Multilingual Learners (MLLs) / English Learners (ELs) RIDE uses multilingual learners (MLLs) to refer to the same population in federal policy as English learners (ELs). This term reflects the agency’s asset-based approach in serving students who come to Rhode Island schools with broad linguistic repertoires. All multilingual learners (MLLs) come to our classrooms with tremendous cultural, linguistic, and intellectual resources, along with the right to high-quality education. Our educational systems are responsible for supporting MLLs in cultivating these strengths through integrated content and language instruction, enrichment opportunities, and a whole-child approach to teaching and learning. Proposed Changes to the Regulations Governing the Education of Multilingual Learners Public Comment - R.I. Gen. Law § 16-54-3 The Rhode Island Department of Education (RIDE) is currently in the process of promulgating legislatively required statewide regulations pursuant to R.I. Gen. Law § 16-54-3. These regulations were last updated in 2007 and do not currently comport with changes in the Every Student Succeeds Act (ESSA), current legal requirements nor do they incorporate nationally recognized best practices. The Council on Elementary and Secondary Education approved these regulations to go out for public comment at the September 25, 2024, meeting. The proposed regulations will address the areas of non-compliance and incorporate best practices for supporting Multilingual Learners in Rhode Island Public schools. An overview presentation is available on the RIDE web site at: Rhode Island’s Strategy for Improving Outcomes for MLLs. As part of the regulatory process, a 46-day public comment period will be open from December 6, 2024, through January 20, 2025. Individuals may submit public comment regarding the proposed regulatory language in the following manner: E-mail to regspubliccomment@ride.ri.gov Mail to the Rhode Island Department of Education at 255 Westminster St., Providence, RI 02903 Google Form accessible through here Public comment hearings RIDE will hold six (6) public comment hearings, one in each county of Rhode Island. The public is invited to provide public comment on the regulations on the following dates: December 18, 2024 at Kingston Free Library, 2605 Kingstown Rd, Kingston, RI 02881 from 5-6 PM December 19, 2024 at Woonsocket Hamlet Middle School, 60 Florence Dr, Woonsocket, RI 02895 from 5-6 PM January 7, 2025 at Providence Career and Technical Academy, 41 Fricker St, Providence, RI 02903 from 5-6 PM January 9, 2025 at Newport - Pell Elementary School, 35 Dexter St, Newport, RI 02840 from 5-6 PM January 13, 2025 at West Warwick High School, 1 Webster Knight Dr, West Warwick, RI 02893 from 5-6 PM January 14, 2025 at Central Falls - Calcutt Middle School, 112 Washington St. Central Falls, RI 02863 from 5-6 PM Public hearings will last approximately one hour or until all public comments are heard. Public comment is welcome and will be considered in any language. If you would like to have language interpretation services or ASL translation services available for use at a hearing, please email regspubliccomment@ride.ri.gov at least one week in advance of the hearing date. This information is also available on the Board of Education Regulations and the Secretary of State websites. “Education should work to transform the quality of each person’s life, the environment, the community, the whole society.” – Paulo Freire Blueprint for MLL Success Rhode Island Blueprint for Multilingual Learners Success The Rhode Island Department of Education released the Blueprint for MLL Success and a Strategic Plan that identifies sustained effective evidence-based practices to strengthen services and outcomes for Multilingual learners (MLLs). (MLL Blueprint MLLblueprint@ride.ri.gov) Change of Course for Multilingual Students in Rhode Island - Seven questions answered by newamerica.org Feedback from stakeholders Video - MLL Blueprint overview El Departamento de Educación de Rhode Island lanzó el Anteproyecto para el Éxito de los Estudiantes Multilingües y el Plan Estratégico que identifica prácticas eficaces y sostenidas basadas en evidencia para fortalecer los servicios educativos y los resultados de los estudiantes multilingües (MLLs). (MLLblueprint MLLblueprint@ride.ri.gov) O Departamento de Educação de Rhode Island divulgou o Modelo para o Sucesso dos Alunos Multilíngues (Multilingual Learners, MLLs) e um Plano Estratégico para o Sucesso dos MLLs que identifica práticas sustentadas e eficazes baseadas em evidências para fortalecer os serviços e resultados para alunos multilíngues (MLLs). (MLLblueprint MLLblueprint@ride.ri.gov) Rhode Island Blueprint for Multilingual Learners (MLL) Success – Data Visualization In drafting the Blueprint for Multilingual learners Success, the Rhode Island Department of Education in collaboration with a wide stakeholder group analyzed 2018-2019 school year data. This data contextualizes the need for the Blueprint, a foundational document that sets the expectations for a successful education for multilingual learners in the state. RI BLUEPRINT FOR MLL SUCCESS – DATA VISUALIZATION High Quality Instructional Framework for Multilingual Learners (MLL) to Thrive As Rhode Island is beginning to implement the high-leverage strategies of the MLL Strategic Plan, the Rhode Island Department of Education in collaboration with a wide stakeholder group began developing a framework for high-quality instruction for MLLs that includes evidence-based, student-centered tenets of teaching and learning. Download PDF: High-Quality Instructional Framework for MLLs to Thrive View the Framework Online: High-Quality Instructional Framework for MLLs to Thrive Review and Feedback If you would like to provide feedback on the framework posted above, you are welcome to do so through this online feedback form. MLL / EL Back-to-School and COVID-19 Resources MLL/EL focused CCSSO Resource for State and Local Leaders NEW! The Council of Chief State School Officers (CCSSO) just released State Leadership Guide for Engaging Stakeholders in Continuous Improvement of English Learner Programs & Services during COVID-19 & Beyond. This guide introduces a set of equity-focused resources for SEA leaders to use to engage state and local stakeholders in continuous-improvement processes focused on English Learner programs and services. The guide and its accompanying resources are organized around the three prongs of the Castañeda (1981) framework: (1) Grounding EL-focused continuous improvement in evidence-based principles; (2) Supporting implementation with adequate resources and personnel; and (3) Monitoring progress to ensure effectiveness. NAELPA, OELA, and CCSSO are hosting a year-long webinar series to support the use of the resource. Back-to-School Reopening Resources Multilingual Learner/English Learner Guidance SY20-21 Best Practices