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Our Program- Sheltered English Immersion

  1. Initial Identification
    At the time of registration we ask all parents to complete a Home Language Survey. Upon review of the Home Language Survey, if a language other than English is mentioned, the new student is assessed for English language proficiency in:
    • Speaking
    • Reading
    • Writing
    • Listening
  2. Initial Proficiency Level
    Our assessment tool for English proficiency is the W-APT/WIDA-Screener.
    This is a very broad look at a student’s ability to learn in English only, without any support.
    Overall Scores in all areas range from: 1-6
    • 1 = Entering – No English
    • 2 = Beginning – limited social and academic English
    • 3 = Developing – strong social and limited academic English
    • 4 = Expanding – strong social and competent academic English
    • 5 = Bridging – strong social and strong academic English
    • 6 = Reaching – fully able to compete with English only students without support
  3. SEI Program Description
    There are two main components to our program model:
    • Core academic classes – taught by licensed teachers who are specially trained to differentiate or shelter the language of the content for English learners
    • English as a second language class – a separate content class taught by a teacher licensed in second language acquisition
  4. Annual Assessment: ACCESS
    Every year, during the month of January, all EL students across Massachusetts are required to participate in ACCESS testing.
    This is a continued assessment of proficiency that assesses student’s English skills in:
    • Speaking
    • Reading
    • Writing
    • Listening
  5. All students, including those who have opted-out of program support, are required to participate.
  6. Program Exit
    Every child learns at his or her own pace.
    Exit criteria are the same for all students, but the amount of time any individual child will need to master English may vary.
    Here’s what we look for:
    • Students with a 4.2 Total Composite in the Access 2.0 and a literacy composite of 3.9 are eligible for reclassification
    • Classroom performance in core content
    • Classroom performance in ESL
    • Teacher recommendation
    • Social and emotional readiness
  7. After Exit Monitoring and Support
    After students are determined ready to exit direct support, we monitor progress for the next four school years.
    • We solicit reports and feedback from classroom teachers.
    • We review academic progress.
    • We meet with and discuss progress with classroom teachers and offer guidance or additional assistance if needed.