ELL Parent, Teacher, and Student Resources

English Language Learners



Welcome to Seekonk Public Schools’ English Learner (EL) Program Website!  Seekonk’s EL program is designed to teach our culturally and linguistically diverse student population academic and social skills in conjunction with English literacy in listening, speaking, reading, and writing. Our district currently has over 60+ K–12 English learners, who add rich diversity and new perspectives to our classrooms. They are from many countries and speak 17 different languages.  The greatest represented countries of birth of our EL students are: USA, Brazil, El Salvador, Poland, Puerto Rico, China, India, Africa, Egypt, and Haiti.  The greatest represented languages are Portuguese, Spanish, Arabic, and Creole. We are privileged to have highly qualified, licensed English as a Second Language (ESL) teachers and endorsed Sheltered English Immersion (SEI) teachers to effectively instruct our EL population.   


Please use the links on the sidebar to access information regarding different components of the EL program.  


Translation & Services


Please keep in mind that Seekonk Public Schools' website allows you to “translate” any of our webpages into many different languages.  There may, of course, be limitations to using a software program for translations; if you need help understanding the posted information, please contact me by email or contact your child’s teacher for clarification.

English Language Interpretation & Translation procedures related to parents’ rights to receive procedural safeguards in the context of providing children with disabilities with a free appropriate public education (FAPE) under Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act (IDEA);

·         meetings in which parents participate in eligibility and placement decisions affecting their children with disabilities;

·         disciplinary notices and procedures;

·         registration/enrollment forms, emergency notification forms and other forms most commonly used by the district to communicate with parents;

·         report cards and student progress reports;

·         parent-teacher conferences or meetings;

·         parent handbooks and fact sheets;

·         academic options and planning, including gifted and talented programs,

·         alternative language programs, and counseling and guidance services; and

·         screening procedures that request information from parents about the child’s language background and the parents’ preferred language for communication with the school.

Translation Services

Cross Culture Interpretation & Translation Services

8 Acorn Street

Cumberland, RI  02864


International Language Bank

270 Elmwood Avenue

Providence, RI  02907


CBC Therapy

626 Park Avenue, Suite 2A

Cranston, RI 029110


Catholic Charities

Community Interpreter Services

275 West Broadway

Boston, MA  02127


Parent & Community Involvement

Communication with Parents

State and Federal regulations require that districts provide information about assessment and related academic achievement to parents of EL students in a language that they can understand. Parents may request a translation of their child’s report card or progress report by contacting Seekonk Public Schools. The ESL teacher at each school coordinates the effort to have important documents and notices translated into our students’ native languages when deemed necessary or when a request is made.


When a student is identified as an EL student, the parent will be notified of the entry of their child into the EL program in the Seekonk Public Schools within 30 days. The notice will include information about why the student was assessed and what services are available.  The letter will give parents the option to decline any English language development instruction for their child and whom to contact about services.


Newsletters, forms and fliers are sent home to families in their home languages to keep them informed about ongoing school activities.  PTO has monthly meetings to increase parental involvement in school activities and give parents guidance on how to optimally work with their children. Translators are available if requested.  Seekonk hosts an annual Family Night to review the ACCESS testing results with the parents/guardians and savor multicultural foods from various countries. All students are presented with certificates for their participations in the ELE program.


Seekonk Public Schools encourage parent involvement by offering a selection of:


§  Reading nights

§  Craft Nights

§  Open House Nights

§  Parent Information to ACCESS Night

§  Student Assemblies

§  Parent Meetings


Program Introduction


In accordance with the requirements of the Federal government and the state of Massachusetts, Seekonk Public Schools provides an English learner program which is designed to meet the needs of students whose native language is other than English.  The purpose of the program is to accelerate English language literacy so that second language learners will be successful in all academic endeavors, while at the same time valuing the social and cultural knowledge English learners bring to school. Seekonk School District practices a sheltered English immersion (SEI) model in each of our schools; in other words, we teach our students primarily using the English language.

Frameworks for English Learner Education

Second language acquisition is a multifaceted process that requires skillful and intentional facilitation. Along with the challenge of developing fluency in a new language, English Learners (ELs) must master grade-level content in all academic subjects. In order to meet the diverse needs of our EL students, the curriculum is designed around the WIDA standards and Universal Design for Learning (UDL) to provide the foundation for the English Language Development (ELD) Framework to support sustained instruction.