for Creating Take-Home Packets to Support Distance Learning COVID-19 MLL/EL Resources This page highlights three guiding principles for educators and administrators exploring new ways of working with their MLLs/ELs through technology, all of which are adapted from the U.S. Department of Education’s toolkit. For a list of COVID-19 MLL/EL resources, please see Guiding Principle III. Guiding Principles for Educators I. Determine What Educational Technology has to Offer Whether a teacher or an administrator, the challenge is the same: How do you begin to choose the right educational technology for your English learners from among the thousands available? The most important initial steps is often analyzing educational technology for functionality, or what the tools will allow learners do. The U.S. Department of Education has identified three broad categories: Digital Academic Content Tools offer academic content resources or engage students in activities to learn content such as language and literacy skills. Examples include a tutorial on a new math skill, simulation of a physics concept, or resource that describes a geographic formation. Digital Productivity Tools offer resources to help students plan, document, organize, and analyze content. These tools don't contain academic content; examples include a slide presentation tool, a timeline tool, or a concept mapping tool. Digital Communication Tools offer resources students can use to communicate, collaborate, network, or share information. These tools don't contain academic content; examples include document-sharing tools to support joint work as well as journaling or blogging tools. Disclaimer: Examples of specific programs or products on this page are intended to further educators’ and administrators’ understanding; mentions are not endorsements from RIDE. After reaching some clarity about the functionality of different digital tools, the following questions may be useful to consider, depending on your role in education. General Education Teachers Are English learners able to fully participate when the class uses educational technology during academic instruction? Are there digital resources that will help my English learners gain English proficiency while working on academic content with their English learner and English-proficient peers? English Learner Specialists Are there types of educational technology that my English learners don't use but I should explore? What might these offer for them? When I discuss educational technology with general education teachers, do we discuss ways we can use technology to support English learners in learning content and in using language to communicate about grade-level content? Administrators Do our English learners use and benefit from the educational technology provided from the district? In what ways? How do we know? Are there other types of educational technology that our district doesn't provide but could consider using to better support our English learners? II. Maximize the Supports that Educational Technology Offers English Learners Embedded support features, such as short videos with closed captioning or images used to define new vocabulary, can assist MLLs/ELs in better understanding content. In addition to these supports, there are audio recordings and translation functions that can help MLL/ELs process and communicate content. Another type of support feature includes those that facilitate collaboration with peers, such as document sharing or break-out groupings. Embedded Supports in Digital Learning Resources Support Features Break-Down of Supports Visual Visual definition Interactive visual features Closed captioning Auditory Auditory definition Text-to-speech for text selection Text-to-speech for highlighted word Record and replay voice Translation Spoken word translation Printed word translation Spoken text translation Printed translation Collaboration Document sharing Collaboration based on proficiency level For a more in-depth explanation of the support features above, please refer to pages 14-24 of the U.S. Department of Education’s Office of English Language Acquisition deck. The U.S. Department of Education has provided a series of questions to guide educators and administrators in evaluating educational technology for supports. Look for embedded support features in resources. Determine if resources include supports to assist your English learners when you review any educational technology for possible use or purchase. Ask vendors to provide information on the types of digital support features a resource includes that may be particularly helpful for English learners. For example, does the resource include auditory supports such as text-to-speech ("read aloud") functions? Does it offer visual tutorials to help explain concepts? Assess how easily students can access and use specific support features. Keep in mind, some English learners may be just learning to use computers. For example, observe whether they have difficulty in following the navigational steps needed to access the features. Plan how you will guide your students in using support features. Plan ways to facilitate students' use of the support features so that they can use them productively--especially if they are working on their own. Source: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final Report. National Study of English Learners and Digital Learning Resources. Washington, D.C. 2019. III. Explore New Educational Technology To make the search for digital learning tools more expedient, the RIDE MLL/EL Team has compiled a list of COVID-19 MLL/EL resources that categorizes digital tools by type and supports offered. The list highlights which language domain(s) (listening, reading, speaking, or writing) the resources might be used to promote. It is not an exhaustive list. The goal is to consolidate and code resources in a single place. Mentions and descriptions of specific products are not endorsements from RIDE. As we consider what educational technology has to offer, it is also important to consider the unique needs that MLLs/ELs may have at this time. Colorín Colorado has developed a printable "Needs Assessment" to help educators better support multilingual learners with technology during the COVID-19 pandemic. Issues with ease of access are often compounded for multilingual families, whether it be due to instructions from the teacher, functionality of the digital tool, or the number of log-in's and new platforms required for remote learning. When using digital tools, keep in mind that your MLLs/ELs may have unique privacy considerations. Other considerations include: Did multilingual families have access to support in the CARE Act designed to alleviate economic hardship? Do MLLs have a quiet place to do schoolwork? Do MLLs share a hotspot with others or have low WI-FI bandwidth? These factors should inform school planning, as they impact students' ability to engage in digital class activities. MLL / EL Programs English Learner Programs English Learner Programs (EL Programs) in Rhode Island can vary depending on the language distribution, the goal of the program, the grades it serves, among other things. Los programas de Rhode Island para Estudiantes que están aprendiendo inglés Programas ELL, (por su sigla en inglés) pueden variar dependiendo, entre otras cosas, de la distribución de los idiomas, de la meta del programa y de los grados a los cuales están dirigidos. Program Models Any given district may have more than one model in place, so it may be necessary to evaluate programs by school. 