Report to the Legislature: English Language Acquisition Professional Development Pursuant to line item 7027-1004 and M.G.L. ch. 69 § 9I, March 2010
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell D. Chester, Ed.D. Commissioner
Board of Elementary and Secondary Education Members Ms. Maura Banta, Chair, Melrose Ms. Harneen Chernow, Jamaica Plain Mr. Gerald Chertavian, Cambridge Mr. Michael D’Ortenzio, Jr., Chair, Student Advisory Council, Wellesley Dr. Thomas E. Fortmann, Lexington Ms. Beverly Holmes, Springfield Dr. Jeff Howard, Reading Ms. Ruth Kaplan, Brookline Dr. Dana Mohler-Faria, Bridgewater Mr. Paul Reville, Secretary of Education, Worcester Dr. Sandra L. Stotsky, Brookline Mitchell D. Chester, Ed.D., Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148, 781-338-6105.
© 2010 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the “Massachusetts Department of Elementary and Secondary Education.” This document printed on recycled paper
Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
Massachusetts Department of Elementary & Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906
Telephone: (781) 338-3000 TTY: N.E.T. Relay 1-800-439-2370
Mitchell D. Chester, Ed.D. Commissioner
March 2010 Dear Members of the General Court: The Department of Elementary and Secondary Education respectfully submits this Report to the Legislature: English Language Acquisition Professional Development pursuant to Chapter 27 of the Acts of 2009, line item 7027-1004, addressing professional development to improve the academic performance of English language learners and effectively implement sheltered English immersion as outlined in Chapter 386 of the Acts of 2002. It also responds to the requirements of M.G.L. ch.69 § 1I to annually analyze and publish data reported by school districts regarding English language learners programs and limited English proficient students. According to the Department’s FY10 Student Information Management System (SIMS) data collection on October 1, 2009, there were 59,158 limited English proficient (LEP) students enrolled in the Commonwealth’s public school districts. This number represents an increase of 2,156 LEP students since last year, while the total enrollment of public school students in the Commonwealth decreased by 1,857 from 958,910 to 957,053. In 59 districts in the Commonwealth there are 100 or more English language learners (ELL) enrolled ranging from 104 ELLs in Chelmsford and Weymouth to 11,271 ELLs in Boston. There are 315 “low incidence” districts that report at least one English language learner. More districts throughout the Commonwealth have English language learners in their classrooms than ever before. See Attachments 1 and 2 for district details and trends from school year 2006 to school year 2010. The demand for quality educator training and student services is growing. The change in law in 2002 from Transitional Bilingual Education (TBE) to Sheltered English Immersion (SEI) has resulted in a substantial impact on the skills and knowledge needed by elementary and secondary content teachers of English language learners. Under TBE, most English language learners had the opportunity to learn content (e.g., mathematics and science) through instruction in their first language while they took classes to develop proficiency in English. With the Commonwealth’s SEI mandate, most English language learners must now learn content through instruction delivered in English, with all printed materials in English. Classroom content teachers must adjust, or “shelter,” their instruction to make it comprehensible to students not yet proficient in English. Few teachers in Massachusetts knew how to do this when the new law took effect. SEI has two components: English as a Second Language (ESL) instruction and sheltered content instruction taught in English. This change calls for an emphasis on improving the quality and quantity of ESL instruction, and has led to the recognition that we continue to have a critical shortage of licensed ESL teachers in the Commonwealth.
There is growing consensus in the literature regarding both the elements of effective professional development for all teachers and the additional elements necessary for teachers of English language learners. To be effective, professional development must provide an opportunity for timely application of new skills and knowledge and integration in the context of the daily experience of a teacher’s work. Department staff have identified the most common gaps in the knowledge and skills of educators implementing Sheltered English Immersion, and organized them into four categories with the appropriate number of hours of professional development needed to cover each topic in sufficient depth to be successful. Over the six-year history of the state grant, the Department has offered professional development to teachers of English language learners. These funds have been used to design professional development curricula, to train teams of teachers to deliver these curricula in their home districts through “Training of Trainer” (ToT) opportunities, and to train teachers to become certified in ESL. To date, nearly 22,000 trainers and teachers have participated in one or more of the category trainings representing 459 individual teachers and administrators. In FY10, in order to increase the capacity of districts to provide Sheltered English Immersion professional development, the Department developed and implemented the largest-ever ToT effort. Educators from across the Commonwealth were selected to become trainers; each successfully completed approximately 20-40 hours of ToT professional development. These trained educators have been delivering category trainings to teachers across the Commonwealth during the current school year. Attachments 4 and 5 list the districts and collaboratives that have participated in these professional development opportunities since 2004. Thirteen more trainings are expected to occur before the end of the school year with capacity for 40 teachers at each session. It is anticipated that over 1,000 total teachers and administrators will have received training by June 30, 2010. The Department piloted the first administrators’ SEI professional development training during the 2009-2010 academic year. The module was based on the skills and knowledge and incorporated data review on English language learners’ MEPA and MCAS performance. Principals learned about the factors that influence second language acquisition, research-based strategies specifically designed for ELLs, and lessons based on content and language objectives. This training also facilitated communication between ELL directors and principals regarding equitable education for ELLs. The future need for category training to comply with the requirement that each elementary and secondary educator who teaches English language learners have the knowledge and skills to effectively support English language development and deliver sheltered content instruction is estimated to be at least 50,000 teachers. In addition to receiving sheltered content by qualified teachers, all English language learners must receive instruction based on English language development delivered by a teacher licensed in ESL or ELL. There is a need to increase access to daily ESL instruction for English language learners and consequently a need in most districts for additional licensed ESL teachers. In September 2009 the Department updated its Guidance on Using MEPA Results to Plan Sheltered English Immersion Instruction and Make Reclassification Decisions for Limited English Proficient (LEP) Students and made recommendations for the number of hours of ESL instruction English language learners ought to receive at each of the five levels of English proficiency.
To address professional development for ESL teachers, the Department has used a combination of state and federal funds to support four cohorts of the Massachusetts English Language Teacher Initiative (MELT) which is designed to provide instruction, support and mentoring to licensed teachers who wish to become licensed ESL teachers. Teachers from Boston and Worcester Public Schools have participated. The first cohort took the Massachusetts Test for Educator Licensure (MTEL) in spring 2007 with 73 percent of those who participated obtaining a passing rate and becoming licensed ESL teachers. Of the most recent cohort 92 percent of the teachers who completed the training and took the MTEL in ESL passed. The future need for ESL teachers is approximately an additional 1,300 ESL or ELL licensed teachers based on the assumption that one ESL teacher is needed for every 30 ESL students. We estimate approximately 2,000 ESL teachers to teach the nearly 60,000 ELLs in our public schools. To close the achievement gap with our English language learners, professional development for all teachers of English language learners along with increasing the number of ESL licensed teachers is a key component to achieving success. In short, the need for teacher training, ESL certification, and ELL services is growing at a time when fiscal support is declining. The Department has advocated for increased resources to serve the growing population of ELLs. In the meantime, we continue to pursue initiatives that maximize the impact of the limited resources available. If you would like to discuss this further, I would be happy to do so. Sincerely,
Mitchell D. Chester, Ed.D. Commissioner of Elementary and Secondary Education
Table of Contents Introduction ................................................................................................................... 1 Background ................................................................................................................. 1 I.
English Language Learners in Massachusetts ................................................... 3
II. Educators Implementing Sheltered English Immersion: Elementary and Secondary Content Teachers of English Language Learners .................................. 7 Research on Professional Development for Educators of English Language Learners .................................................................................................................................... 7 Gaps in Knowledge ..................................................................................................... 8 III. Use of Funds for Category Training ...................................................................... 8 Future Need for Category Training ............................................................................ 10 IV. Educators Implementing Sheltered English Immersion: English as a Second Language (ESL) Teachers .......................................................................................... 11 ESL Teacher Shortage .............................................................................................. 11 V. Use of Funds: ESL Teachers and ESL Curriculum Development..................... 13 Massachusetts English Language Teacher Initiative (MELT) .................................... 13 Improvement of Sheltered English Immersion: Content-based ESL Instruction ....... 14 Future Need for ESL teachers ................................................................................... 14 VI. Budget ................................................................................................................... 16 Attachments ................................................................................................................ 17 Attachment 1: All Massachusetts public school districts and changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 . 17 Attachment 1: Massachusetts public school districts and changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 ................... 18 Attachment 2: Massachusetts public school districts with large changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 . 28 Attachment 3: Bibliography: Professional Development for Teachers of English Language Learners ................................................................................................... 31 Attachment 4: Excerpts from the Commissioner’s Memorandum of June 2004, Guidance on Qualifications for Teachers of Limited English Proficient Students in Sheltered English Immersion Classrooms ................................................................. 32
Attachment 5: Districts Receiving Sheltered English Immersion Professional Development, 2004-2010 .......................................................................................... 35 Attachment 6: Collaboratives that have received grants for Sheltered English Immersion Professional Development, 2004-2010 .................................................... 37 Attachment 7: English Language Learners in Massachusetts: District and Program Type, October 2009 ................................................................................................... 38 Attachment 8: English Language Learners in Massachusetts: District and First Language, October 2009 ........................................................................................... 50
Introduction The Department of Elementary and Secondary Education respectfully submits this Report to the Legislature: English Language Acquisition Professional Development pursuant to Chapter 27 of the Acts of 2009, line item 7027-1004, and pursuant to M.G.L C. 69 s.9I, addressing the following provisions: “For English language acquisition professional development to improve the academic performance of English language learners and effectively implement sheltered English immersion as outlined in chapter 386 of the acts of 2002; provided, that the department shall only approve professional development courses and offerings with proven, replicable results in improving teacher performance, and which shall have demonstrated the use of best practices, as determined by the department, including data comparing pre-training and post-training knowledge; provided further, that the department shall, not later than February 15, 2010, provide a report on the number of educators who have received such training since passage of said chapter 386, the estimated number who need such additional training, and a review and analysis of the most effective types of professional development and the most common gaps in the knowledge base of educators implementing English immersion and teaching English language acquisition, along with legislative or regulatory recommendations of the department; provided further, that said report shall be provided to the secretary of administration and finance, the senate president, the speaker of the house, the chairs of the house and senate ways and means committees and the house and senate chairs of the joint committee on education; and provided further, that no funds shall be expended for personnel costs.” (Line-item 70271004) and, “The commissioner annually shall analyze and publish data reported by school districts under this section regarding English language learners programs and limited English proficient students. Publication shall include, but need not be limited to, availability on the department’s worldwide web site. The commissioner shall submit annually a report to the joint committee on education, arts and humanities on such data on a statewide and school district basis, including, but not limited to, by language group and type of English language learners program. (M.G.L. ch.69 § 1I) In FY10 the legislature appropriated $397,937 in Chapter 27 of the Acts of 2009, line-item 70271004 to support professional development for educators of English language learners to implement Sheltered English Immersion and to teach English language acquisition. In FY09 and FY08, the legislature appropriated $470,987, and in FY07 $500,000 was appropriated. In FY06 and FY05 $1,000,000 was appropriated each year for similar purposes.