Curriculum & Instruction

Teachers and students partner to explore learning through relevant connections to content, based upon focused language and literacy skills. Attention to the cultural and native language capital of the students supports the multiple perspectives of chosen topics and context for learning. Activities for comprehensible input include personally meaningful tasks and work products that reflect mastery of the explicit discourse required to meet the performance expectations of WIDA academic and sociocultural content standards. Teachers collaborate with students to create inclusive, safe, and nurturing environments that support the risk taking needed to generate point of view, voice, and expression. The monitoring of student responses to interactive learning employs concrete data to evaluate, define, and implement supportive multi-tiered levels of instruction.


According to National Center on Universal Design for Learning, at CAST, UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone-not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.


WIDA in the Classroom

The WIDA (World­ Class Instructional Design and Assessment) Consortium has been built by educators who work with English learners (ELs) in their classrooms, schools, districts, and states. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. 

Massachusetts Department of Elementary and Secondary Education (DESE) has been a WIDA consortium member state since 2012. DESE has adopted WIDA’s English language development standards and assessments for English Language Learners. The annual assessment for English Language Learners is ACCESS (Assessing Comprehension and Communication in English State­ to State). This assessment replaces the previous Massachusetts English Proficiency and Assessment (MEPA/MELA­O).

o    These standards incorporate a set of model performance indicators (PIs) that describe the expectations educators have of EL students at four different grade level clusters and in five different content areas.

o    The grade level clusters include Pre-K­ to K, 1 to ­2, 3 to ­5, 6 to ­8, and 9 to ­12. There are five content areas of the standards. The first is called social and instructional language (SI), which incorporates proficiencies needed to deal with the general language of the classroom and the school. The others are English language arts (LA), math (MA), science (SC), and social studies (SS).

o    For each grade level, then, the standards specify one or more performance indicators for each content area within each of the four language domains: Listening, Speaking, Reading, and Writing.

o    The WIDA framework recognizes the continuum of language development within the four domains with six English language proficiency levels.

Equal Access to Academic Programs

Reclassification and Monitoring Policy

Criteria for Reclassifying Students in EL Program

All English Learner (EL) students who have achieved
proficiency in English and can access all content knowledge without additional support (according to the State's ACCESS testing) will be identified as fluent and be fully mainstreamed in SEI core-content classrooms.

Either an SEI or ESL teacher may initiate consideration for reclassification from the EL program. ESL teacher will gather ACCESS for El test scores and other pertinent information to make a decision that is in the student’s best educational interests. 

Parent requests for reclassification from the EL program may at times supersede some of the above criteria, but in order to do this, parents must sign an Opt-Out form requesting that their child be withdrawn from the program.

We ask that every parent considering this option first meet with the respective building ESL teacher and/or school principal, guidance counselor to discuss the possible educational consequences of this decision.

The following list displays the criteria which we consider before an EL student exits the EL program or the student is reclassified as Former English Learner (FEL):


List of Exiting Criteria Minimum Requirements: Grades K – 12

·         Composite Score Student must score a composite ELD level 5 or 6 on the ACCESS for ELs test 
Oral Proficiency in English

Student must score level 5 or higher on both the Listening and Speaking sections of the ACCESS for ELs test AND/OR WIDA MODEL.
Reading Proficiency in English
Student must score level 5 or higher in reading on ACCESS for ELs AND must read on grade level OR score proficient on WIDA MODEL

·         Writing Proficiency in English
Student must score level 5 or higher in writing on ACCESS for ELs test AND a sample of student’s writing must be judged as being on grade level by a team of teachers OR must score proficient on the Writing test of the WIDA MODEL.

·         List of Exiting Criteria Minimum Requirements: GRADES 3 – 12
MCAS Test Results
School Grades
A student must receive at least a C average (or “Developing” designation in grades K – 3) in all combined ACADEMIC area subjects on his/her most recent report card 
Teacher Feedback
A student must be able to function without English Language Development support in core academic subjects, based on ESL/SEI teacher feedback.


Monitoring of FEL (Former English Learner) Students

All students who have been reclassified from the EL program at the Seekonk Public Schools (SPS) will be monitored for satisfactory academic progress for at least four years, and if necessary, will be offered additional language support.

Once the students have been reclassified from the program, SPS provides a system for monitoring the success of the student in the mainstream program. 