1. English as a Second Language 2. Sheltered Content Instruction 3. Collaborative ESL & General Education 4. Bilingual Education 5. Two-Way/Dual Language 6. Newcomer Program Collaborative ENL and General Education 5-Module Online Course The Collaborative ENL and General Education 5-module online course is available here: http://wested.box.com/v/RIDE-ENL-COURSE Collaborative ENL and General Education Model Course Booklet Module 1 Presentation Module 2 Presentation Module 3 Presentation Module 4 Presentation Module 5 Presentation MLL / EL Student Groups Resources Inconsistent/Interrupted Formal Education- Practical Approach This practical approach provides Rhode Island educators with actionable steps on practice and procedures to meet the social, emotional, linguistic, and academic needs of SIFE students. Inconsistent/Interrupted Formal Education - Webpage This website provides Rhode Island educators with more resources to meet the social, emotional, linguistic, and academic needs of SIFE students. Social Emotional Learning for MLLs - Webpage How are you feeling about distance learning? Stressed? Overwhelmed? Frustrated? Anxious? Some of these strategies are great to identify your emotions and build resilience in your classroom and school. Identifying MLLs who are Differently Abled - Practitioner Brief This brief is designed to support educational professionals in understanding multilingual learners, implementing MTSS, conducting special education evaluation, and making eligibility determination for multilingual learners who are differently abled. MLL / EL Toolkit Introduction and Scope of the Toolkit This toolkit illustrates highlights of the Federal Guidance provided by the Department of Education, in addition to the administration of the English Language Acquisition, Language Enhancement, and Academic Achievement Act, also known as Title III, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (Title III). The scope of the toolkit is to guide school districts, professionals, parents, and all stakeholders in the state of Rhode Island to meet their obligations to ensure that English Learner students can participate meaningfully and equally in educational programs and services. The information contained in this toolkit is published with the intent to support implementation of English Language services, they are in no way exhaustive and are meant to expand the support network provided by the Rhode Island Department of Education. Local Educational Agencies (LEAs) may choose to use some of the forms and templates provided if so they desire, or create local forms that better mirror their districts’ needs. Main sources for this toolkit are: Dear Colleagues Letter: English Learner Students and Limited English Proficient Parents. (Jan. 7, 2015). English Learner Tool Kit (2nd Rev. ed.) - U.S. Department of Education, Office of English Language Acquisition. (2017). Washington, DC: Author. Newcomer Tool Kit. - U.S. Department of Education, Office of English Language Acquisition. (2023). Washington, DC: Author. Rhode Island Department of Education The forms and templates included in this toolkit are reproduced with the authorization of the U.S. Department of Education. For clarification purposes, in this toolkit, the term 'parents' refers also to any family member or guardian. Section I - Identifying and Assessing ALL Potential ELs How to Identify and Assess ALL Potential ELs? Interpretation and Translation Resources Home Language Survey (HLS) - English HLS - Translations Assessment and Placement Accessibility - One Pager Planning for Screening Section II - Language Assistance Programs What are Language Assistance Programs? Student Population Discussion Tool 9 Principles for Building a Learning Environment EL Program Recommendations EL Programs LEAs Checklist for Long-Term ELs Section III - Staffing and Supporting EL Programs How to Staff and Support EL Programs? Essential Knowledge for EL Teachers Staffing Checklist PD Components for Gen. Ed. Teachers PD Core Principles REL Teacher Resources Section IV - Access to ALL Curricular/Extracurricular Programs How to Provide Meaningful Access to ALL Curricular and Extracurricular Programs? Identify and Serve CDL Gifted Students The Education Alliance at Brown University Culturally Responsive Teaching Culturally Responsive Teaching Innovation Configuration Key Principles for EL Instruction Levels of Support for Evidence-Based Practices Innovation Configuration for Evidence-Based Practices 15 Tips for Improving the Identification of Gifted ELs Multitiered Systems of Support for English Learners Model Demonstration Research sponsored by the Office of Special Education Programs, U.S. Department of Education NewCenter on MTSS - English Learners American Institute for Research Implementing Data-Based Individualization for English Learners (intensiveintervention.org) Implementation brief that illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs. Resource List: Academic Assessment, Instruction, and Intervention for English Learners (intensiveintervention.org) Freely-available resources to support educators and educational organizations serving ELs that attend to additional considerations when assessing, instructing, or providing intervention to ELs that account for the nature of English acquisition. Why is it important to ensure instruction and interventions are culturally responsive? | National Center on Intensive Intervention In this video, Dr. Alba Ortiz, Professor Emeritus of Special Education at the University of Texas at Austin discusses the importance of culturally and linguistically responsive instruction and intervention. Taxonomy of Intervention Intensity: Considerations for English Learners | National Center on Intensive Intervention Two-page handout that provides specific considerations for ELs are provided across the dimensions of strength, dosage, alignment. attention to transfer, comprehensiveness, behavioral support, and individualization. Section V - Creating an Inclusive Environment What is an Inclusive Environment? Diversity Self-Assessment Inclusive Environment Self-Monitoring Section VI - Evaluating/Providing Services to Students with Disabilities How to Evaluate/Provide Services to Students with