ELL Scheduling

English Language
Learner Education
Handbook 

Home Language Survey

English Proficiency Test

English Proficiency Levels 0-5

Learning to Speak English
and Learning Academic English

The Instructional Program

ELL Program Scheduling, 
Progress, Exit and FLEP

How Parents can Help

ELL Program Scheduling, Progress, Exit, and FLEP

ELL Program Scheduling

Kindergarten Students at pre-IPT proficiency levels A-C will follow a proposed oral development curriculum 4x a week in keeping with the Kindergarten schedule. Students at level D will be seen 2x per week. MA. DESE Guidance does not recommend exit of Kindergarteners; progress on MEPA will demonstrate meeting grade level benchmarks at Grade 1 or Grade 2 for a majority of students.

Students in Grade 1 at IPT level A-D will be seen 4x a week. Students at level E will be seen 2x a week. Students in Grades 2-12 take oral, reading, and writing components of the IPT. If students score A-C, or limited in reading or writing, they are assigned to ESL 4x per week.

Students new to the program take a State MEPA test in October and in March. All other LEP students take a state MEPA test every March until exit.

Student Progress

Progress in learning is measured by bi-annual progress reports, bi-annual (K), tri-annual (1-5), or quarterly (6-12) report cards, on-going discussions with teachers, parents, and students, and the annual MEPA test.

Exit from the program is recommended when students meet the following criteria:

1. Students are earning passing grades and meeting grade level academic expectations in core subjects (ELA, Math, Science, Social Studies)
2. Students can understand and participate in academic activities independently
3. Students acclimate to their school communities; they meet behavioral expectations in the classroom, in extra-curricular activities, on the playground, or throughout the school and its grounds
4. Students pass the MEPA with scores between 515-550

Formerly Limited English Proficient (FLEP)

After exit, students are FLEPPED, but have not finished learning English. The ELL Coordinator, guidance, and the classroom teacher monitor FLEP students for two years after exit. The purpose of monitoring is to ensure continued ELL student academic success and integration, and to prevent reclassification of students after exit. If FLEP students are struggling academically, the following documented interventions must be attempted before reclassification:

1. The student is placed with teachers who have been trained in sheltered immersion (Category I-IV).
2. Teachers have documented the ELL, differentiated, or other strategies or practices outlined in the district DCAP they have attempted to help the FLEP student understand or complete assigned work/assessments. Teachers have collected examples of student work to facilitate explanations for parents or the Coordinator.
3. Guidance, the principal or his/her designee has used the resources available to all students, and informed the student's family (with assistance of the ELL Coordinator if needed) of resources to help further ELL student achievement.