The ESL instructors are responsible for conferencing with the mainstream teachers of our FEL (Former English Learners) at least twice a year. A Monitoring Form for Reclassified Student progress will be provided by the SEI teachers, in collaboration with the ESL teachers, and provide documentation to support the following information-


Progress reports and report cards 

·         Test score documents (MCAS, ACCESS)
Individual student progress notes and Individual Education Plans (IEPs) 
Teacher feedback regarding areas of concern in the different curriculum areas
Teacher recommendations for continued academic progress and interventions are already in place
Student participation in class and completion of daily work 

·         If a FEL student is having difficulty in the mainstream classroom, the ESL teacher and other members of the instructional team will work to determine the reasons for an individual student’s lack of academic success. The student will be referred to the school’s Student Support Team (SST) if there is uncertainty as to whether this lack of progress is due to learning differences, disability, or language differences. The District will then provide additional services to develop English language skills and/or will provide tutorial or support services to address other academic problems. The student will be considered for reclassification as an English Learner, and parents will be appropriately informed of service options.


Equal Access to Academic Services and Programs


EL Programs and Related Services


·         English Learner (EL) students will receive equal access to all district special opportunity programs.  These programs include, but are not limited to; differentiated instruction, speech, math and reading intervention services, MCAS preparation, and    special education, advanced placement, and all extracurricular and nonacademic activities available to other students.

·         No student will be denied the right to participate in any extra-curricular activities in the school on the basis of age, disability, marital status, national origin, race, religion, color, sex, or English language proficiency.  Every student has the knowledge of sports, band, choral music, drama and club activities that are being offered in each building.


Special Education and English Learners

·         Seekonk Public Schools does not place any student in a special education program based on his or her English language proficiency.  The guidelines for special education are the same for both EL and non-EL students in accordance with the Individuals with Disabilities Act (IDEA).


·         All students all have the right to special education services.  Any student who is referred to their school’s Student Support Teams (SST) and are EL, as determined by our EL program entrance criteria, will be provided with intervention techniques to be used by both SEI and ESL teachers.  If further testing is needed, then it will be conducted.


·         Bilingual psychologists will be contracted by the Special Education Department in order to evaluate a student if needed.


·         After testing is completed, the team convenes to determine whether or not a student has a disability and to determine whether a student is deemed eligible for Special Education. The team would develop an Individual Education Program and which program model (Inclusion, etc.) would be best.  In any case, the SEI and ESL teachers will attend these meetings to offer input and their teaching expertise and experience, as well as stay informed and involved. The required time frame within which this process must be completed is the same as for a student who is not an English learner.


·         If it is determined that an EL student needs special education services, he or she will still be offered the required time of English Language Development instruction.  The Special Education Department as necessary and will be in close touch with both the ESL teacher and Psychologist/ Team Chairperson in each individual school to assure consistent involvement.


Academic Counseling and English Learners

·         EL students will be provided with guidance counseling.


Advanced Placement and English Learners

·         EL students at Seekonk High School will have access to all academically advanced classes, if they have mastered the prerequisite skills to take the classes.  Teachers cannot deny entrance to any of these students capable of participating in these classes because of lack of English proficiency. 

·         Translations, upon request, of Seekonk High School’s program of studies contain all information about the AP process. 


Retention of English Learner Students

·         Students will not be retained solely because of limited English proficiency.  Close evaluation of academic performance and communication with teachers will be conducted before a student is retained, to determine that the reasons for retention go beyond language proficiency.  Students who have missed a substantial amount of school due to absences, have neglected their classwork and/or homework on a regular basis, or have consistently failed tests after having been given the necessary tiered supports and language development instruction, might be in danger of being retained.  Parents will be notified of their child’s performance in school through notes home, telephone calls, face-to-face meetings, and progress reports – in their native language, if necessary. 



ELE Professional Development

·         In accordance with 603 CMR 44.06(1) (a), as of July 1, 2016, all educators must complete the required SEI instruction in order to have EL students in their classrooms. All educators with professional licenses must earn at least 15 Professional Development Points related to SEI or English as a Second Language in order to be eligible to renew their licenses.


English Learner (EL) Program

Seekonk Public School District


EL Student Identification and Placement

EL Student Identification Process  

When new students register in our district schools, families are provided with a Home Language Survey (HLS), which is included in the registration packet.  Students will not be allowed to enter school unless this document is completed.  The HLS is available in all of the languages currently spoken by children in our schools which are on the district website.  If a parent has difficulty obtaining this document in their native language, the office secretary and ESL teacher will provide a translated document to them.