Disabilities? ELSWD Guideline - updated 2023 Planning Evaluations - updated December 2022 Language vs Disability Considerations for Interpreters at Special Education Meetings Checklist for IEP Teams Ensuring Appropriate Practices for IEP Teams Selecting Accommodations Accessibility - One Pager Planning for Screening Characteristics of English Learners with Significant Cognitive Disabilities: Findings from the Individual Characteristics Questionnaire Classroom Perspectives on English Learners with Significant Cognitive Disabilities Nonverbal Communication in Diverse Classrooms: Intercultural Competence Considerations for Supporting English Learners With Significant Cognitive Disabilities The Role of Language and Communication in the Education of English Learners With Significant Cognitive Disabilities Augmentative and Alternative Communication Device Considerations for Multilingual Learners with Significant Cognitive Disabilities (advancingaltella.org) Multilingual learners with significant cognitive disabilities are a small but important subpopulation of students in U.S. schools, and they may use multiple modes of communication, including speech as well as augmentative and alternative communication devices. These devices, such as communication boards, tablets, or eye gaze-operated systems, are important for multilingual learners with significant cognitive disabilities who need alternative communication methods because they enable these students to demonstrate their multilingual language development, communicate needs or wants, and access content instruction. Section VII - Meeting the Needs of Opt Out Students How to Meet the Needs of Opt Out Students? Language Instruction Guidance on LEA Obligations for Waivered ELs Sample Notification Opt Out Sample Notification Opt Back Section VIII - Monitoring and Reclassification How to Monitor and Reclassify ELs? State-Defined Required English Language Instructional Program Exit Criteria OCR Assisting LEA Resources Sample Digital Monitoring Systems Sample Content Monitoring Form Section IX - Evaluating a District Program How to Evaluate the Effectiveness of a Program? Components of Evaluation of Program and Services 7 Dimensions of an LEA Needs Assessment REL Survey for Principals REL Rubric District EL Programs Section X - Communication with Parents How to Ensure Meaningful Communication? Bridging Families and School Translation and Interpretation Resources LEAs Notifications to Families TransACT Notifications REL Reference Guide for Registering Students English Learner Family Toolkit “Enrolling Your Child in School” is the first topic in the English Learner Family Tool Kit. This tool kit is meant to support families of English learners (ELs) in the U.S. education system. Each topic has five parts: (1) Overview, (2) Family and Student Rights, (3) Questions to Ask School Staff, (4) Tips, and (5) Resources. Information varies for each topic, though some information may be repeated. English Learner Family Toolkit - Translations Translations are available in Arabic, Chinese, and Spanish. Section XI - Newcomers Who are Newcomers? "Newcomers” refers to any foreign-born students and their families who have recently arrived in the United States. Throughout our country’s history, people from around the world have immigrated to the United States to start a new life, bringing their customs, religions, and languages with them. The United States is, to a great extent, a nation of immigrants. Newcomers play an important role in weaving our nation’s social and economic fabric, and U.S. schools play an important role in helping newcomers adapt and contribute as they integrate into American society. Educational Services Providing Information about Schools and Policies Implementing Best Practices for Welcoming Newcomers Process and Practice Components of Newcomer Programs Key Thoughts Common Misconceptions about Newcomers High-Quality Core Academic Programs How Do We Support Newcomers’ Social Emotional Needs? Four Types of Support for Newcomers’ Social Emotional Development Core Stressors for Newcomers Establishing Partnerships with Families Addressing Cultural Barriers to School–Newcomer Family Partnerships Processes and Strategies to Facilitate Parent Engagement Special Considerations for Parent Engagement in Secondary Schools The Important Role of Parent Centers Stages of Cultural Adjustment Language Life and Study Skills Checklists WIDA Focus on SLIFE Index of Tools for Educators and Administrators This index provides easy reference to additional tools for educators and administrators working with newcomers. Starting School in the United States Helping Newcomer Immigrant and Refugee Students Register for Secondary School Refugee and Immigrant Core Stressors Toolkit Refugee services core stressor assessment tool. NCTSN Measures that are Appropriate for Refugee Children and Families NCTSN Resource Section XII - Dual Language Learners in Early Education Who are DLL Students in Early Education? Resources Supporting DLL Education Translation/Interpretation Agencies with Bilingual Child Outreach Screeners DLL Flowchart RIDE Child Outreach Screening - Preschool Language Survey Preschool Language Survey - English Preschool Language Survey - Español Preschool Language Survey - Português Bilingual / Dual Language Education Dual Language Programs (or Two Way Immersion) are programs in which students are taught literacy and content in two languages The Rhode Island Department of Education recognizes that speaking, reading, writing, and understanding multiple languages are important 21st century skills for an increasingly global society. The benefits of knowing two languages are many and carry with them educational, economic, cognitive, and socio-cultural advantages. Proficiency in multiple languages permits individuals to expand their world because it permits them to communicate with members of other cultural groups. Los Programas de los Idiomas, o "De Doble Inmersión", son los que se alfabetiza y enseña contenido en dos idiomas. El Departamento de Educación de Rhode Island reconoce que hablar, leer, escribir y entender varios idiomas son destrezas importantes en el siglo 21, en una sociedad cada vez más globalizada. Los beneficios de saber dos idiomas son muchos y conllevan ventajas educativas, económicas, cognitivas y socioculturales. Dominar varios idiomas permite a la persona expandir su mundo porque le posibilita comunicarse con miembros de otros grupos culturales. DUAL LANGUAGE PROGRAM STANDARDS Seal of Biliteracy The Seal of Biliteracy celebrates students who have multilingual competence – a critical skill in today’s global society and an asset that will prepare RI graduates for success in the local and global economy. The Seal of Biliteracy certifies that a student has demonstrated skills in the English language and one or more other world languages. Students earn a Seal of Biliteracy by