From the Vision: English learners have equitable access to meaningful and rigorous learning opportunities that build on their cultural and linguistic assets and the academic, linguistic, social, and emotional supports they need to excel.
School administrators create a master schedule that provides targeted supports to ELs in addition to English language development and other core content instruction.
School administrators allocate resources to provide instructional supports and services tailored to the unique academic and linguistic needs of all ELs (including SLIFE, ELs with disabilities, and newcomers).
School leaders track the progress of ELs who do not meet English language proficiency benchmarks and support teachers in establishing processes to ensure ELs are on track to attain English language proficiency (e.g. identifying the areas in which identified ELs need improvement, establishing personalized goals for attaining English proficiency; assessing and tracking the progress of ELs who did not meet benchmarks and other benchmark requirements)
Quick Reference Guide
Last Updated: June 2, 2020
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
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