Background Sheltered English Immersion is the program model that has been required for most English language learners in Massachusetts public schools since a change in the state law in 2002. This change in law resulted from Chapter 386 of the Acts of 2002 (known as "Question 2"), an initiative petition on the November 5, 2002 ballot approved by Massachusetts voters. Question 2 1
amended in its entirety the Transitional Bilingual Education (TBE) statute, G.L. c. 71A, the state statute which governs the education of English language learners (ELLs). In July 2003, the legislature passed further amendments to G. L. c. 71A as part of the FY04 budget. The new law was implemented in school districts beginning in September 2003. Sheltered English Immersion (SEI) is defined in Chapter 71A as: “an English language acquisition process for young children in which nearly all classroom instruction is in English, with the curriculum and presentation designed for children who are learning the language. Books and instruction materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child’s native language when necessary, no subject matter shall be taught in any language other than English, and children in this program learn to read and write solely in English. This educational methodology represents the standard definition of ‘sheltered English’ or ‘structured English’ found in educational literature.” See M.G.L. ch. 71A, § 2. SEI has two components: English as a Second Language (ESL) instruction and sheltered content instruction taught in English. The change from TBE to SEI has resulted in a substantial impact on the skills and knowledge needed by elementary and secondary content teachers of English language learners. Under TBE, most English language learners had the opportunity to learn content (e.g., mathematics and science) through instruction in their first language while they took classes to develop proficiency in English. With the Commonwealth’s SEI mandate, most English language learners must now learn content through instruction delivered in English, with all printed materials in English. Content teachers must adjust, or “shelter,” their instruction to make it comprehensible to students not yet proficient in English. Few teachers in Massachusetts knew how to do this when the new law took effect. Another consequence of the new law has been that English language learners must acquire academic levels of English proficiency more quickly than before. If they do not, their ability to successfully comprehend content instruction delivered in English will be compromised. This calls for an emphasis on improving the quality and quantity of ESL instruction, and has led to the recognition that we continue to have a critical shortage of licensed ESL teachers in the Commonwealth.
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I. English Language Learners in Massachusetts According to the Department’s Student Information Management System (SIMS) data collection October 1, 2009 report, there were then 59,158 limited English proficient (LEP) students enrolled in the Commonwealth’s public school districts. This number represents an increase of 2,156 LEP students since last year, while the total enrollment of public school students in the Commonwealth decreased from 958,910 to 957,053 (a 1,857 difference) since last year. As of October 1, 2009, 59 districts in the Commonwealth reported an enrollment of 100 or more English language learners while 315 districts report at least one English language learner. 1 The LEP student population has continued to grow while the overall student population has decreased in Massachusetts. Table 1 compares the growth in the LEP population to the decrease in the student population overall since SY 2006. Table 1: Increase in LEP population in MA public school districts compared to overall student population
State
SY 2006 SY 2010 Change All LEP All LEP All LEP 972,371 51,618 957,053 59,158 -15,318 7,540
Source: The Department Student Information Management System, 2009
As the number of LEP students has increased, the number of districts in which LEP students are enrolled has also increased. Of the public school districts in the Commonwealth who currently enroll LEP students, 62 reported zero enrolled LEP students in SY 2006. Currently, 53 of these districts report between 1 and 10 LEP students and 9 of these districts enroll between 11 and 35 LEP students. Districts that enroll fewer than 100 English language learners are often referred to as “low incidence” districts, and within these low-incidence districts English language learners may be distributed across all grades and all schools within the district. Of the 59 public school districts that enrolled more than 100 LEP students as of the October 1, 2009 SIMS data collection, these numbers range from 104 in Chelmsford and Weymouth to 11,271 in Boston. See Attachment 2 for more detail. Table 3 details the districts with the highest percentage of LEP students (as a percentage of the overall student population), according to 2010 SIMS data. Table 4 details the twenty districts with the largest numbers of LEP students. Of note is that the districts with the top ten LEP student populations only include eight of the ten Commissioner’s urban districts.
1
Per last year’s legislative report, in FY09 303 districts reported at least one LEP student and 57 districts reported over 100 LEP students. 3
Table 2: MA public school districts with the highest percentage of LEP enrollment and change in LEP enrollment from SY 2006 to SY 2010 2010 Student Enrollment All LEP LEP %
District
Lawrence Family Development Charter School Lowell Community Day Charter Public School Worcester Lowell Community Charter Public School Lynn Holyoke Lawrence Boston Brockton Chelsea Seven Hills Charter Public School Somerville Framingham Phoenix Charter Academy Conservatory Lab Charter School Amherst Springfield Fitchburg Quincy
596 13,331 331 23,988 946 13,373 5,901 12,284 55,371 15,502 5,638 673 4,842 8,153 164 153 1,321 25,141 4,997 8,969
252 4,321 98 6,388 247 3,465 1,377 2,835 11,271 2,737 922 110 777 1,271 25 21 175 3,288 593 1,044
42% 32% 30% 27% 26% 26% 23% 23% 20% 18% 16% 16% 16% 16% 15% 14% 13% 13% 12% 12%
LEP Change 200610 # %
28 463 -5 2,768 48 468 -153 83 2,071 995 -236 65 -107 -128 25 -1 -18 -164 -564 37
13% 12% -5% 76% 24% 16% -10% 3% 23% 57% -20% 144% -12% -9% -5% -9% -5% -49% 4%
Source: The Department Student Information Management System, 2009
Table 3: MA public school districts with the largest numbers of LEP students and change from SY 2006 to SY 2010 2006 District
Boston* Worcester* Lowell* Lynn* Springfield* Lawrence* Brockton* Holyoke* Framingham Quincy Chelsea Somerville Malden Newton Revere Fitchburg Everett Fall River* Marlborough New Bedford*
All
57,349 24,023 14,096 13,955 25,206 12,273 15,896 6,485 8,124 8,763 5,495 5,136 6,287 11,567 5,839 5,682 5,262 10,969 4,662 13,441
2010 LEP
All
LEP
9,200 3,620 3,858 2,997 3,452 2,752 1,742 1,530 1,399 1,007 1,158 884 601 565 658 1,157 604 684 509 591
55,371 23,988 13,331 13,373 25,141 12,284 15,502 5,901 8,153 8,969 5,638 4,842 6,332 11,765 6,145 4,997 5,889 9,886 4,539 12,636
11,271 6,388 4,321 3,465 3,288 2,835 2,737 1,377 1,271 1,044 922 777 706 688 625 593 580 514 509 461
Change # 2006-10 All LEP
-1,978 -35 -765 -582 -65 11 -394 -584 29 206 143 -294 45 198 306 -685 627 -1,083 -123 -805
2,071 2,768 463 468 -164 83 995 -153 -128 37 -236 -107 105 123 -33 -564 -24 -170 0 -130
Change % 2006-10 All LEP
-3% 0% -5% -4% 0% 0% -2% -9% 0% 2% 3% -6% 1% 2% 5% -12% 12% -10% -3% -6%
23% 76% 12% 16% -5% 3% 57% -10% -9% 4% -20% -12% 17% 22% -5% -49% -4% -25% 0% -22%
Source: The Department Student Information Management System, 2009
* denotes Commissioner’s districts 4
Finally, the change in LEP student populations in some of the Commonwealth’s largest and smallest districts is of note including increases and decreases in numbers of LEP students as a percentage of districts’ student populations. Table 4 below details the districts with the largest changes in LEP student population since SY 2006. For a listing of all Massachusetts school districts and changes in LEP student enrollment, please see Attachment 1. For a listing of additional districts with large changes in enrollment, please see Attachment 2. Table 4: MA public school districts with the largest changes in LEP student enrollment
District
Saugus Holliston Harwich Leicester Lunenburg Hopedale Hamilton-Wenham Westport Lenox Sabis International Charter School Auburn Boston Renaissance Charter Public School Wilmington Blackstone-Millville Melrose Hadley Hingham
Student Enrollment 2006 All LEP
2010 All
LEP
All
Change LEP
Change % 2006 All LEP
3,188 2,971 1,441 1,950 1,836 1,302 2177 1,905 850
5 3 4 2 1 1 5 2 1
2,866 2,864 1,334 1,881 1,702 1,308 2026 1,895 829
68 37 48 21 10 9 43 15 7
-322 -107 -107 -69 -134 6 -151 -10 -21
63 34 44 19 9 8 38 13 6
-10% -4% -7% -4% -7% 0% -7% -1% -2%
1260% 1133% 1100% 950% 900% 800% 760% 650% 600%
1,374 2,310
4 9
1,573 2,399
25 56
199 89
21 47
14% 4%
525% 522%
1268 3,828 2177 3,537 635 3,764
10 4 2 14 3 2
1206 3,783 2064 3,767 714 4,058
58 22 11 76 16 10
-62 -45 -113 230 79 294
48 18 9 62 13 8
-5% -1% -5% 7% 12% 8%
480% 450% 450% 443% 433% 400%
Source: The Department Student Information Management System, 2009
The maps on the next page illustrate the Commonwealth’s LEP student enrollment, and illustrate the changes in the LEP student population throughout the Commonwealth. As is indicated, LEP student is widespread.
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6
Attachment 7 displays English language learners by number, district and program type using October 2009 SIMS data. A brief summary appears below. Table 5: English Language Learners Program Enrollment
No ELL Program (not enrolled)
Sheltered English Immersion
Two-way Bilingual Education
Other Bilingual Education
Parental optout (No ELL Program)
Total LEP Students
1,113
49,096
1,229
1,342
6,378
59,158
Source: The Department Student Information Management System, 2009
Attachment 8 displays data on English language learners by number, district, and first language. Discrete numbers are provided for the five most common first languages of English language learners in Massachusetts. All other languages are aggregated in the “Other” column. A complete file with all languages, disaggregated by district, is available from the Massachusetts Department of Elementary and Secondary Education. A brief summary appears below. Table 6: English Language Learners’ Most Common First Languages
Spanish
Portuguese
Cape Verdean
31,793
4,209
2,458
Haitian Creole
Vietnamese
Other
2,433
2,423
15,842
Source: The Department Student Information Management System, 2009
II. Educators Implementing Sheltered English Immersion: Elementary and Secondary Content Teachers of English Language Learners Most classroom teachers in Massachusetts did not acquire the skills and knowledge required to effectively teach English language learners and shelter content instruction during their teacher preparation programs. The change in our state law mandating that schools adopt a sheltered English Immersion instructional model and the legal requirement that English language learners be taught by teachers with appropriate qualifications created an urgent need for teachers of English language learners to acquire new skills and knowledge.
Research on Professional Development for Educators of English Language Learners There is growing consensus in the literature regarding both the elements of effective professional development for all teachers and the additional elements necessary for teachers of English language learners. To be effective, professional development must provide an opportunity for timely application of new skills and knowledge and integration into the context of the daily experience of a teacher’s work. Also, high quality professional development must be internally coherent, rigorous, and aligned with the principles of effective teaching and learning.
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In addition to embodying these more universal characteristics of high quality professional development, professional development for teachers of English language learners must include specific knowledge relevant to teaching English language learners, including the basic tenets of bilingualism and second language acquisition, definitions of language proficiency, the role of first language and culture in learning and teaching, and the demands of academic language, spoken and written, in content classrooms (Clair, 1993). A short bibliography of this research is included as Attachment 3.