demonstrating competence in English Language Arts standards as defined by the Commissioner Seal or English Proficiency standards, and nationally-recognized world language standards. The State Seal of Biliteracy Council Designations will be awarded beginning with the graduating class of 2021. Rhode Island Seal of Biliteracy Council Designation: Student Requirements To earn a Seal of Biliteracy, students must successfully meet the established benchmark on RIDE-approved assessments in English and another world language. Students may earn either a Silver Seal or a Gold Seal depending on the skill level demonstrated on the assessments. Students must meet the benchmark on both an approved English language assessment and an approved world language assessment in order to earn the Silver Seal of Biliteracy or the Gold Seal of Biliteracy. MLL / EL Advisory Council Purpose The Rhode Island MLL/EL Advisory Council is an active group of stakeholders who provide a voice for all Multilingual students and advise the Commissioner of Education at the Rhode Island Department of Education on all things related to the education of this important and unique group of students. Our charge is to ensure that MLL/ELs receive educational services enabling each learner to achieve optimum success throughout their school careers and to be college and career ready following graduation from Rhode Island schools. Application Form - SY 2024-2025 deadline: June 28, 2024. If you are interested in the education of MLL students, solutions-oriented, and eager to collaborate for the betterment of the MLL education in the state of Rhode Island, complete the application form by TBD. The MLL Advisory Council Members are nominated for the duration of a two-year term, for more information review the Revised By Laws 2022. Meeting Dates and Locations All meetings begin promptly at 5:30 p.m. and will adjourn at 7:00 p.m. Meetings are open to the public. Locations vary based on the meetings: 2024-2025 Calendar Monday September 30th, 2024, at 5:30 - 7:00 pm (Zoom) December 9th, 2024, at 5:30 - 7:00 pm (Zoom) March 3rd, 2025, at 5:30 - 7:00 pm (location TBD) May 12th, 2025, at 5:30 - 7:00 pm (location TBD) Agendas and Minutes Agenda - Monday, March 6, 2023 MLL/EL State Advisory Council Executive Committee Chair-elect for the Advisory Council (3 yr term) - Karen Stern Vice-chair elect for Higher Education (3 yr term) - Amy Correia Vice-chair for K-12 (2 yr term) - TBD Council Members Membership is constituted by Commissioner nomination for a 2 year term. Membership 2024-2025 and 2025-2026 Additional Information Revised By Laws 2022 Advisory Resolution [PDF, 17KB] Professional Learning Professional Learning WIDA Workshops Calendar - Offerings 2024/2025 These workshops are sponsored by RIDE to support all educators working with Multilingual learners (MLLs). New eLearning offerings are available to an unlimited number of RI educators and administrators. These training sessions also meet the requirements for MLLs PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12. State-offered professional development workshops are free of charge to all public school employees. MLL/EL Directors and Coordinators Meetings 2024/2025 This support is designed to build the capacity of Multilingual Learners / English Learners teachers, and administrators to improve the achievement of MLL/EL. These training sessions also meet the requirements for MLL/EL PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12. Certification Issuance Requirements and Applications This page contains Rhode Island certification requirements and applications for anyone seeking an Initial certificate through RI approved programs, reciprocity, or credential review. Multilingual Learner (MLL) Education for School Leaders RIDE MLL Endorsement: EDC 597: Foundations in Multilingual Learner Education for Administrators This course provides foundational knowledge of issues related to education for Multilingual Learners (MLLs). Participants will learn about federal and state level policies, research on language acquisition and cultural responsiveness, and evaluate district and school level practices to improve education for MLLs. All learning will be directly aligned to the Rhode Island Standards for Educational Leaders (RISEL). (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor. EDC 598: Advanced Study in Multilingual Learner Education for Administrators This course includes advanced studies on issues related to education for Multilingual Learners (MLLs). Participants will learn about language assistance programs, how to staff such programs, instructional methods and approaches for MLLs, the importance of multilingualism and equitable assessment practices for MLLs, how to evaluate curriculum choices and become an agent of change to improve education for MLLs in their district and/or school. (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor. Looking at MLL Data and Cycle of Improvement Process - Webinar The cycle of improvement process helps identify and close achievement gaps amongst multilingual learners and their peers within their classroom or school community. This webinar will walk educators through the implementation of the cycle of improvement process. WIDA Consortium World Class Instruction Design and Assessment (WIDA) Consortium WIDA is a mission-driven, state university-based organization. Its mission is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality standards, assessments, research, and professional learning for educators. WIDA Guiding Principles of Language Development WIDA English Language Development (ELD) 2020 Standards Edition Learn More About the ELD Standards Framework WIDA Downloadable Library Rhode Island Member State Information ACCESS® for ELLs 2.0 Rhode Island requires that the English language proficiency (ELP) of all English language learners (ELs) be measured annually with the ACCESS for ELs. Rhode Island utilizes the ACCESS for ELs to annually measure the English language proficiency (ELP) of ELLs across the state. Districts utilize the WIDA SCREENER to screen the English language proficiency of newly enrolling students identified as potential ELLs. This screening tool is aligned to the WIDA Summative ELP Standards and the ACCESS for ELs. It produces a proficiency score that helps schools provide ELL students with the most appropriate instruction for their English proficiency level. Rhode Island Assessment Results Access the District Report Card to view progress toward English language proficiency as demonstrated on the ACCESS assessment. Regulations and Guidance Regulations and Guidance Rhode Island Regulations and Guidance for English Language Learners Chapter 16-54 Regulation Guidance on LEA Obligations for Waivered ELs District MLL Director and Coordinator Handbook Q&A Updated Criteria, Policies and Procedures (August 2024) Home and Language Survey (HLS) - Q&A Home