·         Parents complete the HLS and return it to the home school. If the parent/guardian lists English for all questions and demonstrates facility with English either through completion of other forms or conversation with HLS administrator, then no further action is required.

·         If any of the responses indicate other than English, the HLS should go to the ESL teacher so that next steps can be determined.

·         ESL teacher reviews student’s previous records to determine if screening is needed.

·         If there is a question about the accuracy and/or reliability of the responses on the HLS, then, next steps may be an interview with the parents.

  • Each ESL Teacher will make the determination whether or not a student will be tested for language proficiency. If any of the following questions below are answered indicating a language other than English, the district is required by law to screen the student to determine whether or not he or she will be provided ESL services.

Questions on the Home Language Survey are:

1. List the languages spoken by your child. 


2. What was the first language your child spoke?


3. What language do you most often use to speak to your child?


4. What is your child’s preferred language for communicating with members of the family and friends?


Students may also be referred at a later time for assessment of their English skills.  If a classroom teacher notices that a child is not making progress in his/her class and suspects that the reason may be due to a student’s language proficiency ability in English, the teacher can contact the ESL teacher so that the student’s English proficiency can be assessed.

Seekonk Schools Home Language Survey Procedure to identify students who may be English Learners


Seekonk School District complies with federal and state laws and regulations and emphasize the following in order to increase the validity and reliability of the identifying students who may be ELs.

·         This procedure is in place to accurately identifying ELs in a timely, valid, and reliable manner.


·         The Home Language Survey (HLS) is not intended to confirm citizenship status, or predetermine ELE services.

·         Establish clear procedures for administering the survey to clarifying responses.


·         Clarify how students’ educational background information will be utilized to determine whether a language proficiency screening test is required.


Home Language Survey Administration


The primary purpose of a Home Language Survey (HLS) is to find out whether a student has been exposed to a language other than English in the student’s home and should be assessed for English language proficiency. The HLS provides an opportunity to collect other useful information about the student that will help district personnel understand the student's personal and educational history in order to plan an appropriate educational program for the student.

The ESL teacher will administer the HLS to ALL new students.


Registration of Students requires everyone to fill out a Home Language Survey


·         The school administrative assistant oversees the registration process in each building. The registration process is carried out at each prospective student’s home school. Administrators are available if there are any questions.


·         Each registration packet is processed by the school administrative assistant for all new students enrolling in Pre-K through 12th grade.


·         The Home Language Survey (HLS) is attached to each registration packet. Translated versions of the HLS are located on the district website. The ESL teacher will have office hours at during the last week in August to set up interviews with any guardians or parents who do not speak English and are registering their children for the upcoming school year.


·         The school administrative assistant will set up a time for the family to meet with the ESL teacher or school official to conduct a Home Language Survey Interview. This will allow for time to arrange for a translator if it is necessary. HLS provides useful information about ELs and will be filed in students’ cumulative folders as a resource for educators.


Screening for English Language Proficiency


·         If a newly enrolled student’s HLS indicates that a language other than English is spoken at home, then the student must be screened for English language proficiency.

·         All students should be administered a language proficiency test when the answer to any question on the HLS is a language other than English with the following limited exceptions:


·         Students who have already been in an ELE program and reclassified in a different district do not need to be screened again for English language proficiency.


Language Proficiency Screening Procedures

  • All students identified as needing to be assessed for language proficiency as described in Student Identification Process above will be promptly assessed to determine whether the student is either an English Learner (EL) or a fluent English speaker.  The data gathered will pinpoint the student's level of English proficiency and inform appropriate programming and placement. 
  • An ESL educator is the test administrator, trained in the administration and interpretation of language proficiency tests, will complete the testing at the Family Resource Center. We currently use the research driven WIDA-Model and WIDA Screener to make the appropriate student placement determination.  These tests assess English skills in speaking, listening, reading, and writing. Students who receive a composite rating of WIDA level 1-4.5 will be recommended for EL program services.  Students who receive a composite rating of WIDA levels 5-6 will be placed in general education classes, and will not receive EL support services.
  • The results of these initial assessment tests will be recorded on our Language Proficiency Test Results document and filed in the student’s EL cumulative folder, placed inside the main cumulative folder.  Other relevant information about the student (progress reports, state test scores, etc.) will also be included in the student’s EL cumulative record as it is gathered.