Gaps in Knowledge After reviewing relevant research and consulting with leaders in the field of English language learners, educators in Massachusetts and nationally, Department staff identified the most common gaps in the knowledge and skills of educators implementing Sheltered English Immersion. In a memorandum issued in June 2004, Qualifications of Teachers of Limited English Proficient (LEP) Students in Sheltered English Immersion (SEI) Classrooms, the Commissioner of Education described the skills and knowledge required to effectively shelter content instruction. See Attachment 2. Skills and knowledge were organized into four categories, and the appropriate number of hours of professional development needed to cover each topic in sufficient depth was identified: Category 1 Category 2 Category 3 Category 4
Second Language Learning and Teaching 10-15 hours of professional development Sheltering Content Instruction 30-40 hours of professional development Assessing Speaking and Listening 10 hours of professional development Reading and Writing in the Sheltered Content Classroom 15-20 hours of professional development
III. Use of Funds for Category Training Over the six-year period FY05 to FY10, the Department received a total of nearly $3.7 million through the state budget to offer professional development to teachers of English language learners. These funds have been used to design professional development curricula, to train teams of teachers to deliver these curricula in their home districts through “Training of Trainer” (ToT) opportunities, and to train teachers to become certified in ESL. The funds have also provided category training for additional teachers (including those conducted at the Commonwealth’s regional educational collaboratives). All of the professional development designed and delivered with these funds has been aligned with the categories of teacher knowledge and skills described above. A chart detailing the professional development delivered to date is presented below.
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Table 7: Category Training 2
SEI Professional Development Categories 3 Category 1 Teachers Trainers Total Category 2 Teachers Trainers Total Category 4 Teachers Trainers Total Total (by Year) 4
20042005
20052006
20062007
20072008
20082009
20092010
Total Participants (by Category)
516 35 551
1,338 43 1,381
2,567 43 2,610
2,998 39 3,037
1,873 0 1,873
1,529 0 1,529
10,821 160 10,981
712 0 712
1,199 36 1,235
1,378 92 1,470
1,373 48 1,421
1,000 0 1,000
1,119 82 1,201
6,781 258 7,039
36 0 36 1,299
202 0 202 2,818
276 41 317 4,397
447 46 493 4,951
598 42 640 3,513
2,124 66 2,190 4,920
3,683 195 3,878 21,898
Total Teachers Trained (2004-2010)3 21,285
Total Trainers Trained (2004-2010)3 613
Total3 21,898
Source: The Department Office of Language Acquisition and Academic Achievement, 2010
In FY10, the Department was able to offer professional development through all of the aforementioned initiatives. In order to increase the capacity of districts to provide their own trainings in the four categories of SEI professional development, the Department developed and implemented the largest-ever ToT effort. Through a Department application process, educators from across the Commonwealth were selected to become trainers for categories 2 and 4. Each successfully completed approximately 20-40 hours of ToT professional development in these categories. These trained educators have been delivering category trainings to teachers across the Commonwealth during the current school year. In addition, during FY10 thus far, professional development in categories 1, 2 and 4 has been delivered to teachers in 52 school districts in association with 17 educational collaboratives. 2
Note that this chart reflects trainings that have resulted from the expenditure of this line item. Additional category trainings have been provided through universities, colleges, district-based professional development groups, and other agencies. The syllabi for most of these courses have been submitted to the Department for determination that they are aligned with the skills and knowledge for SEI category training. 3 These data represent both completed category trainings as well as a small number of category trainings that are scheduled during the remainder of this school year at individual districts and through the collaborative training initiative by June 30, 2010. The numbers are expected to increase, as the Department requires data to be submitted only after category training has been completed. 4 These totals do not signify that 21,285 different teachers or 613 different trainers have been trained. Many teachers and trainers participated in more than one category training. 9
Attachments 4 and 5 list the districts and collaboratives that have participated in these professional development opportunities since 2004. Thus far, 459 teachers and administrators have received training through this in initiative. Thirteen more trainings are expected to occur before the end of the school year through this initiative, with capacity for 40 teachers at each. It is anticipated that over 1,000 total teachers and administrators will have received Category training through this initiative by June 30, 2010. The Department has also used a combination of state and federal funds to support English as a Second Language (ESL) curriculum development. ESL curriculum development workshops were also offered in Malden and Northampton to educators from 19 districts during FY10. These two and one-half day workshops were designed to assist teachers in developing plans for contentbased ESL instruction. In response to the need for district and school administrators’ understanding of and support for Sheltered English Immersion and related professional development, the Department piloted the first administrators’ SEI professional development training during the 2009-2010 academic year. The module was based on the skills and knowledge of the four categories and incorporated data review on English language learners’ MEPA and MCAS performance. Principals learned about the factors that influence second language acquisition, research-based strategies specifically designed for ELLs, and lessons based on content and language objectives. The texts, activities and structure of this training also facilitated communication between ELL directors and principals regarding equitable education for ELLs. The training was well-received and a second pilot has begun. The Department has developed an application process for lead instructors to conduct the first administrators’ SEI professional development ToT in order to continue and advance the initiative.
Future Need for Category Training As has been detailed in section I of the report, English language learners are widely distributed in schools and districts throughout Massachusetts. As has been mentioned, there were 59,158 limited English proficient (LEP) students enrolled in the Commonwealth as of the October 1, 2009 SIMS data collection. As has also been mentioned, as of October 1, 2009, 59 districts in the Commonwealth reported an enrollment of 100 or more English language learners while 315 districts report at least one English language learner. Again, districts that enroll fewer than 100 English language learners are often referred to as “low incidence” districts, and within these lowincidence districts English language learners may be distributed across all grades and all schools within the district. It is within this complex context that we must attempt to estimate future need for SEI professional development. We base our estimate on the following data and assumptions: 1) Each elementary and secondary educator who teaches English language learners must complete all four categories of professional development in order to develop the knowledge and skills required to effectively support English language development and deliver sheltered content instruction.
10
2) In order for an educator to be qualified to teach sheltered content and prepared for an English language learner to enter his or her classroom, each educator must complete all four categories of professional development. 3) The acquisition of the knowledge and skills on which the four categories are based on average requires approximately 65 to 85 hours of training. 4) There are 70,395 educators in the Commonwealth. 5) To date, approximately 20,000 teachers have received or will receive training in one or more categories by the end of the 2009-2010 school year. 6) At least 50,000 teachers need to be trained in one or more of the four categories in order to be prepared for an English language learner entering their classroom. To address the need for future category training, the budget requested below seeks state funds to continue regional category trainings, and to continue ToT initiatives in categories 2 and 4, and a ToT for administrators. In addition, the budget requested below seeks state funds to design the remaining module of Category 4 (Teaching Reading and Writing in Sheltered Content Classes). The original blueprint for the Department-created Category 4 included three distinct modules. Category 4C was designed in 2007 for secondary students. Category 4B was likewise designed in 2009 for teaching reading and writing in elementary sheltered content classes. Category 4A will be designed to address the unique reading and writing needs of beginning ELLs at the preschool level and preliterate ELLs in early elementary grades.
IV. Educators Implementing Sheltered English Immersion: English as a Second Language (ESL) Teachers ESL Teacher Shortage Most English language learners in Massachusetts must now learn all subject matter content in English as they acquire English language and literacy skills. In addition to receiving sheltered content by qualified (trained in categories 1-4) teachers, all English language learners must receive instruction based on English language development delivered by a teacher licensed in ESL or ELL. There is a need to increase the hours of daily ESL instruction for English language learners and consequently a need in most districts of the Commonwealth for additional licensed ESL teachers. 5 Some districts employ no teachers licensed in ESL or ELL. The Department has previously emphasized this need for more ESL instruction in a memorandum of guidance in June 2005. The document stated appropriate recommendations for the number of hours of ESL instruction English language learners ought to receive at each level of English proficiency. 6 This guidance was updated in September 2009 to consider newly developed proficiency levels of the Massachusetts English Proficiency Assessment (MEPA), the state’s annual assessment of English language proficiency for English language learners in 5
Additionally, Section 24 of Chapter 218 of the Acts of 2002 mandates that by July 2008, each school district will have at least one teacher who is certified in English as a second language, bilingual education. 6 Guidelines for Using MEPA Results to Plan SEI Instructional Programming, June 2005. 11
kindergarten through grade 12. See Guidance on Using MEPA Results to Plan Sheltered English Immersion Instruction and Make Reclassification Decisions for Limited English Proficient (LEP) Students, available at http://www.doe.mass.edu/mcas/mepa/2009/guidance.pdf. An excerpt from this guidance appears below. Recommended Instructional Programming for LEP Students at Each MEPA Performance Level Level 1 and Level 2 Students at Level 1 and Level 2 MEPA performance levels generally produce and understand very little, if any, spoken or written English, or may have only very basic English skills. It is important that these students receive English language development instruction for a substantial portion of their school day because sheltered content instruction, the other component of SEI, will be challenging for students at lower levels of English proficiency. Recommended Instruction for LEP Students at Level 1 and Level 2 (Elementary, Middle, and High School) • English as a Second Language (ESL) instruction: 2.5 hours/day to a full day of direct ESL instruction, delivered by a licensed ESL teacher; • Content instruction: other hours as available outside of ESL instruction, delivered by a teacher qualified 7 to teach LEP students and licensed in the appropriate content area; • Specials/electives, e.g., physical education, art, music: same schedule as for other students in the grade level. Level 3 Students at Level 3 MEPA performance level generally demonstrate a range of mid-level English proficiency in speaking, listening, reading and writing, but have not yet developed academic proficiency in English. Sheltered content instruction should be tailored to provide comprehensive content instruction and engaging learning tasks to students at Level 3 who have wide ranging English proficiency. Students at Level 3 should also receive ESL instruction as outlined below. Recommended Instruction for LEP Students at Level 3 (Elementary, Middle, and High School) • English as a Second Language (ESL) instruction: 1-2 hours of direct ESL instruction per day, delivered by a licensed ESL teacher; • ELA or reading instruction: 1-2 hours per day, delivered by a teacher qualified to teach LEP students and licensed in ELA or reading; • Content instruction: other available hours outside of ESL instruction, delivered by a teacher qualified to teach LEP students and licensed in the appropriate content area; • Specials/electives, e.g., physical education, art, music: same schedule as for other students in the grade level
7
See Commissioner’s June 15, 2004 memo www.doe.mass.edu/ell/sei/qualifications.pdf, which discusses the four categories of skills and knowledge applicable to teachers of LEP students. The language “a teacher qualified to teach LEP students,” when used in this report, and in the cited guidance, refers to teachers meeting the criteria set forth in the Commissioner’s June 15, 2004 memo. 12
Level 4 and Level 5 (for students not yet reclassified as non-LEP) Students at Level 4 and in the low range of Level 5 MEPA performance levels generally demonstrate good English proficiency. However, a student performing overall at Level 5 may not have all the skills associated with a Level 5 student in all four areas of the MEPA. A student should either be “At or Above” or “Approaching” in all four areas before being considered for reclassification (see MEPA parent/guardian reports or electronic data files to obtain this information about each student). Increasingly complex and varied language demands on LEP students in late elementary, middle, and high school may also support the decision by school-based teams to delay the reclassification of certain students at Level 4 and Level 5 who are aspiring to achieve academic parity with English-speaking peers. Recommended Instruction for LEP Students at Level 4 and Level 5 (Elementary, Middle, and High School) • English as a Second Language (ESL) instruction: a minimum of 2.5 hours of direct ESL instruction per week, delivered by a licensed ESL teacher; • Content instruction: other available hours outside of ESL instruction, delivered by a teacher qualified to teach LEP students and licensed in the appropriate content area; • Specials/electives, e.g., physical education, art, music: same schedule as for other students in the grade level. In addition to this guidance concerning recommended hours of ESL instruction, the provisions of Section 24 of Chapter 218 of the Acts of 2002, which took effect in July of 2008, mandate that districts "shall have at least one teacher who is certified in English as a second language, bilingual education or other English language learners program(s) under Section 38G of Chapter 71 or regulations promulgated thereto.”