and Language Survey (HLS) - Training Module (Jan. 2021) Immigrant Student Reporting and Services - Data Collection (Aug. 2021) Key updates on MLL Categorical FY25 (May 2024) Identification Procedures The document outlines the state-recommended procedure for identifying English Learners in accordance with R.I.G.L.16-54-3. Este documento define el procedimiento recomendado por el Estado para identificar a estudiantes para el aprendizaje del idioma inglés, de conformidad con R.I.G.L.16-54-3. If a parent or guardian reports a language other than English in any of the first three questions of the survey, a language screening assessment should be administered, regardless of the additional information provided. Multilingual Learners (MLL) students’ Identification, Screening, Placement and Reclassification (May 2024) Provisional Identification Placement Procedure of potential MLL/EL students during school closures due to COVID-19 (Sept. 2020) Addendum - Provisional Identification Placement Procedure (Oct. 2020) Home Language Survey Home Language Survey Arabic - العربية Cape Verdian Creole - Kriolu Chinese - 中文 French - Français Haitian Creole - Kreyol Ayisyen Khmer - ខ្មែរ Lao - ລາວ Portuguese - Português Spanish - Español Swahili - Kiswahili Wolof - Wolof Yoruba - Yoruba Exit Criteria - Reclassification NEW! This document outlines the minimum criteria that ELs must meet in order to be eligible for exit from an English Language Instructional Program (ELIP). Este documento define los criterios mínimos que los estudiantes que están aprendiendo inglés deben cumplir para poder egresar de un programa de enseñanza del idioma inglés (English Language Instructional Program o ELIP). State-Defined Required English Language Instruction Program Exit Criteria This document calculates the minimum exit criteria from an English Language Instructional Program (ELIP) in case of a missing domain due to a documented disability category. Este documento calcula los criterios mínimos que los estudiantes que están aprendiendo inglés deben cumplir para poder egresar de un programa de enseñanza del idioma inglés (English Language Instructional Program o ELIP), si tienen una discapacidad documentada. Exit Request - Missing Domain Resources for Families RIDE aims to support schools and families working together to achieve greater outcomes for Multilingual Learners (MLL). Here we have included resources for both families and educators to use to guide their path to improving outcomes for MLLs in Rhode Island. Feel free to ask your child’s school parent or family engagement coordinator for more information about working together to help your child(ren) succeed! El Departamento de Educatión de Rhode Island busca apoyar escuelas y familias que colaboren entre sí para lograr mejores resultados para los estudiantes que están aprendiendo inglés (Estudiante Multilingüe o MLL). Aquí hemos incluido recursos tanto para familias como para educadores, que pueden guiarles a mejorar los resultados para los estudiantes que están aprendiendo inglés en Rhode Island. No dude en pedirle al coordinador de participación parental o familiar de la escuela que le dé más información sobre cómo colaborar para ayudar a sus niños a triunfar. Family and Student Bill of Rights MLL Strategic Plan, Goal 5: Increase school capacity to effectively engage families and caregivers as partners in MLL academic success, advocacy, decision-making, and use of resources. ¡Conozca Sus Derechos! - videos Arabic - وثيقة حقوق الأسر والطلاب Chinese - 家庭和学生权利法案 English - Family and Student Bill of Rights French - Charte des droits de la famille et de l'étudiant multilingues Khmer - កម្រងច្បាប់សិទ្ធិឯកជនរបស់សិស្ស និងគ្រួសារ Kriolu - Karta di Direitus di Familia y Alunu MLL Portuguese - Declaração de Direitos da Família e do Estudante Quiché - Uq’alajisaxik taq Ya’talil kech Ajupaja xuquje’ le Tijoxel Spanish - Declaración de derechos estudiantiles y familiares MLL Swahili - Mswada wa Haki za Familia na Wanafunzi Urdu- خاندان اور طالب علم کے حقوق کا بِل Instructions - How to Print Resources for Families Family Toolkit The English Learner Family Toolkit was created to help families choose education services that meet their child’s needs. U.S. educators, elementary and secondary school teachers, principals, and other school staff can also share the toolkit as a resource for English learners and their families. (Available in: English, Arabic, Chinese, Spanish.) US Department Educational Resources for Immigrants, Refugees, Asylees and other New Americans Tips and Resources for Parents from the US Dept. of Education (English and Spanish) Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them Schools' Civil Rights Obligations to English Learner Students and Parents - multiple languages Colorín Colorado Office of Civil Rights Working with Educators Consejos para Familias (Tips for Families) Consejos para Familias: Conferencias con los profesores (Parent Tips: Parent-Teacher Conferences) Educational Bilingual Sites / Sitios educativos bilingües Bilingual Vocabulary Quizzes (all languages) Pumarosa (Aprendiendo inglés) Lingo Hut - Learn a new language Duolingo - Learn a new language Resources for Educators and Administrators As administrators, principals, teachers, or second-shift educators, we have the onus to reach out to families of all backgrounds. We have listed a few websites as stepping points to creating partnerships with families in our schools. Como administradores, directores, profesores, o educadores de segundo turno, tenemos la responsibilidad a comunicar con nuestras familias de cualquier experiencia. Tenemos una lista de algunas paginas de web para soportarte en crear asociaciones con familias en nuestras escuelas. Establishing a Welcoming Environment Know Your Resources! Rhode Island Based Resouces for Recently Arrived Families Know that you are not alone. The Providence community has several resources that extend beyond our presentation. This list names a few, but not all. The Dual Capacity-Building Framework for Family-School Partnerships How Educators Can Advocate for English Language Learners - NEA Resource 10 Key Policies and Practices for Teaching English Language Learners Best Practices for Serving English Language Learners and Their Families Colorin Colorado's Guide to Creating Family Partnerships Welcoming ELL Parents into the Classroom Educator Tips: Successful Parent-Teacher Conferences with Bilingual Families Supporting English Language Learners: A Pocket Guide for State and District Leaders [PDF, 888KB] Improving Adult English Language Instruction Children of the Guatemalan Maya: A Handbook for Educators MLL Curriculum & Instruction Resources Educator Toolkit | Using Educational Technology — 21st Century Supports for English Learners - This toolkit and a companion Developer’s Toolkit are based on insights from the findings of the National Study of English Learners and Digital