Any student identified as a potential English Learner (EL) is assessed using the WIDA-ACCESS Placement Test (W-APT). A student who scores below an overall composite proficiency level of 5.0 and a composite literacy (reading/writing) proficiency level of 4.0 is considered to be an EL and is eligible for English Language Development (ELD) services. Only students who achieve a 5.0 composite proficiency level and 4.0 composite literacy are considered English proficient.
Once identified, the ELL Coordinator, in collaboration with the student’s advisor and teachers, determines the level and type of support needed using a variety of data sources, including:
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WIDA-ACCESS and MCAS scores
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Classroom assessments and observations
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Report cards and academic progress
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Teacher and advisor input
Support Options May Include:
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Placement in an ELD class in addition to SEI content classrooms
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Targeted English-language tutoring
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Accommodations or modifications to instruction and assignments
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Ongoing communication with families to ensure shared understanding of progress and needs
Ongoing Monitoring and Adjustments
Student progress is reviewed regularly through:
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Weekly staff meetings, where advisors and teachers discuss academic and language development
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Midterm and end-of-term student record reviews by the ELL Coordinator
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Bi-weekly parent contact by advisors to maintain engagement and provide updates
Adjustments to instruction, class placement, or language supports are made collaboratively based on these reviews. This ensures each EL receives responsive, individualized support aligned with their current proficiency and academic needs.
Language Access
All EL students have access to:
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Word-to-word dictionaries in their primary language (upon request)
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Interpreter services for any academic counseling meeting or parent conference
The ELL Coordinator and/or School Director is responsible for scheduling interpreter services.