESS) is the collective name for WIDA's suite of summative English language proficiency assessments. ACCESS is taken annually by English learners in kindergarten through grade 12 in WIDA Consortium member states.

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Just a note for the group— in BPS we recently adopted the term multilingual learners, as opposed to ESL/ ELL.

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For support materials for designation applicants, bookmark the resource site for EC designation applicants. 

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For support materials for designation applicants, bookmark the resource site for EC designation applicants. 

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Early College Designation Resources - MA Early College Community of Practice

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1. Now that there has been a review of the goals of the Incubator Grant and potential pathways, what questions do you still have about the information that has been shared?

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Will staff need get certification to support ELL students?