Learning Resources conducted by the U.S. Department of Education, Policy and Program Studies Service, on behalf of the Office of English Language Acquisition and the Office of Educational Technology. This toolkit builds awareness of the role technology can play and notes areas where educators can improve the use of technology and related supports for their English learners, based on needs suggested by the study. Immigrant and Refugee Children: A Guide for Educators and School Support Staff - Now, more than ever, these vulnerable students need advocates in schools. Toolkit for "Immigrant and Refugee Children: A Guide for Educators and School Support Staff" - Support and affirm your immigrant students with these resources. Effective Teaching Strategies for ELLs The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12 (free downloadable guide in PDF form) ICDL - International Children's Digital Library Multilingual online books - ICDL offers free access to exemplary works from more than 42 countries. The online library can be accessed for free in 11 languages. NCTE Pathways for Teaching & Learning With English Language Learners Educational Services for Immigrant Children and Those Recently Arrived to the U.S. Educational Services for Immigrant Children and Those Recently Arrived to the United States Professional Associations for Educators Rhode Island Teachers of English Language Learners (RITELL) The recognized state affiliate for teachers of English Language Learners in Rhode Island (PreK-Adult) Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) - The Coordinating Council of the Rhode Island Special Interest Group of Bilingual and ESL Professionals of Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Teachers of English to Speakers of Other Languages, Inc. (TESOL) - TESOL is a global professional organization whose mission is to ensure excellence in English language teaching to speakers of other languages. The National Association for Bilingual Education (NABE) - NABE is a professional organization devoted to representing both English language learners and bilingual education professionals. Organizations as Resources to MLLs and Diverse Learners OELA's National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) - NCELA collects, analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs. The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) - OELA administers Title III of No Child Left Behind Act (2001) and provides national leadership in promoting high quality education for English language learners (ELLs). Traditionally, this population has been known as limited English proficient students (LEPs). The Center for Applied Linguistics (CAL) Stanford Understanding Language National Center for Cultural Competence Education Alliance at Brown University Data and Statistics on MLLs National Center for Education Statistics RI Kids Count Educational Experiences of ELs - Access to and Enrollment in Early Learning Programs, Advanced Coursework, and Dual Credit Programs. US Department of Education. English Language Learners Policy Brief - A Policy Research Brief produced by the National Council of Teachers of English. Information and Research on MLLs IRIS Center Diversity Tools - The IRIS Center has several modules, activities, infobriefs, and case studies on Diversity including topics such as Culture, ELLs, and Disproportionality. In the Resource Locator Tool found here choose Diversity from the menu and click "all materials" for a full listing of available items. Be sure to explore other topics, such as behavior, where some modules are available in Spanish. Search Institute's 40 developmental assets describes positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible. Translation and Interpretation Services Translation and Interpretation Services This section provides information on requesting outside agencies to help fulfill the translation and interpretation needs a school district may not otherwise be able to. This facilitates communication with non-English speaking or limited English proficiency families in our schools. Here is a brief overview of the services available to your district: Translation: This is primarily for written communications. Common uses might include report cards, information about ELL instruction, announcements of school events, and other communications sent home to families. On-site interpretation: This form of interpretation can be used for meetings concerning parents such as parent teacher conferences, school events, and parent teacher organizations. Phone interpretation: Phone interpretation can be used for calls home concerning the student or meetings that otherwise cannot be completed at the school site. Video remote interpretation: Video remote interpretation is interpretation through web cameras or video phones. This is especially useful if sign language is required. The cost of translation and interpretation services vary by several factors: Duration of appointment Languages in which services are provided Due date and timeliness of request Technicality of document content Outside agencies are used to help meet translation and interpretation needs not met by district resources. They are able to provide language expertise through various formats that may not otherwise be available. On site interpretation Phone interpretation Translation (written) Video Remote Interpretation For the Deaf and Hard of Hearing The Rhode Island Commission for the Deaf and Hard of Hearing provides interpretation services rates vary depending on the years of experience as well as the conditions the interpreter is called under (emergency, deaf-blind) as well as the travel time. On site interpretation services Video Remote Interpretation Funding Please note that Title I or other supplemental funds may be used for interpretation/translation services that extend above and beyond these basic service needs. Services by Language RI Translators and Interpreters Toolkit for Spoken Language Interpreters in Education Servicios Externos de Traducción e Interpretación Esta página web brinda información para solicitar servicios externos de traducción e interpretación cuando el distrito escolar no puede llenar esas necesidades. Esto facilita la comunicación con familias en nuestras escuelas que no hablan inglés o lo dominan poco. Aquí proporcionamos una breve perspectiva general de los servicios disponibles en su distrito: Servicio de traducción: Se usa para comunicaciones escritas, comúnmente boletas de calificaciones e información sobre la enseñanza de estudiantes que están aprendiendo inglés. Servicio de interpretación en persona: Esta forma de interpretación puede utilizarse en reuniones de padres y maestros, eventos escolares, y organizaciones de padres y maestros. Servicio de interpretación por teléfono: La interpretación por teléfono puede usarse para llamadas a casa relacionadas con el estudiante o para