 The Placement Process 

  • Once the results are obtained, the ESL educator will consult with the school principal (elementary schools) or guidance director/counselor (secondary schools), to determine the appropriate placement of the student in the school setting and the appropriate level of ESL support.  The Massachusetts Department of Elementary and Secondary Education (DESE) has established guidelines for the amount of English Language Development an EL student should receive based on his or her proficiency level.

Guidelines for Using ACCESS for ELs Results to Plan SEI Instructional Programming

  • The decision on classroom placement will be made based on the needs of the student. DESE completed the Rethinking Equity and Teaching for English Language Learners (RETELL) SEI Endorsement training to all core academic classroom teachers so that all EL students are effectively taught in core-content mainstream classrooms.  All EL students will receive varying amounts of English Language Development (ELD) skill instruction, following either a pull-out (students are taught in small groups outside of their classroom by a qualified ESL teacher) or push-in model (students are given support by a qualified ESL teacher in their regular classroom). Students at an Entering or Emerging level of proficiency or newcomers to the country will receive anywhere from two to three academic blocks of English Language Development instruction, integrated with grade level academic/content material.  Students at a Developing, Expanding, and Bridging proficiency levels will receive one academic block of direct ESL instruction per cycle. All EL students are placed in mainstream SEI classes where the teacher has received sheltered instruction training.
  • In general, the student will be placed in the appropriate class for his or her chronological age.  To the greatest extent possible, considerations of peer groups, personalities, etc. will be included to provide the optimum learning environment for the student.
  • The level of English Language Development support will be determined at the time of program placement with assurances that as the student adjusts to the school environment, progress will be monitored and the services adjusted accordingly.
  • Parents will be informed promptly of final placement decisions through a Parent Notification letter. (These letters have been translated into our students’ home languages).  A parent/guardian has the right to opt-out of the EL program.  He or she must meet with the ESL Educator at each school to discuss the student’s placement and may sign an official opt-out form at that time.
  • In addition to initial screening of students who may be considered for inclusion in our EL program, there is one state-mandated language assessment administered on a yearly basis to designated EL students in grades K – 12.  The ACCESS for ELs  assessment is used by teachers to evaluate a student’s English language listening, speaking, reading, and writing skills in the areas of social and instructional language, the language of language arts, the language of mathematics, the language of science, and the language of social studies.  The purpose of ACCESS for EL testing is to provide data and resources to strengthen curriculum, instruction and classroom assessment, and to identify EL students who are progressing toward, or have achieved, English language proficiency. 
  • Language proficiency results inform program planning as they are reviewed by ESL staff every year after the ACCESS test results are in.  The language proficiency scores are also provided to SST teams for their use in designing learning interventions and/or decisions to evaluate the student for special education services. 

Program Design

English Learner Program

Martin and Aitken Elementary School: Grades K – 5 Model and Teacher Qualifications: 


The English Learner (EL) students at both Elementary Schools are all integrated into targeted mainstream classrooms taught by Sheltered English Immersion (SEI) teachers.  English Language Development (ELD) support is provided by one licensed English as a Second Language (ESL) teacher in each elementary school. One licensed English as a Second Language (ESL) teacher divides her time to provide ELD support at the HMS. EL students are either placed in self-contained classrooms or attend SEI classrooms. ESL teachers provide ELD services to students in self-contained classrooms. Our building pull-out ESL teachers pull EL students in each grade based on proficiency level out of their mainstream SEI classroom and provide direct ELD instruction to small groups of EL students. At both schools, our EL population is include in general education, in special subject area classes, math and reading intervention programs, if needed, as well as extra-curricular activities.

Curriculum:  National Geographic School Publishing/Hampton-Brown which aligns with the Common Core State Standards. Finish Line is available for grades 1-12.

Curriculum - Supplemental curriculum is used for elementary English Language Development instruction, which is aligned with WIDA and ACCESS science and social studies grade level frameworks. Here are some examples of some of the supplementary materials - Scholastic: 240 Vocabulary Words Kids Need to Know (Grades 1-5) Scholastic: Success with Reading Comprehension, Writing, and Grammar (Gr. 1-5) Scholastic: Sight Word Readers Scholastic: Hi-Lo Passages to build Comprehension (Gr.3-5) Lakeshore: Oral Language Photo Prompts. They also utilize nonfiction leveled texts from the Book Room. The curriculum in our designated SEI rooms follows the state standards, with the addition of targeted English language objectives in the domains of listening, speaking, reading, and writing. All of these SEI trained teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student process using both formal and informal assessments.

