Multilingual Education

Malden Public Schools — English Learner Education (ELE) Program

Overview

Malden Public Schools’ English Learner Education (ELE) Program aims to support English Learners (ELs) in achieving English language proficiency and gaining access to grade-level core content. The program prepares students for success in college, career, and active participation in a global society.

The program is based on the WIDA English Language Development (ELD) Standards Framework, which guides language-rich, content-driven instruction for students in kindergarten through grade 12. EL students are placed in appropriate ESL courses according to their English language proficiency, determined through ACCESS scores or the WIDA Screener during registration.

On average, ELs typically achieve proficiency in four to seven years, although the timeline can vary. Students’ academic progress is monitored through a combination of assessments, including summative ACCESS testing as well as formative assessments aligned to the WIDA 2020 Standards Framework. At the end of each year, the Language Acquisition Team reviews ACCESS scores, benchmark assessments, and student work samples to determine appropriate course placement for the following year.

ELs who reach an overall ACCESS score of 4.2 as well as a literacy score of 3.9 are eligible to exit the program, though they will continue to be monitored for four additional years to ensure sustained language development and academic progress.

How are students identified?

Identification of English Learners (ELs)

Using information collected from the Language Survey at the time of registration, students who have a language listed other than English are screened for eligibility for ELE program services using the WIDA Screener, WIDA Screener for Kindergarten, or WIDA Alternate Screener in listening, reading, writing, and/or speaking. Based on these results, eligible English Learner (EL) students are placed in an English Language Education (ELE) program designed to meet their linguistic and academic needs. Caregivers receive written notification of their child’s screener results and placement within 10 school days of enrollment. Notification is then sent annually within the first 30 days of school as long as students are still in the ELE program. 

Identification of Students with Limited or Interrupted Formal Education (SLIFE)

Malden Public Schools recognizes that some students arrive with limited or interrupted schooling experiences that require additional, specialized support. The district is actively developing a formal SLIFE identification process in collaboration with a dedicated SLIFE planning team. In the interim, students are flagged when student information suggests limited prior schooling and/or significant gaps in academic performance. Once identified, these students receive targeted support through the English Learner Education program. Families will be notified as our formal SLIFE identification process is finalized.

Identification of English Learners with Disabilities (ELSWD)

English Learner students may also have disabilities that require additional services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. When an EL teacher observes academic or developmental concerns that may indicate a disability — and that are not solely attributable to language acquisition — the student is referred to the district’s Student Support Team (SST/MTSS). The SST reviews the student’s data and, when appropriate, initiates a formal special education evaluation.

If a disability is identified, the student receives both English language development programming and special education services in accordance with their Individualized Education Program (IEP). EL students are entitled to all supports and programming for which they are eligible, and no student may be placed in special education solely on the basis of limited English proficiency.

English Learner Identification at the Early Learning Center (Pre-K)

Malden Public Schools is committed to identifying and supporting English Learners beginning at the earliest stage of their education. The Early Learning Center (ELC) follows a dedicated identification process designed specifically for pre-kindergarten students.

Screening

All newly enrolled students at the ELC who indicate that a language other than English is spoken at home on the Language Survey are screened using the DESE-approved pre-K English language screener. For students who are non-verbal or have limited verbal communication, the screener has been adapted to ensure an appropriate assessment of each child’s language background and needs.

Following screening, families receive written notification of their child’s results through ParentSquare. 

Programming

Once identified, EL students at the ELC receive language support through sheltered instruction within the classroom. Teachers use sheltered techniques — such as visual supports, simplified language, and hands-on activities — to make learning accessible while nurturing English language development in a natural, play-based pre-K environment. This approach keeps young learners fully included in their classroom community while building the English skills they need to thrive. In addition to sheltered content instruction, ESL services are provided through a consultation model with the Director of Multilingual Education. 

Educator Professional Development

ELC teachers receive professional development from the Director of Multilingual Education to support their work with English Learner students. This training ensures that staff are equipped with current, research-based strategies for identifying language needs and delivering effective sheltered instruction at the pre-K level. Additionally, this serves as a space to consult on ESL services for identified pre-K students. 

Program Model at Malden Public Schools

Our programs prioritize students’ linguistic levels when we assign them to an ELE program while ensuring they receive the appropriate grade-level content. Malden offers a Sheltered English Immersion (SEI) program. The SEI model consists of two main pillars:

• Sheltered Content Instruction: Students learn the same rigorous academic subjects as their peers. However, teachers use specialized “sheltered” techniques — such as visual aids, gestures, simplified vocabulary, and collaborative activities — to make complex lessons understandable even if a student is still developing their English skills.
• English as a Second Language (ESL) Instruction: In addition to their subject classes, students receive explicit instruction in the English language itself. This time is dedicated to building the specific, interdisciplinary reading, writing, listening, and speaking skills they need to succeed academically and socially.