reuniones que no se pueden efectuar en la escuela. Servicio de interpretación por videoconferencia: La interpretación por videoconferencia se realiza mediante cámaras web o videófonos, y es particularmente útil para lengua de señas, si se requiere. El costo de los servicios externos de traducción e interpretación depende de varios factores: La duración de la cita. El idioma a traducirse o interpretarse. La fecha de entrega o provisión, y la puntualidad. El tecnicismo del contenido a traducirse o interpretarse. Se utilizan servicios externos de traducción o interpretación cuando el distrito no tiene los recursos para llenar esas necesidades. Los servicios externos ofrecen su pericia en el campo de los idiomas mediante varios formatos que, de no ser por estos servicios, no estarían disponibles. Interpretación en persona Interpretación por teléfono Traducción (por escrito) Interpretación por videoconferencia Para personas con sordera total o parcial La comisión de Rhode Island para sordos e hipoacúsicos, RI Commission for the Deaf and Hard of Hearing, ofrece servicios de interpretación a precios que varían según los años de experiencia del intérprete y las condiciones en las que debe interpretar (situaciones de emergencia, interpretación para personas sordas y ciegas, etc.), así como el tiempo de traslado. Interpretación en persona Interpretación por videoconferencia Financiamiento Por favor, tenga presente que los fondos bajo el programa Título I o otros fondos suplementarios se pueden utilizar para servicios de traducción o interpretación que excedan estas necesidades básicas de servicios. Servicios por idioma Traduccion y Interpretacion en RI Credential Evaluations Resources Foreign Transcript Review Guide The Foreign Transcript Review Guide is intended as a reference tool for districts to assist school staff members with evaluating foreign transcripts for students newly enrolling from other countries. It was adapted from guidance produced by the Office of Youth Development and School-Community Services (OYDSCS) of the New York City Department of Education (DOE). World Education Services A credential evaluation is a comparison of your academic accomplishments to standards in the U.S. or Canada. This report helps institutions like schools, employers, licensing boards, or immigration authorities better understand your educational background. A report from World Education Services (WES): Identifies and describes your credentials Verifies that your credentials are authentic May include a grade point average (GPA) equivalency Includes an evaluation of the authenticity of your documents Scholaro – Credential Evaluation Scholaro is a U.S. based company that provides services in the areas of international verification, credential evaluation, and translation. Glossary Asylees Individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum. Asylees do not enter the United States as refugees. They may enter as students, tourists, or businessmen, or with “undocumented” status (U.S. Department of Health and Human Services, n.d.a). Dual Language Learners The Head Start Act uses the term “limited English proficient” and defines the population broadly to encompass a wide range of children, including those exposed to a language other than English, those whose native language is not English, and those with limited skills in English. Specifically, section 637 of the law defines the child who is limited English proficient as one: (A) (i) who was not born& in the United States or whose native language is a language other than English (ii) (I) who is a Native American (as defined in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)), an Alaska Native, or a native resident of an outlying area (as defined in such section 9101); and (II) who comes from an environment where a language other than English has had a significant impact on the child’s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (B) whose difficulties in speaking or understanding the English language may be sufficient to deny such child — (i) the ability to successfully achieve in a classroom in which the language of instruction is English; or (ii) the opportunity to participate fully in society. English Learner The term ‘‘English learner’’ when used with respect to an individual, means an individual— (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual— (i) the ability to meet the challenging State academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. English Learners with Disabilities The phrase “English learners with disabilities” refers to English learners who are also “children with disabilities” under the IDEA, as defined in Section 602(3) of that Act and 34 CFR §300.8 . (ESEA Section 3201(4)) Foreign Born People who are not U.S. citizens at birth (U.S. Census Bureau, n.d.). Title IX - SEC. 901. GENERAL PROVISIONS. SEC. 9101. “(25) Immigrant Immigrant children and youth means individuals who: (A) are aged 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years.[1] Note! When determining whether a student meets condition (C), the months in attendance do not need to be consecutive. For the definition above, "state" means the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. [1] Definition based on Section 3201(5) of ESEA. Long-term English Learner The ESEA does not define “long-term English learner.” However, the reporting requirement under ESEA Section 3121(a)(6) may be instructive in determining which ELs served under Title III are long-term ELs. […] Reporting requirement in ESEA Section 3121(a)(6), States and LEAs may consider ELs who have not attained English language proficiency after five years as long-term ELs . Multilingual learners (MLLs) Refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages. (WIDA Guiding Principles 2019) New American An all-encompassing term that includes foreign-born individuals (and their children and families) who seek to become fully integrated into their new community in the United States (White House Task Force on New Americans, 2015). Newcomer This is an umbrella term that includes various categories of immigrants who are born outside of the United States and have recently arrived in the United States. Refugee A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015). Student with Interrupted (or Limited) Formal Education (SIFE / SLIFE) Students in grades four through 12 who have experienced disruptions in their educations in their native countries and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, 2008). Students who have recently immigrated to the United States who may have had little or interrupted formal education. Unaccompanied Youth Children Children who come into the United States from other countries without an adult guardian (U.S. Department of Health an Human Services, n.d.b.). RELATED RESOURCES eRIDE Workshop Registration System Educator Certification Accountability eRIDE EL Census