V. Use of Funds: ESL Teachers and ESL Curriculum Development Massachusetts English Language Teacher Initiative (MELT) The Department has used a combination of state and federal funds to support four cohorts of the Massachusetts English Language Teacher Initiative (MELT). MELT is designed to provide instruction, support and mentoring to licensed teachers who wish to become licensed ESL teachers. The MELT curriculum is based on the competencies as outlined in the Massachusetts teacher licensure regulations: linguistics, second language acquisition, sociolinguistics, second language pedagogy, literacy instruction and assessment of English language learners over a period of 10 months. Participants spend a total of 13 days in face-to-face classes, do weekly assigned readings, and submit weekly online summaries of reading and responses to reflective prompts. There are also formal written assignments. At the conclusion of the training programs each participating teacher engages in a mentored practicum, followed by a clinical classroom evaluation. Teachers from Boston Public Schools and Worcester Public Schools have participated in the Department’s MELT initiatives to date. The first cohort of MELT participants took the Massachusetts Test for Educator Licensure (MTEL) in spring 2007. Seventy-three percent of those who participated obtained a passing rate and became licensed ESL teachers. The second cohort took the MTEL in March 2008, and 75 percent obtained a passing score. A third cohort 13
was run during FY 09, and 92 percent of the teachers who completed the training and took the MTEL in ESL passed. A fourth cohort began in July 2009 and will conclude in June 2010. Fourteen teachers from the Boston Public Schools are participating in this cohort, and most of these teachers are expected to take the MTEL in June or July 2010. There has been a very positive response to this initiative at both the district and teacher levels.
Improvement of Sheltered English Immersion: Content-based ESL Instruction As stated above, most of the over 59,000 English language learners in Massachusetts are required to learn subject matter content in English. The Department has determined a need to provide more hours of daily ESL instruction to English language learners, and consequently a need for more licensed ESL teachers throughout the state. MEPA results and the number of years students actually need to acquire English proficiency have placed urgency on reexamining and defining the role of the ESL teacher and the exact content of ESL instruction. Mastery of subject matter standards depends on students having a relatively high level of English language proficiency. Therefore, English language teaching (i.e., ESL instruction) must be intentionally curriculum-based and must develop academic vocabulary and language structures. It is essential that content-based ESL instruction become the orientation to most ESL instruction in Massachusetts. During FY09 the Department completed a web-based tool that supports districts as they develop their district ESL Curriculum. This tool, Guidelines for Developing a Content-based ESL Curriculum can be found at the following link: http://www.doe.mass.edu/ell/cdguide/. In addition, and as was mentioned previously, the Department used a combination of state and federal funds to offer ESL Curriculum Development workshops during FY10.
Future Need for ESL teachers As reported earlier in this document, there are currently 59,158 limited English proficient students in the Commonwealth. Though 315 school districts report at least one English language learner, ESL teachers are employed in only 129 districts. Again, the provisions of Section 24 of Chapter 218 of the Acts of 2002, which took effect in July of 2008, mandate that districts "shall have at least one teacher who is certified in English as a second language, bilingual education or other English language learners program(s) under Section 38G of Chapter 71 or regulations promulgated thereto.” Due to steadily increasing numbers of English language learners in Massachusetts, changing demographics, and the requirements of the law, more districts need ESL teachers. To estimate future need, the Department examined two data sets that look at this issue from two different perspectives. The first data set comes from the Educator Personnel Information Management System (EPIMS). The Department uses EPIMS to collect demographic data and work assignment information on individual public school educators. The first statewide EPIMS data collection period was from October 1–December 31, 2007. In order to teach English as a second language (ESL), a teacher must be licensed in ESL or ELL. EPIMS data indicates that there are approximately 882.5 FTE teachers in Massachusetts that 14
report their assignment as ESL teacher. 8 Of these FTEs, 206.8 (or 23 percent) do not have ESL or ELL licenses. 9 If we assume that one ESL teacher is needed for every 30 ESL students, then the Commonwealth needs approximately 1,972 teachers certified in ESL or ELL (or, approximately 1,300 additional ESL or ELL licensed teachers assigned to teach ESL). The second data set comes from districts reporting 100 or more English language learners and that receive Title III/NCLB funds. In FY10, 58 districts were eligible for Title III funds. As part of their Title III grant applications for the 2009-2010 school year, the Department asked these 58 districts to report the number of hours of ESL instruction received by ELL students at different levels of English language proficiency at different grades. According to these reports: Approximately 11,409 English language learners receive no ESL instruction. 10 Approximately 1,757 English language learners at the lowest levels of English proficiency (beginning and early intermediate) receive no ESL instruction. 11 It is important to note that these numbers do not reflect any potential deficiencies in the ESL instruction provided to English language learners in the Commonwealth’s low incidence districts. If the expectation is that all English language learners will achieve academic levels of English proficiency that enable them to reach high academic performance, there is a critical need to provide robust programs of ESL instruction. At present, this is not happening in many districts and for many students in the Commonwealth. To address the shortage of licensed ESL teachers, and by extension the lack of adequate ESL instruction in our state, the budget requested below seeks state funds to expand the MELT initiative to additional school districts with high populations of English language learners.
8
This number includes teachers whose primary assignment is reported as “ESL teacher” (292.8 FTEs at the elementary level and 290.4 FTEs at the secondary level) as well as teachers who hold an ESL or ELL license but are reported as teaching sheltered content work assignments (and who may not be teaching ESL) (212.8 FTEs). 9 An additional 212.8 teachers who hold licensure in ESL or ELL are reported as having job assignments as sheltered content teachers. 10 These students are from the following public school districts: Attleboro, Boston, Brockton, Haverhill, Lawrence, Lynn, Norwood, Peabody, Pittsfield, Quincy, Salem, Springfield, Taunton and Worcester. Numbers of ESL students who do not receive ESL instruction range from 15 students in Taunton to 3,791 students in Boston. 11 These students are from the following public school districts: Attleboro, Boston, Brockton, Haverhill, Lynn, Springfield and Worcester. Numbers of beginner ESL students who reportedly do not receive ESL instruction range from four students in Attleboro to 397 students in Boston. 15
VI. Budget The Board of Elementary and Secondary Education in its FY10 budget proposal recommended funding this line item at $470,987. The legislature funded the line item at $397,937. The Board of Education has identified English learner education as a high priority area for funding, given the growing need for teachers to work with the growing population of English language learners. Funding from the legislature will enable the Department to continue training elementary and secondary content teachers of English language learners to shelter content instruction as required by state law, and would also permit the Department to continue and expand the ESL teacher training initiative and prepare 40 additional licensed teachers to become qualified ESL teachers. A proposal for expenditure of level funding follows:
SEI Professional Development:………………………………
$277,937
Category 4B Training of Trainers (2)..……….$30,000 Category 4C Training of Trainers…………….$15,000 Category 1 Training of Trainers (2)…………..$30,000 Category 4A – Development of Training….…$15,000 Administrators SEI PD Training of Trainers…$15,000 Regional trainings for teachers in Categories 1, 2 and 4……………...$172,937 ESL Teacher Licensure Initiative………………………………… $120,000 Training of 40 licensed ESL Teachers _______________ Total……………………………………………………………….. $397,937
16
Attachments Attachment 1: All Massachusetts public school districts and changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 Attachment 2: Public school districts with large changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 Attachment 3: Bibliography: Professional Development for Teachers of English Language Learners Attachment 4: Excerpts from the Commissioner’s Memorandum of June 2004, Guidance on Qualifications for Teachers of Limited English Proficient Students in Sheltered English Immersion Classrooms Attachment 5: Districts Receiving Sheltered English Immersion Professional Development, 2004-2010 Attachment 6: Collaboratives that have received grants for Sheltered English Immersion Professional Development, 2004-2010 Attachment 7: English Language Learners in Massachusetts: District and Program Type, October 2009 Attachment 8: English Language Learners in Massachusetts: District and First Language, October 2009