SEI Training: Aitken and Martin Elementary School:  Seekonk was a RETELL Cohort 2 school district and rolled out RETELL SEI Endorsement in fall 2013. All identified general education teachers with EL students are SEI endorsed.

Collaboration: Our elementary ESL teachers attend school grade level meetings with other mainstream teachers to collaborate with their content area constituents.  SEI teachers meet with our ESL teachers on a routine basis to mutually inform one another about their students’ progress, and discuss strategies that they can use to increase comprehensible input for their ELs.


Dr. Kevin Hurley Middle School (HMS): Grades 6 – 8 Model and Teacher

Qualifications: One licensed English as a Second Language (ESL) teacher divides her time to provide ELD support at the HMS.  Entering/Emerging through Developing/Expanding/Bridging level students in grades 6 – 8 are in self-contained grade level classes learning content and ELD; the students with greater proficiency are mainstreamed into SEI classes, with one period of ELD daily. EL students are either placed in self-contained classrooms or attend SEI classrooms. ESL teacher provides ELD services to students in self-contained classrooms. Our ESL teacher pulls EL students in each grade based on proficiency level out of their mainstream SEI classroom and provide direct ELD instruction to small groups of EL students. EL population is included in general education, in special subject area classes, math and reading intervention programs, if needed, as well as extra-curricular activities.

Students are pulled out during various instruction periods. At this time, there are no entering/emerging students at HMS. Finish Line series is available for grades 1-12 for test preparation. The ESL teacher utilizes Isabel Beck, Reading Comprehension through Vocabulary and trade books designed to focus on a special topic. Students with an Entering and Emerging English language Proficiency are pulled out during for ELD instruction. One highly qualified ESL teacher with ESL license in English Learner Education serves both the HMS and SHS.  In addition to offering ELD instruction, the students have access to grade level content, differentiating instruction based on their students’ language proficiency and literacy levels, and have access to all grade level texts and materials in the general education. ESL teacher attends full faculty meetings every month. SEI Training:  Seekonk was a RETELL Cohort 2 school district and rolled out RETELL SEI Endorsement in fall 2013. All identified general education teachers with EL students are SEI endorsed.

Curriculum: The textbook series Edge by Hampton Brown is a supplemental resource for English Language Development instruction, which is aligned with content area grade standards.

Curriculum was developed by the HMS/SHS ESL Teacher for WIDA Level 1-2 at the Secondary level. Curriculum for WIDA levels 3-4 is in process and is used to guide ELD instruction. The curriculum in SEI classes follow the state standards, with the addition of targeted English language objectives in the domains of listening, speaking, reading, and writing. All of the SEI teachers have been trained to utilize WIDA Standards to make necessary modifications in instruction and track student process using both formal and informal assessments.

Collaboration: Collaboration takes place with the ESL teacher and content area teachers via e-mails or organized meetings to discuss the curriculum. They also meet and discuss prior to any meetings with parents.


Seekonk High School (SHS): Grades 9 – 12 Model: One highly qualified ESL teacher with ESL license in English Learner Education serves both the HMS and SHS. The ESL teacher implements the Seekonk High School ELD / English Immersion program which students receive course credit toward a diploma.  The ESL teacher pulls out students on WIDA Level 3-5. All students attend 1 period per day as long in the 7 day cycle. The ESL teacher developed curriculum for WIDA Level 1-2 at the Secondary level.

SEI Teachers:  Seekonk was a RETELL Cohort 2 school district and rolled out RETELL SEI Endorsement in fall 2013. All identified general education teachers with EL students are SEI endorsed.

Curriculum:  Currently, the ESL teacher uses EDGE LEVEL B and will be adding LEVEL C in 2018, which serve as the basis for English Language Development instruction and are aligned with content area grade standards. Trade books are utilized and are decided upon by topic. Level 1& 2 students are using books published by Saddleback Publishing (low level readers) that follow along with the curriculum of others (e.g.- Dickens, A Christmas Carol), Shakespeare (Romeo & Juliet) so they can be exposed to the classics, but is easier to understand.

The textbook series Edge by Hampton Brown is used as a resource and is used as the basis for English Language Development instruction, which is aligned with content area grade standards. Curriculum was developed for WIDA Level 1-2 at the Secondary level. Curriculum will be developed by ESL teacher for WIDA levels 3-4 and will be used to guide ELD instruction. ELD curriculum is aligned with WIDA Standards.


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