English Learners with Disabilities

As with all other students who have a disability and require services under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973, English Learner (EL) students receive special education services in accordance with their IEPs. ELs identified as having a disability are entitled to both English language development programming and special education programming. ELs must receive all supports, resources, and programming for which they are eligible. Student Support teachers and ESL teachers work together collaboratively to plan and implement services for dually identified students, including goal-setting and progress monitoring throughout the year. 

How is my English Learner progressing? How will I know?

English Learner Success Forms

The district uses English language proficiency benchmarks set annually by the Department of Elementary and Secondary Education to ensure every student is on track to achieve fluency within six years. Based on these targets, English Learner Success Forms are created every October to provide a clear snapshot of your child’s progress. Each form includes your child’s most recent ACCESS test scores and a personalized learning goal — usually focused on speaking or writing — set by their English Learner (EL) teacher. For students with unique learning needs, EL teachers collaborate with Special Education staff to ensure these goals align with the student’s Individualized Education Program (IEP). You will receive this form via ParentSquare, along with an instructional video with translated subtitles to help you navigate the report.

English Learner Benchmark Notices

In Massachusetts, the Department of Elementary and Secondary Education sets an annual “proficiency target” for every English Learner. This target is a helpful guide that shows the progress a student should ideally make each year on the ACCESS test to reach full English proficiency within six years of entering a Massachusetts school. If a student does not meet this state-calculated target for the year, the district sends home a Benchmark Notice to the student’s caregivers. The purpose of this notice is purely to keep you informed of your child’s standing according to state expectations. It serves as a transparent way for the school and family to stay on the same page regarding a student’s long-term language journey and ensures there are no surprises as they work toward their graduation from the English Learner program.

English Learner Progress Reports

To keep caregivers informed throughout the year, English Learner Progress Reports provide regular updates on how your child is advancing toward their specific language goals. They are a vital part of our progress monitoring system, particularly for ensuring students stay on track with state proficiency benchmarks. They are sent three times a year alongside standard report cards, these updates are delivered through ParentSquare with a translated letter and explanatory video. EL teachers work closely with Special Education providers to update these reports for dually identified students. Please note that Kindergarten students do not receive the first progress report of the school year, in alignment with the general report card schedule. 

When will my child no longer be considered an English Learner?

Program Exit and Readiness

Every winter, all English Learners participate in the WIDA ACCESS test, a statewide assessment that measures how well students can communicate in English for both social and academic purposes. This test evaluates four key areas: Listening, Speaking, Reading, and Writing. The results of this assessment are used to determine when a student is ready to transition out of English Learner services.

In Massachusetts, the Department of Elementary and Secondary Education has set specific benchmarks for “exiting” the program. To reach Program Exit status, a student must achieve a 4.2 overall composite score and a 3.9 in Literacy (a combination of reading and writing). Once a student meets these requirements, they are considered proficient in English and will be reassigned to a general education classroom for the following school year. For the subsequent four years, we continue to support them through the Former English Learner (FEL) Monitoring process to ensure their ongoing academic success.

For students who take the alternate ACCESS, the Department of Elementary and Secondary Education has set the benchmarks for exiting the program at an overall proficiency level of 4 (P4) and a score of 12 on the Language Observation Form.

Former English Learner (FEL) Monitoring

Once a student has reached English proficiency and exited the English Learner program, we continue to support their journey through Former English Learner (FEL) Monitoring. This process occurs twice a year, in January and April, to ensure that our FEL students remain academically successful and on track for graduation. During these periods, school leadership and the Language Acquisition Team review every student’s grades, attendance, and classroom performance to identify any trends or needs for extra help. If a teacher notices that a student is struggling with academic expectations specifically due to language-related needs, a member of our English Learner department follows up immediately to brainstorm and provide additional support. This ongoing safety net ensures that every student has the resources they need to thrive after they have transitioned out of direct English language services.

How can I get involved? Join ELPAC!

We believe that families are our most important partners in a student's success. We invite you to join the Malden English Learner Parent Advisory Council (ELPAC). This is a dedicated space for caregivers of English Learners to advise the district on its programs, meet other families, and stay informed about the opportunities available to their children. We meet four times per year, a combination of virtual and in-person.

The agendas and minutes from previous meetings can be found here.