17
Attachment 1: Massachusetts public school districts and changes in LEP population compared to changes in overall student population - SY 2006SY 2010 District
State Abington Acton Acushnet Agawam Amesbury Amherst Andover Arlington Ashland Attleboro Auburn Avon Ayer Barnstable Bedford Belchertown Bellingham Belmont Berkley Berlin Beverly Billerica Boston Bourne Boxborough Boxford Boylston Braintree Brewster Brimfield Brockton Brookfield Brookline Burlington Cambridge Canton Carlisle Carver Chatham Chelmsford Chelsea Chicopee
Student Enrollment SY 2006 All LEP
972,371 2,358 2,546 1,087 4,364 2,503 1,470 6,017 4,522 2,654 6,196 2,310 757 1,325 4,728 2,282 2,602 2,599 3,694 1,009 249 4,459 6,406 57,349 2,602 560 988 383 5,195 478 366 15,896 296 6,014 3,551 5,803 3,073 808 2,043 700 5,693 5,495 7,527
51,618 4 19 0 60 5 193 48 249 61 407 9 0 19 195 35 20 9 99 0 1 45 61 9,200 5 0 0 0 56 2 0 1,742 0 357 57 547 34 0 5 19 48 1,158 404
Student Enrollment SY 2010 All LEP
957,053 2,189 2,614 996 4,273 2,424 1,321 6,163 4,713 2,640 5,933 2,399 748 1,197 4,293 2,429 2,610 2,635 3,974 921 212 4,269 5,940 55,371 2,372 495 917 377 5,377 503 344 15,502 304 6,472 3,711 5,950 3,125 698 1,847 674 5,418 5,638 7,845
59,158 10 81 1 97 21 175 83 192 67 267 56 1 60 176 49 24 27 92 0 1 39 81 11,271 1 6 4 10 111 9 0 2,737 0 496 64 303 36 11 2 19 104 922 354
# Change All
-15,318 -169 68 -91 -91 -79 -149 146 191 -14 -263 89 -9 -128 -435 147 8 36 280 -88 -37 -190 -466 -1,978 -230 -65 -71 -6 182 25 -22 -394 8 458 160 147 52 -110 -196 -26 -275 143 318
% Change
LEP
7,540 6 62 1 37 16 -18 35 -57 6 -140 47 1 41 -19 14 4 18 -7 0 0 -6 20 2,071 -4 6 4 10 55 7 0 995 0 139 7 -244 2 11 -3 0 56 -236 -50
All
-2% -7% 3% -8% -2% -3% -10% 2% 4% -1% -4% 4% -1% -10% -9% 6% 0% 1% 8% -9% -15% -4% -7% -3% -9% -12% -7% -2% 4% 5% -6% -2% 3% 8% 5% 3% 2% -14% -10% -4% -5% 3% 4%
LEP
15% 150% 326% 62% 320% -9% 73% -23% 10% -34% 522% 216% -10% 40% 20% 200% -7% 0% -13% 33% 23% -80%
98% 350% 57% 39% 12% -45% 6% -60% 0% 117% -20% -12% 18
District
Clarksburg Clinton Cohasset Concord Conway Danvers Dartmouth Dedham Deerfield Douglas Dover Dracut Duxbury East Bridgewater Eastham Easthampton East Longmeadow Easton Edgartown Erving Everett Fairhaven Fall River Falmouth Fitchburg Florida Foxborough Framingham Franklin Freetown Gardner Georgetown Gloucester Gosnold Grafton Granby Granville Greenfield Hadley Halifax Hancock Hanover Harvard Harwich Hatfield Haverhill Hingham Holbrook Holland Holliston
Student Enrollment SY 2006 All LEP
196 2,046 1,515 1,930 158 3,592 4,295 2,897 468 1,746 619 4,211 3,345 2,522 207 1,611 2,818 3,875 350 185 5,262 2,180 10,969 4,144 5,682 115 2,991 8,124 6,136 542 3,067 1,723 3,803 2 2,675 1,154 256 1,861 635 718 44 2,794 1,300 1,441 459 7,590 3,764 1,398 269 2,971
0 92 0 26 0 23 33 100 0 2 3 66 0 8 0 18 0 16 23 0 604 5 684 35 1,157 0 18 1,399 21 0 100 0 63 0 17 0 1 98 3 0 0 2 0 4 2 426 2 43 0 3
Student Enrollment SY 2010 All LEP
175 1,996 1,496 1,894 175 3,617 4,017 2,910 490 1,771 572 4,107 3,298 2,375 225 1,575 2,850 3,906 328 174 5,889 1,986 9,886 3,750 4,997 115 2,867 8,153 6,120 533 2,600 1,688 3,372 4 2,902 1,125 163 1,496 714 654 41 2,698 1,277 1,334 456 6,845 4,058 1,161 251 2,864
0 144 0 36 0 16 39 114 7 3 9 43 0 0 1 40 2 37 26 0 580 3 514 44 593 0 14 1,271 55 0 95 2 75 0 14 13 0 54 16 0 0 8 2 48 0 461 10 26 1 37
# Change All
-21 -50 -19 -36 17 25 -278 13 22 25 -47 -104 -47 -147 18 -36 32 31 -22 -11 627 -194 -1,083 -394 -685 0 -124 29 -16 -9 -467 -35 -431 2 227 -29 -93 -365 79 -64 -3 -96 -23 -107 -3 -745 294 -237 -18 -107
% Change
LEP
0 52 0 10 0 -7 6 14 7 1 6 -23 0 -8 1 22 2 21 3 0 -24 -2 -170 9 -564 0 -4 -128 34 0 -5 2 12 0 -3 13 -1 -44 13 0 0 6 2 44 -2 35 8 -17 1 34
All
-11% -2% -1% -2% 11% 1% -6% 0% 5% 1% -8% -2% -1% -6% 9% -2% 1% 1% -6% -6% 12% -9% -10% -10% -12% 0% -4% 0% 0% -2% -15% -2% -11% 100% 8% -3% -36% -20% 12% -9% -7% -3% -2% -7% -1% -10% 8% -17% -7% -4%
LEP
57% 38% -30% 18% 14% 50% 200% -35% -100% 122% 131% 13% -4% -40% -25% 26% -49% -22% -9% 162% -5% 19% -18% -100% -45% 433%
300% 1100% -100% 8% 400% -40% 1133% 19
District
Holyoke Hopedale Hopkinton Hudson Hull Ipswich Kingston Lakeville Lanesborough Lawrence Lee Leicester Lenox Leominster Leverett Lexington Lincoln Littleton Longmeadow Lowell Ludlow Lunenburg Lynn Lynnfield Malden Mansfield Marblehead Marion Marlborough Marshfield Mashpee Mattapoisett Maynard Medfield Medford Medway Melrose Methuen Middleborough Middleton Milford Millbury Millis Milton Monson Nahant Nantucket Natick Needham New Bedford
Student Enrollment SY 2006 All LEP
6,485 1,302 3,432 2,820 1,255 2,085 1,175 797 303 12,273 895 1,950 850 6,114 165 6,253 1,256 1,562 3,318 14,096 3,124 1,836 13,955 2,202 6,287 4,839 3,115 463 4,662 4,679 2,007 520 1,363 3,063 4,727 2,879 3,537 7,441 3,676 857 4,192 1,973 1,325 3,651 1,595 201 1,243 4,620 4,914 13,441
1,530 1 9 125 0 10 0 2 0 2,752 29 2 1 654 0 240 24 0 28 3,858 27 1 2,997 2 601 24 48 0 509 7 5 0 22 2 236 6 14 445 4 6 187 0 0 24 9 0 41 51 42 591
Student Enrollment SY 2010 All LEP
5,901 1,308 3,453 3,071 1,202 2,137 1,180 742 270 12,284 839 1,881 829 6,290 165 6,182 1,050 1,607 3,102 13,331 3,050 1,702 13,373 2,353 6,332 4,888 3,232 441 4,539 4,746 1,856 514 1,328 3,020 4,854 2,693 3,767 7,230 3,506 858 4,122 1,893 1,435 3,952 1,419 239 1,234 4,734 5,311 12,636
1,377 9 38 114 3 18 3 0 2 2,835 18 21 7 398 0 296 26 15 39 4,321 42 10 3,465 4 706 44 19 1 509 23 18 2 33 6 299 8 76 413 13 13 227 13 2 34 10 0 67 36 50 461
# Change All
-584 6 21 251 -53 52 5 -55 -33 11 -56 -69 -21 176 0 -71 -206 45 -216 -765 -74 -134 -582 151 45 49 117 -22 -123 67 -151 -6 -35 -43 127 -186 230 -211 -170 1 -70 -80 110 301 -176 38 -9 114 397 -805
% Change
LEP
-153 8 29 -11 3 8 3 -2 2 83 -11 19 6 -256 0 56 2 15 11 463 15 9 468 2 105 20 -29 1 0 16 13 2 11 4 63 2 62 -32 9 7 40 13 2 10 1 0 26 -15 8 -130
All
-9% 0% 1% 9% -4% 2% 0% -7% -11% 0% -6% -4% -2% 3% 0% -1% -16% 3% -7% -5% -2% -7% -4% 7% 1% 1% 4% -5% -3% 1% -8% -1% -3% -1% 3% -6% 7% -3% -5% 0% -2% -4% 8% 8% -11% 19% -1% 2% 8% -6%
LEP
-10% 800% 322% -9% 80% -100% 3% -38% 950% 600% -39% 23% 8% 39% 12% 56% 900% 16% 100% 17% 83% -60% 0% 229% 260% 50% 200% 27% 33% 443% -7% 225% 117% 21%
42% 11% 63% -29% 19% -22% 20
District
Newburyport Newton Norfolk North Adams Northampton North Andover North Attleborough Northborough Northbridge North Brookfield North Reading Norton Norwell Norwood Oak Bluffs Orange Orleans Oxford Palmer Peabody Pelham Pembroke Petersham Pittsfield Plainville Plymouth Plympton Provincetown Quincy Randolph Reading Revere Richmond Rochester Rockland Rockport Rowe Salem Sandwich Saugus Savoy Scituate Seekonk Sharon Sherborn Shirley Shrewsbury Shutesbury Somerset Somerville
Student Enrollment SY 2006 All LEP
2,374 11,567 1,109 1,819 2,940 4,671 4,748 1,924 2,629 759 2,780 3,161 2,217 3,616 397 810 215 2,193 1,960 6,548 118 3,298 129 6,472 863 8,451 234 236 8,763 3,643 4,282 5,839 177 581 2,609 1,030 61 4,638 3,951 3,188 76 3,243 2,282 3,498 475 662 5,873 165 2,841 5,136
8 565 0 30 68 59 50 41 14 0 14 0 1 202 21 0 3 11 11 260 0 2 0 233 0 44 0 9 1,007 240 17 658 0 0 27 2 0 364 4 5 0 41 11 30 0 4 130 0 1 884
Student Enrollment SY 2010 All LEP
2,251 11,765 1,071 1,612 2,692 4,614 4,750 1,883 2,539 627 2,735 2,829 2,345 3,437 406 840 189 2,042 1,748 6,093 125 3,441 107 6,072 823 8,240 245 152 8,969 2,851 4,392 6,145 172 599 2,278 977 65 4,496 3,579 2,866 42 3,278 2,154 3,426 450 533 5,841 154 2,729 4,842
12 688 0 28 50 49 38 66 12 3 11 5 3 175 20 0 2 5 17 356 0 0 0 233 0 47 0 7 1,044 184 16 625 0 0 28 5 0 507 1 68 0 14 23 44 1 5 144 0 2 777
# Change All
-123 198 -38 -207 -248 -57 2 -41 -90 -132 -45 -332 128 -179 9 30 -26 -151 -212 -455 7 143 -22 -400 -40 -211 11 -84 206 -792 110 306 -5 18 -331 -53 4 -142 -372 -322 -34 35 -128 -72 -25 -129 -32 -11 -112 -294
% Change
LEP
4 123 0 -2 -18 -10 -12 25 -2 3 -3 5 2 -27 -1 0 -1 -6 6 96 0 -2 0 0 0 3 0 -2 37 -56 -1 -33 0 0 1 3 0 143 -3 63 0 -27 12 14 1 1 14 0 1 -107
All
-5% 2% -3% -11% -8% -1% 0% -2% -3% -17% -2% -11% 6% -5% 2% 4% -12% -7% -11% -7% 6% 4% -17% -6% -5% -2% 5% -36% 2% -22% 3% 5% -3% 3% -13% -5% 7% -3% -9% -10% -45% 1% -6% -2% -5% -19% -1% -7% -4% -6%
LEP
50% 22% -7% -26% -17% -24% 61% -14% -21% 200% -13% -5% -33% -55% 55% 37% -100% 0% 7% -22% 4% -23% -6% -5%
4% 150% 39% -75% 1260% -66% 109% 47% 25% 11% 100% -12% 21
District
Southampton Southborough Southbridge South Hadley Springfield Stoneham Stoughton Sturbridge Sudbury Sunderland Sutton Swampscott Swansea Taunton Tewksbury Tisbury Topsfield Truro Tyngsborough Uxbridge Wakefield Wales Walpole Waltham Ware Wareham Watertown Wayland Webster Wellesley Wellfleet Westborough West Boylston West Bridgewater Westfield Westford Westhampton Weston Westport West Springfield Westwood Weymouth Whately Williamsburg Williamstown Wilmington Winchendon Winchester Winthrop Woburn
Student Enrollment SY 2006 All LEP
518 1,607 2,286 2,291 25,206 2,952 3,980 871 3,246 228 1,668 2,395 2,123 8,245 4,838 309 713 119 2,247 2,106 3,473 180 3,851 4,731 1,263 3,399 2,447 2,925 1,879 4,559 136 3,490 1,137 1,165 6,482 5,216 146 2,355 1,905 3,998 2,915 6,881 123 202 484 3,828 1,754 3,802 2,052 4,667
0 18 115 4 3,452 49 97 0 48 4 0 20 6 96 14 32 0 0 2 11 26 0 39 322 9 5 255 9 50 33 0 216 0 1 251 32 0 30 2 266 19 74 0 0 5 4 11 62 73 139
Student Enrollment SY 2010 All LEP
559 1,556 2,166 2,132 25,141 2,650 3,776 920 3,164 186 1,643 2,256 2,078 7,920 4,217 305 660 146 2,031 2,002 3,360 169 3,954 4,763 1,309 3,142 2,613 2,738 1,942 4,868 147 3,581 1,013 1,292 6,100 5,273 140 2,388 1,895 3,954 3,100 6,919 132 165 426 3,783 1,626 4,198 1,970 4,769
