Embedded Files
Seymour Public Schools is committed to providing comprehensive, equitable, and culturally responsive programming to meet the diverse needs of our English Learners (ELs) / Multilingual Learners (MLs). Our goal is to ensure that every EL/ML student receives the language development, academic instruction, and social-emotional support needed to thrive in school and beyond. This section outlines the instructional models, placement practices, support services, and specialized programming available for EL/ML students, including students with limited or interrupted formal education (SLIFE). Ongoing professional development and collaboration among educators ensure that all staff are equipped to deliver high-quality instruction aligned with students’ language and learning needs.
Training
EL/ML staff, certified teachers, and other personnel working with EL/ML students must be well-informed and capable of addressing students' language and cultural needs. Meeting these needs requires both external and internal resources. Training and support will be offered to newly hired staff and provided continuously for all staff.
Instructional Placement
Students shall be placed at the age-appropriate level or possibly one grade lower.
Student transcripts shall be evaluated by school counselors and/or EL/ML staff.
Students shall be assessed for academic performance using district universal screeners and assessments, and other informal assessments that may be done in their primary language.
All students are required to meet Seymour High School’s graduation requirements; therefore, transcripts will be carefully reviewed to determine which credits may be applied toward graduation and to guide appropriate course placement. Required graduation credits may be found in the Seymour High School Program of Studies.
EL/ML Programming Models
EL/ML Pull-Out Services
EL/ML pull-out services involve providing instruction and support outside the classroom environment to receive focused instruction in a small group or one-on-one setting. These services are designed to address the specific language and academic needs of ELs/MLs, providing targeted support in areas such as speaking, listening, vocabulary development, grammar, reading comprehension, and writing skills. During pull-out sessions, trained EL/ML staff work closely with students to reinforce classroom content and ensure they gain the language proficiency needed to succeed in mainstream classes. This approach helps bridge the gap between students' current language abilities and the academic expectations in their regular classrooms.
Push-In Services
EL/ML push-in support involves integrating language support directly into the students' regular classroom setting. Instead of pulling students out of class, an EL/ML specialist or teacher joins the classroom to provide targeted language assistance alongside the content instruction. This support is typically provided within the context of the lesson, helping students with vocabulary development, language structures, reading comprehension of the subject matter, and writing. By working within the classroom, push-in support allows EL/ML students to engage with their peers, participate fully in lessons, and access grade-level content while receiving the tailored language support they need. This approach fosters an inclusive learning environment and helps students build both language skills and academic confidence.
English as a Second Language Course
Students enrolled at Seymour High School may be enrolled in the English as a Second Language Course. This course is designed for students whose primary language is not English and who still need to pass the English Language Proficiency Assessment (LAS Links). Initially, students will focus on English survival language for newcomers, and differentiation will be provided to more advanced students to help them pass the LAS Links assessment. Students can test out of this course by performing at the following level on the LAS Links, achieving an overall performance level of 4 or 5 and having a reading score of 4 or higher and a writing score of 4 or higher.
SLIFE Students
Students with Limited or Interrupted Formal Education (SLIFE) is an umbrella term used to describe a diverse subset of the English learner population who share several unifying characteristics (WIDA, 2015). Typically, these students enter or re-enter a U.S. school after the second grade with school experience characterized by one or more of the following:
Academic skills two or more years below expected grade level
Consistent, but limited formal schooling
Inconsistent attendance and/or inconsistent access to education
Instructional Planning
Prior to developing a SLIFE student’s instructional plan, EL/ML staff will make a determination of SLIFE status using the following steps:
Identify the student as an EL/ML.
Review academic records (if available).
Administer the EL/ML Family Interview.
If the results of the SLIFE Interview indicate interrupted or limited educational experience, then a native language literacy and numeracy assessment (if available) shall be used to determine if a student’s academic functioning is two or more years below expected grade level relative to typical peers. If native language assessments are unavailable, then the student shall be considered a SLIFE until further assessments and data measures indicate otherwise. In the development of a SLIFE student’s instructional plan, SLIFE student’s intake data, registration documents, Home Language Survey, State English learner placement assessment(s), interview results, literacy and numeracy assessment results, and other pertinent records should be reviewed. Socio-emotional, cultural, academic, and linguistic factors should also be considered in the design of the student’s instructional program. Instruction should target gaps in skill and knowledge, and support a student’s transition to academic success.
Resources
CT Students with Limited and/or Formal Education (SLIFE): A Resource Handbook
Seymour Public Schools Multicultural Fair, April 4, 2025
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