Embedded Files
ELE Coordinator
Stefanie DeRosa
Staff
Toster Andrade
Michael Dares
Kara Doherty
Stacey Flynn
Ashleigh McAndrews
Proficiency Benchmarks
Under the Every Student Succeeds Act (ESSA), states must report on ELs’ progress in achieving English language proficiency. Title III of ESSA requires states to report the number and percentage of students who are “making progress” in achieving English proficiency.
In Massachusetts, “making progress” means that a student is on track to attain English proficiency within six years of entering a Massachusetts school.
As such, the Department derived growth-to-proficiency targets (i.e., benchmarks) using a six-year period. A school district may consider a student proficient when they have achieved an overall composite score of Level 4.2 on the ACCESS test, based on a score scale that extends from Level 1.0 (the lowest level of proficiency) to Level 6.0. Students will continue to receive annual benchmarks for as long as they are classified ELs
WIDA Model
Serves as an interim assessment during the school year.
Determine real-time English language proficiency level scores for students
Measure and monitor student progress over time
Inform instructional planning as well as curricular and programming decisions
Predict student performance on ACCESS for ELLs
Sheltered English Immersion (SEI):
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."
Sheltered Content Instruction (SCI):
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).
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