3 47 232 15 3,288 58 166 3 18 3 0 52 10 159 12 28 2 0 0 30 18 1 82 475 11 17 268 15 49 71 0 256 3 2 211 33 0 51 15 276 31 104 0 2 9 22 11 141 66 196
# Change All
41 -51 -120 -159 -65 -302 -204 49 -82 -42 -25 -139 -45 -325 -621 -4 -53 27 -216 -104 -113 -11 103 32 46 -257 166 -187 63 309 11 91 -124 127 -382 57 -6 33 -10 -44 185 38 9 -37 -58 -45 -128 396 -82 102
% Change
LEP
3 29 117 11 -164 9 69 3 -30 -1 0 32 4 63 -2 -4 2 0 -2 19 -8 1 43 153 2 12 13 6 -1 38 0 40 3 1 -40 1 0 21 13 10 12 30 0 2 4 18 0 79 -7 57
All
8% -3% -5% -7% 0% -10% -5% 6% -3% -18% -1% -6% -2% -4% -13% -1% -7% 23% -10% -5% -3% -6% 3% 1% 4% -8% 7% -6% 3% 7% 8% 3% -11% 11% -6% 1% -4% 1% -1% -1% 6% 1% 7% -18% -12% -1% -7% 10% -4% 2%
LEP
161% 102% 275% -5% 18% 71% -63% -25% 160% 67% 66% -14% -13%
-100% 173% -31% 110% 48% 22% 240% 5% 67% -2% 115% 19% 100% -16% 3% 70% 650% 4% 63% 41%
80% 450% 0% 127% -10% 41% 22
District
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
# Change All
% Change
LEP
All
LEP
Worcester Wrentham Northampton-Smith Vocational Excel Academy Charter School Academy of the Pacific Rim Charter Public School Four Rivers Charter Public School Berkshire Arts and Technology Charter School Academy of Strategic Learning HM Charter School Boston Preparatory Charter Public School Christa McAuliffe Regional Charter Public School Smith Leadership Academy Charter Public School Benjamin Banneker Charter Public School Barnstable Horace Mann Charter School Boston Day and Evening Academy Charter School Marstons Mills East Horace Mann Charter School Edward Brooke Charter School KIPP Academy Lynn Charter School Advanced Math and Science Academy Charter School Cape Cod Lighthouse Charter School Innovation Academy Charter School Community Charter School of Cambridge City On A Hill Charter Public School Codman Academy Charter Public School Conservatory Lab Charter School
24,023 1,271 457 170 352
3,620 0 0 4 4
23,988 1,274 464 212 482
6,388 8 5 9 5
-35 3 7 42 130
2,768 8 5 5 1
0% 0% 2% 25% 37%
76%
138
0
193
0
55
0
40%
143
0
216
0
73
0
51%
50
0
50
0
0
0
0%
147
0
335
5
188
5
128%
260
9
202
2
-58
-7
-22%
-78%
208
1
165
1
-43
0
-21%
0%
300
31
326
22
26
-9
9%
-29%
919
25
793
31
-126
6
-14%
24%
311
0
279
0
-32
0
-10%
434
0
335
35
-99
35
-23%
276 153
6 2
440 352
3 4
164 199
-3 2
59% 130%
239
0
801
0
562
0
235%
196
0
228
0
32
0
16%
266
0
536
1
270
1
102%
161
5
279
10
118
5
73%
269
0
285
4
16
4
6%
107
0
126
1
19
1
18%
127
22
153
21
26
-1
20%
-5%
Community Day Charter Public School Sabis International Charter School Neighborhood House Charter School Abby Kelley Foster Charter Public School
306
103
331
98
25
-5
8%
-5%
1,374
4
1,573
25
199
21
14%
525%
322
0
400
9
78
9
24%
1,175
15
1,426
28
251
13
21%
125% 25%
-50% 100%
100%
87% 23
District
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
# Change All
% Change
LEP
All
LEP
Foxboro Regional Charter School
984
0
1,139
29
155
29
16%
Benjamin Franklin Classical Charter Public School Boston Collegiate Charter School
384
0
432
0
48
0
13%
381
0
510
0
129
0
34%
Hilltown Cooperative Charter Public School Robert M. Hughes Academy Charter School Health Careers Academy Charter Public School Holyoke Community Charter School Lawrence Family Development Charter School Hill View Montessori Charter Public School Lowell Community Charter Public School Lowell Middlesex Academy Charter School Marblehead Community Charter School Martha's Vineyard Charter School
154
0
162
1
8
1
5%
182
1
186
0
4
-1
2%
203
0
211
2
8
2
4%
617
0
705
32
88
32
14%
517
224
596
252
79
28
15%
156
0
272
7
116
7
74%
703
199
946
247
243
48
35%
24%
111
8
121
0
10
-8
9%
-100%
230
1
230
0
0
-1
0%
-100%
158
0
181
4
23
4
15%
92
0
91
0
-1
0
-1%
187
0
382
0
195
0
104%
1,144
0
1,352
0
208
0
18%
419
0
450
4
31
4
7%
368
0
375
3
7
3
2%
0
0
40
0
40
0
0
0
561
31
561
31
362
0
393
0
31
0
9%
403
0
410
1
7
1
2%
1268
10
1206
58
-62
48
-5%
288 274
0 0
287 312
0 0
-1 38
0 0
0% 14%
195
4
246
6
51
2
26%
MA Academy for Math and Science Media and Technology Charter Public High School Mystic Valley Regional Charter School New Leadership Charter School North Central Charter Essential School Dorchester Collegiate Academy Charter Silver Hill Horace Mann Charter School Francis W Parker Charter Essential School Pioneer Valley Performing Arts Charter School Boston Renaissance Charter Public School River Valley Charter School Rising Tide Charter Public School Roxbury Preparatory Charter School
-100%
13%
480%
50% 24
District
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
# Change All
% Change
LEP
All
LEP
Salem Academy Charter School Seven Hills Charter Public School
174 661
10 45
311 673
16 110
137 12
6 65
79% 2%
60% 144%
Prospect Hill Academy Charter School South Shore Charter Public School Sturgis Charter Public School Atlantis Charter School Martin Luther King Jr. Charter School of Excellence Phoenix Charter Academy Pioneer Charter School of Science Global Learning Charter Public School Pioneer Valley Chinese Immersion Charter School Hampden Charter School of Science Acton-Boxborough Adams-Cheshire Amherst-Pelham Ashburnham-Westminster Athol-Royalston Berkshire Hills Berlin-Boylston Blackstone-Millville Bridgewater-Raynham Chesterfield-Goshen Central Berkshire Concord-Carlisle Dennis-Yarmouth Dighton-Rehoboth Dover-Sherborn Dudley-Charlton Nauset Farmington River Freetown-Lakeville Frontier Gateway Groton-Dunstable Gill-Montague Hamilton-Wenham Hampden-Wilbraham Hampshire Hawlemont King Philip Lincoln-Sudbury Manchester Essex
784
12
975
29
191
17
24%
142%
464
0
524
0
60
0
13%
326 684 0
0 0 0
401 733 376
0 0 20
75 49 376
0 0 20
23% 7%
0 0
0 0
164 235
25 7
164 235
25 7
0
0
436
1
436
1
0
0
151
1
151
1
0
0
191
0
191
0
2797 1687 1893 2434 2057 1466 475 2177 5790 166 2167 1243 3956 3396 1053 4392 1766 171 1882 727 1391 2966 1225 2177 3793 865 129 2008 1577 1308
11 0 56 0 10 16 1 2 0 0 12 2 151 2 2 14 5 0 2 2 7 7 28 5 21 0 0 0 6 0
2930 1554 1661 2388 1682 1377 444 2064 5804 187 1987 1245 3349 3235 1150 4348 1535 148 1922 705 1202 2798 1085 2026 3600 814 109 2079 1615 1457
20 3 67 15 15 29 1 11 22 0 1 3 146 8 3 50 13 0 1 9 11 11 45 43 24 0 1 2 4 3
133 -133 -232 -46 -375 -89 -31 -113 14 21 -180 2 -607 -161 97 -44 -231 -23 40 -22 -189 -168 -140 -151 -193 -51 -20 71 38 149
9 3 11 15 5 13 0 9 22 0 -11 1 -5 6 1 36 8 0 -1 7 4 4 17 38 3 0 1 2 -2 3
5% -8% -12% -2% -18% -6% -7% -5% 0% 13% -8% 0% -15% -5% 9% -1% -13% -13% 2% -3% -14% -6% -11% -7% -5% -6% -16% 4% 2% 11%
82% 20% 50% 81% 0% 450%
-92% 50% -3% 300% 50% 257% 160% -50% 350% 57% 57% 61% 760% 14%
-33%
25
District
Marthas Vineyard Masconomet Mendon-Upton Mount Greylock Mohawk Trail Narragansett Nashoba New Salem-Wendell Northboro-Southboro North Middlesex Old Rochester Pentucket Pioneer Valley Quabbin Ralph Mahar Silver Lake Southern Berkshire Southwick-Tolland Spencer-East Brookfield Tantasqua Triton Up-Island Wachusett Quaboag Whitman-Hanson Assabet Valley RVTSD Blackstone Valley RVSD Blue Hills RVTSD Bristol-Plymouth RVTSD Cape Cod RVTSD Franklin County RVTSD Greater Fall River RVTSD Greater Lawrence RVTSD Greater New Bedford RVTSD Greater Lowell RVTSD South Middlesex RVTSD Minuteman RVTSD Montachusett RVTSD Northern Berkshire RVTSD Nashoba Valley RVTSD Northeast Metropolitan RVTSD North Shore RVTSD Old Colony RVTSD Pathfinder RVTSD Shawsheen Valley RTSD Southeastern RVTSD South Shore RVTSD Southern Worcester County RVTSD Tri-County RVTSD
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
# Change All
% Change
LEP
All
810 2159 2809 667 1314 1748 3226 147 1341 4560 1216 3457 1094 3253 710 1835 914 1931 2218 1880 3416 348 7085 1478 4483 916 923 826 1079 721 543 1311 1485 1994 1940 717 703 1269 491 561 1209 457 558 669 1226 1219 592 1061
30 2 7 1 0 2 22 0 6 6 0 4 0 0 0 0 3 7 5 4 26 8 39 1 4 7 1 4 0 8 0 0 54 13 28 43 0 28 0 0 75 2 0 0 0 16 0 3
699 2085 2856 641 1130 1575 3433 144 1409 4074 1151 3226 1167 3012 778 1903 900 1797 1957 1782 3171 320 7428 1452 4463 963 1136 842 1206 685 512 1352 1195 2106 2014 642 583 1355 500 662 1249 451 583 660 1300 1257 595 1115
16 2 10 2 7 3 17 0 7 16 1 3 0 4 8 1 4 14 7 0 24 5 47 1 9 9 0 5 2 5 0 2 34 20 46 40 3 8 0 0 57 3 0 0 0 9 0 4
-111 -74 47 -26 -184 -173 207 -3 68 -486 -65 -231 73 -241 68 68 -14 -134 -261 -98 -245 -28 343 -26 -20 47 213 16 127 -36 -31 41 -290 112 74 -75 -120 86 9 101 40 -6 25 -9 74 38 3 54
-14 0 3 1 7 1 -5 0 1 10 1 -1 0 4 8 1 1 7 2 -4 -2 -3 8 0 5 2 -1 1 2 -3 0 2 -20 7 18 -3 3 -20 0 0 -18 1 0 0 0 -7 0 1
-14% -3% 2% -4% -14% -10% 6% -2% 5% -11% -5% -7% 7% -7% 10% 4% -2% -7% -12% -5% -7% -8% 5% -2% 0% 5% 23% 2% 12% -5% -6% 3% -20% 6% 4% -10% -17% 7% 2% 18% 3% -1% 4% -1% 6% 3% 1% 5%
851
0
964
1
113
1
13%
LEP
-47% 0% 43% 100% 50% -23% 17% 167% -25%
33% 100% 40% -100% -8% -38% 21% 0% 125% 29% -100% 25% -38%
-37% 54% 64% -7% -71%
-24% 50%
-44% 33%
26
District
Upper Cape Cod Regional Technical District Whittier RVTSD Bristol County Agricultural School District Essex Agricultural and Technical District Norfolk County Agricultural School District
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
# Change All
% Change
LEP
All
LEP
627
0
672
0
45
0
7%
1145 430
12 0
1206 441
6 0
61 11
-6 0
5% 3%
420
0
462
0
42
0
10%
457
0
470
0
13
0
3%
-50%
27
Attachment 2: Massachusetts public school districts with large changes in LEP population compared to changes in overall student population - SY 2006-SY 2010 Student Enrollment SY 2006
Student Enrollment SY 2010
LEP
All
LEP
Change
District
All
All
Saugus Holliston Harwich Leicester Lunenburg Hopedale Hamilton-Wenham Westport Lenox Sabis International Charter School Auburn Boston Renaissance Charter Public School Wilmington Blackstone-Millville Melrose Hadley Hingham Brewster Frontier Acton Hopkinton Amesbury Hanover Dighton-Rehoboth South Hadley Mashpee Dudley-Charlton Wareham Marshfield Middleborough Ayer Bellingham Dover Medfield Norwell Uxbridge North Middlesex Franklin Southborough Swampscott
3,188 2,971 1,441 1,950 1,836 1,302 2177 1,905 850
5 3 4 2 1 1 5 2 1
2,866 2,864 1,334 1,881 1,702 1,308 2026 1,895 829
68 37 48 21 10 9 43 15 7
-322 -107 -107 -69 -134 6 -151 -10 -21
1,374 2,310
4 9
1,573 2,399
25 56
1268 3,828 2177 3,537 635 3,764 478 727 2,546 3,432 2,503 2,794 3396 2,291 2,007 4392 3,399 4,679 3,676 1,325 2,599 619 3,063 2,217 2,106 4560 6,136 1,607 2,395
10 4 2 14 3 2 2 2 19 9 5 2 2 4 5 14 5 7 4 19 9 3 2 1 11 6 21 18 20
1206 3,783 2064 3,767 714 4,058 503 705 2,614 3,453 2,424 2,698 3235 2,132 1,856 4348 3,142 4,746 3,506 1,197 2,635 572 3,020 2,345 2,002 4074 6,120 1,556 2,256
58 22 11 76 16 10 9 9 81 38 21 8 8 15 18 50 17 23 13 60 27 9 6 3 30 16 55 47 52
Change %
LEP
All
LEP
63 34 44 19 9 8 38 13 6
-10% -4% -7% -4% -7% 0% -7% -1% -2%
1260% 1133% 1100% 950% 900% 800% 760% 650% 600%
199 89
21 47
14% 4%
525% 522%
-62 -45 -113 230 79 294 25 -22 68 21 -79 -96 -161 -159 -151 -44 -257 67 -170 -128 36 -47 -43 128 -104 -486 -16 -51 -139
48 18 9 62 13 8 7 7 62 29 16 6 6 11 13 36 12 16 9 41 18 6 4 2 19 10 34 29 32
-5% -1% -5% 7% 12% 8% 5% -3% 3% 1% -3% -3% -5% -7% -8% -1% -8% 1% -5% -10% 1% -8% -1% 6% -5% -11% 0% -3% -6%
480% 450% 450% 443% 433% 400% 350% 350% 326% 322% 320% 300% 300% 275% 260% 257% 240% 229% 225% 216% 200% 200% 200% 200% 173% 167% 162% 161% 160% 28
District
Nauset Abington Rockport Seven Hills Charter Public School Prospect Hill Academy Charter School Easton Winchester Excel Academy Charter School Whitman-Hanson Easthampton Chelmsford Middleton Wellesley Walpole Seekonk Southbridge Lynnfield Somerset West Bridgewater KIPP Academy Lynn Charter School Community Charter School of Cambridge Mount Greylock Southwick-Tolland Edward Brooke Charter School Freetown-Lakeville Whittier RVTSD Oxford Carver Marblehead Sudbury Scituate Montachusett RVTSD Sandwich Christa McAuliffe Regional Charter Public School Bourne Central Berkshire East Bridgewater Granville Hatfield Lakeville Pembroke Tyngsborough
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
All
Change LEP
Change % All LEP
1766 2,358 1,030
5 4 2
1535 2,189 977
13 10 5
-231 -169 -53
8 6 3
-13% -7% -5%
160% 150% 150%
661
45
673
110
12
65
2%
144%
784 3,875 3,802
12 16 62
975 3,906 4,198
29 37 141
191 31 396
17 21 79
24% 1% 10%
142% 131% 127%
170 4483 1,611 5,693 857 4,559 3,851 2,282 2,286 2,202 2,841 1,165
4 4 18 48 6 33 39 11 115 2 1 1
212 4463 1,575 5,418 858 4,868 3,954 2,154 2,166 2,353 2,729 1,292
9 9 40 104 13 71 82 23 232 4 2 2
42 -20 -36 -275 1 309 103 -128 -120 151 -112 127
5 5 22 56 7 38 43 12 117 2 1 1
25% 0% -2% -5% 0% 7% 3% -6% -5% 7% -4% 11%
125% 125% 122% 117% 117% 115% 110% 109% 102% 100% 100% 100%
153
2
352
4
199
2
130%
100%
161 667 1931
5 1 7
279 641 1797
10 2 14
118 -26 -134
5 1 7
73% -4% -7%
100% 100% 100%
276 1882 1145 2,193 2,043 3,115 3,246 3,243 1269 3,951
6 2 12 11 5 48 48 41 28 4
440 1922 1206 2,042 1,847 3,232 3,164 3,278 1355 3,579
3 1 6 5 2 19 18 14 8 1
164 40 61 -151 -196 117 -82 35 86 -372
-3 -1 -6 -6 -3 -29 -30 -27 -20 -3
59% 2% 5% -7% -10% 4% -3% 1% 7% -9%
-50% -50% -50% -55% -60% -60% -63% -66% -71% -75%
260 2,602 2167 2,522 256 459 797 3,298 2,247
9 5 12 8 1 2 2 2 2
202 2,372 1987 2,375 163 456 742 3,441 2,031
2 1 1 0 0 0 0 0 0
-58 -230 -180 -147 -93 -3 -55 143 -216
-7 -4 -11 -8 -1 -2 -2 -2 -2
-22% -9% -8% -6% -36% -1% -7% 4% -10%
-78% -80% -92% -100% -100% -100% -100% -100% -100% 29
District
Robert M. Hughes Academy Charter School Lowell Middlesex Academy Charter School Marblehead Community Charter School Tantasqua Blackstone Valley RVSD
Student Enrollment SY 2006 All LEP
Student Enrollment SY 2010 All LEP
All
Change LEP
Change % All LEP
182
1
186
0
4
-1
2%
-100%
111
8
121
0
10
-8
9%
-100%
230 1880 923
1 4 1
230 1782 1136
0 0 0
0 -98 213
-1 -4 -1
0% -5% 23%
-100% -100% -100%
30
Attachment 3: Bibliography: Professional Development for Teachers of English Language Learners Brown, H. Douglas. Principles of Language Learning and Teaching, 4th Edition. Addison Wesley Longman, Inc. 2000. August, D., and Hakuta, K. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: National Academy Press. Freeman, D. (Ed.). (1993). New ways in teacher education. Alexandria, VA: TESOL. Garcia, G. Lessons from Research: What is the length of time it takes limited English proficient students to acquire English and succeed in an all-English classroom? (Issue Brief No. 5), Washington, DC: National Clearinghouse for Bilingual Education, 2000. Effective reading programs for English language learners: A best-evidence synthesis by Robert E. Slavin, Johns Hopkins University Center for Research. Review of Educational Research (2003), at: http://www.ucfed.ucf.edu. Walqui, A. (1999, July) “Professional development for teachers of English language learners.” Paper presented at an invitational conference. www.ericdigests.org/2004-1/english.htm Clair, Nancy and Adger, Carolyn Temple Adger. “Professional Development for Teachers in Culturally Diverse Schools.” CAL: Digests, October 1999. http://www.cal.org/resources/digest/profdvpt.html Knight, Stephanie L. “Investigating the Impact of Professional Development for Teachers of Culturally and Linguistically Diverse Students.” Texas A&M University. Synthesis Team Executive Summary available through the Center for Research on Education, Diversity & Excellence (CREDE) at http://crede.berkeley.edu/research/crede/synthesis/pd/pd_exsum.html. Professional Development Guidelines. Handbook on Planning for Limited English Proficient (LEP) Student Success. Colorado State DOE, March 1997. Frutiger, Eliso. “Selected Strategies and Activities to Provide Challenging Instruction to ESOL Students in Content Area Courses.” KeKalb County School System, Decatur, GA: 1999. Baker, Colin and Hornberger, Nancy. An Introductory Reader to the Writings of Jim Cummins. Multilingual Matters, Ltd., 2001. Approaches to Writing Instruction for Adolescent English Language Learners: A discussion of recent research and practice literature in relation to nationwide standards on writing. The Education Alliance at Brown University, 2005.
31
Attachment 4: Excerpts from the Commissioner’s Memorandum of June 2004, Guidance on Qualifications for Teachers of Limited English Proficient Students in Sheltered English Immersion Classrooms *
*
*
Memorandum Attachment 1: Skills and Knowledge for Teachers of Limited English Proficient Students in sheltered English immersion Classrooms 12 Part A: For all teachers of limited English proficient students in Sheltered English Immersion classrooms. Category 1: Second Language Learning and Teaching Knowledge a. Key factors affecting second language acquisition. b. Implications of these factors on classroom organization and instruction. c. The implications of cultural difference for classroom organization and instruction. d. Organization, content, and performance levels in the Massachusetts English Language Proficiency Benchmarks and Outcomes.* Skills/Observable Outcomes • Teacher can analyze his/her own classroom as a site for second language acquisition and make appropriate adjustments. • Teacher can use knowledge of factors affecting second language acquisition to modify instruction for students who are having difficulty in learning English and/or subject matter content. Note: Suggested number of professional development hours for Category 1 is 10-15. Category 2: Sheltering Content Instruction Knowledge a. Curriculum and Lesson Planning. Teachers will be able to: 1. Plan lessons appropriate for LEP students at the four levels of proficiency described in the Massachusetts English Language Proficiency Benchmarks and Outcomes. 2. Plan lessons that are guided by both language and content objectives appropriate for LEP students who are at different grade levels and different English proficiency levels, and that are aligned with the Massachusetts Curriculum Frameworks and the Massachusetts English Language Proficiency Benchmarks and Outcomes. 3. Plan lessons that are characterized by student interaction, students' questions, and appropriate group work. b. Instructional Strategies. While teaching, teachers will be able to: 1. make language objectives, content objectives, and academic tasks explicit. 12
http://www.doe.mass.edu/ell/sei/qualifications.pdf 32
2. use supplementary materials, including graphic organizers, visuals, and manipulatives to make content more comprehensible. 3. group students so that all LEP students can participate. 4. integrate language instruction and content instruction. c. Student Tasks. Teachers will be able to: 1. plan learning tasks that have a product and that enable all students, including LEP students, to work and ask questions in small groups. 2. provide opportunities for students to display their knowledge in various ways. d. Lesson Delivery. While teaching, teachers will be able to: 1. assess student comprehension and learning throughout the lesson. 2. pace and organize learning activities so that students are engaged 90-100% of the time. Skills/Observable Outcomes Teacher can plan and conduct content classes that are based on standards contained in the Massachusetts Curriculum Frameworks and that engage LEP students who are at different levels of English proficiency in learning throughout the duration of the class. Teacher can assess content learning of students who are at different levels of English proficiency. Note: Suggested number of professional development hours for Category 2 is 30-40. Teachers with ESL and TBE licenses may possess these skills, but this cannot be assumed solely from the possession of either license.
Category 3: Assessment of Speaking and Listening Knowledge a. Multiple dimensions of oral proficiency: comprehension, production, fluency, pronunciation, grammar, and vocabulary. b. Concept of communicative competence and its role in assessment. c. The six levels of oral proficiency assessed by the MELA-O and their relation to the four levels of English language proficiency as described in the Massachusetts English Language Proficiency Benchmarks and Outcomes. Skills/Observable Outcomes • •
Teacher can place students in the six-level continuum of oral proficiency as assessed by the MELA-O. Teacher is a Qualified MELA-O Administrator (QMA).
Note: Teachers who have participated in 8-10 hours of MELA-O training and passed the calibration test have met all Category 3 components. Part B: For teachers who teach English language arts to LEP students at any grade level in Sheltered English Instruction classrooms. Category 4: Reading and Writing in the Sheltered Content Classroom 33
Knowledge a. Basic concepts of linguistics, including phonology and syntax of English. b. Significant theories and practices for developing reading skills and reading comprehension in English for limited English proficient students who are at different English proficiency levels. c. A variety of strategies for teaching vocabulary. d. Approaches and practices for developing writing skills in limited English proficient students. e. Initial reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The differences in initial reading instruction in English designed for those students who have no or limited oral proficiency in English compared to those who do have oral proficiency in English. f. The performance criteria and scoring system used in the MEPA (Massachusetts English Proficiency Assessment) and based on the Massachusetts English Language Proficiency Benchmarks and Outcomes.* Skills/Observable Outcomes • •
•
•
Teacher can plan and deliver reading instruction appropriate for limited English proficient students who are at different levels of English language proficiency. Teacher can plan and deliver writing instruction and activities appropriate for limited English proficient students who are at different levels of English language proficiency. Teacher can use the scoring rubric and test results of the MEPA to plan reading and writing instruction for limited English proficient students who are at different proficiency levels. Teacher can plan and deliver early literacy instruction for students who have no or limited oral proficiency or literacy in English.
Note: Suggested number of professional development hours for Category 4 is 30-40.
34
Attachment 5: Districts Receiving Sheltered English Immersion Professional Development, 2004-2010 Abby Kelley Foster Charter Acton Adams-Cheshire Amherst Pelham Andover Ashland Belmont Berlin-Boylston Billerica Blue Hills Voc Bourne Braintree Bristol-Plymouth Voc Tech Burlington Cape Cod Region Voc Tech Central Berkshire Chelmsford Chicopee Cohasset Danvers Dennis-Yarmouth Douglas Dudley East Bridgewater Edgartown Fall River Foxborough Gardner Grafton Greater Lawrence RVT Greenfield Hanover Haverhill Holbrook Hyde Park Kingston Lee Leominster Lincoln-Sudbury Lowell Lunenburg Malden Marblehead Marshfield
Abington Acton-Boxborough Agawam Amherst Pelham RVT Arlington Assabet Valley Benjamin Banneker Charter Berkshire Hills Blackstone Valley Reg Boston Boylston Bridgewater Brockton Cambridge Carlisle Charlton Chelsea Clarksburg Concord Dartmouth Dighton Dover Dudley Charlton East Longmeadow Essex Fitchburg Framingham Georgetown Granby Greater Lowell Technical Groton-Dunstable Harvard Hill View Montessori Charter Hopkinton Ipswich Lawrence Leicester Lexington Littleton Lowell Community Charter Lynn Manchester Essex Regional Marion Martha’s Vineyard
Acad. Of the Pacific Rim Charter Acushnet Amesbury Ashburnham-Westminster Athol/Royalston Atlantis Charter Berlin Beverly Blackstone-Millville Boston Renaissance Charter Boxborough Bridgewater-Raynham Brookline Canton Carver Chatham Christa McAuliffe Regional Charter Clinton Concord-Carlisle Dedham Dighton-Rehoboth Dover-Sherborn Duxbury Easthampton Everett Foxboro Regional Charter Franklin Gloucester Greater Fall River Greater New Bedford Hamilton-Wenham Hampden-Wilbraham Harwich Hingham Hudson King Philip Lawrence Family Dev. Charter Lenox Lincoln Longmeadow Ludlow Marlborough Mansfield Marlboro 35
Masconomet Maynard Medway Methuen Milford Milton Nantucket Natick New Bedford Newburyport Norfolk North Attleborough North Quincy Northern Berkshire Voc Northboro-Southboro Norwell Orange Pembroke Pittsfield Prospect Hill Academy Charter Quincy Reading Rochester Richmond Scituate Shirley Smith Leadership Acad.Charter Somerville Southbridge Southwick Springfield Sudbury Swansea Tisbury Triton Upper Cape Cod Voc Tech Walpole Wareham Webster West Bridgewater Westfield Westport Whitman-Hanson Wilmington Winthrop Wrentham
Mashpee Medfield Melrose Middleboro Millbury Monson Narragansett Nauset New Bedford Global Learning Charter Newton North Adams North Central Charter Essential School Northampton Northeast Metro Voc Northborough Norwood Oxford Pentucket Plainville Provincetown Randolph Rehoboth Rockland Saugus Seven Hills Charter Shrewsbury So Middlesex Voc Tech Reg South Shore Charter Southeastern Reg Voc Tech Southwick-Tolland Stoneham Sutton Tantasqua Townsend Tyngsborough Uxbridge Waltham Wayland Wellesley West Springfield Westminster Westwood Wilbraham Winchendon Woburn
Martha’s Vineyard Charter Mattapoisett Medford Mendon-Upton Middleton Millis Montachusett Reg Voc Tech Nashoba Needham New Leadership Charter North Andover North Middlesex Northbridge North Shore Reg Voc Norton Oak Bluffs Peabody Petersham Plymouth Quabbin Raynham Revere Rockport Salem Sherborn Silver Lake Somerset Southborough Southern Berkshire Spencer-E. Brookfield Sturgis Charter Swampscott Taunton Tri County Up-Island Regional Wachusett Ware Watertown West Boylston Westborough Weston Weymouth Williamstown Winchester Worcester
-Source: The Department Office of Language Acquisition and Academic Achievement, 2010
36
Attachment 6: Collaboratives that have received grants for Sheltered English Immersion Professional Development, 2004-2010
ACCEPT Collaborative Assabet Valley Collaborative Bi-County Collaborative Cape Cod Collaborative CHARMS Collaborative Greater Lawrence Educational Collaborative EDCO Collaborative FLLAC Collaborative Merrimack Education Collaborative North River Collaborative Pilgrim Area Collaborative Shore Educational Collaborative South Coast Collaborative South Shore Educational Collaborative Southern Berkshire Educational Collaborative Southeastern MA Educational Collaborative The Education Cooperative (TEC) Source: The Department Office of Language Acquisition and Academic Achievement, 2010
37
Attachment 7: English Language Learners in Massachusetts: District and Program Type, October 2009 District Name Abington Acton Acushnet Agawam Amesbury Amherst Andover Arlington Ashland Attleboro Auburn Avon Ayer Barnstable Bedford Belchertown Bellingham Belmont Berkley Berlin Beverly Billerica Boston Bourne Boxborough Boxford Boylston Braintree Brewster Brimfield Brockton Brookfield
No ELL Program 0 0 0 1 0 0 0 3 0 1 0 0 0 14 0 0 0 5 0 0 10 0 0 0 0 0 0 0 0 0 207 0
Sheltered English Immersion 10 80 1 96 21 175 83 184 67 266 56 1 60 162 49 24 27 83 0 1 29 69 5,856 1 6 4 10 111 9 0 1,851 0
Two-Way Bilingual 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 357 0 0 0 0 0 0 0 88 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 386 0 0 0 0 0 0 0 422 0
38
Parental Opt Out 0 1 0 0 0 0 0 5 0 0 0 0 0 0 0 0 0 4 0 0 0 12 4,672 0 0 0 0 0 0 0 169 0
Total LEP Population 10 81 1 97 21 175 83 192 67 267 56 1 60 176 49 24 27 92 0 1 39 81 11,271 1 6 4 10 111 9 0 2,737 0
District Name Brookline Burlington Cambridge Canton Carlisle Carver Chatham Chelmsford Chelsea Chicopee Clarksburg Clinton Cohasset Concord Conway Danvers Dartmouth Dedham Deerfield Douglas Dover Dracut Duxbury East Bridgewater Eastham Easthampton East Longmeadow Easton Edgartown Erving Everett Fairhaven Fall River Falmouth
No ELL Program 0 1 0 3 0 0 0 0 0 2 0 1 0 0 0 6 1 0 4 2 1 0 0 0 0 40 2 0 0 0 72 0 0 0
Sheltered English Immersion 494 63 266 33 11 2 19 90 922 351 0 117 0 36 0 9 38 114 3 1 8 43 0 0 1 0 0 37 26 0 251 3 339 44
Two-Way Bilingual 0 0 37 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 175 0
39
Parental Opt Out 2 0 0 0 0 0 0 4 0 1 0 26 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 257 0 0 0
Total LEP Population 496 64 303 36 11 2 19 104 922 354 0 144 0 36 0 16 39 114 7 3 9 43 0 0 1 40 2 37 26 0 580 3 514 44
District Name Fitchburg Florida Foxborough Framingham Franklin Freetown Gardner Georgetown Gloucester Gosnold Grafton Granby Granville Greenfield Hadley Halifax Hancock Hanover Harvard Harwich Hatfield Haverhill Hingham Holbrook Holland Holliston Holyoke Hopedale Hopkinton Hudson Hull Ipswich Kingston Lakeville
No ELL Program 2 0 0 0 0 0 0 0 2 0 0 0 0 0 2 0 0 0 1 0 0 2 0 0 0 0 0 3 0 0 2 13 3 0
Sheltered English Immersion 591 0 14 822 54 0 95 2 73 0 14 13 0 54 14 0 0 7 0 48 0 457 10 26 1 37 1,372 6 36 114 1 4 0 0
Two-Way Bilingual 0 0 0 248 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 85 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0
40
Parental Opt Out 0 0 0 116 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 2 0 0 0 0 4 0 2 0 0 0 0 0
Total LEP Population 593 0 14 1,271 55 0 95 2 75 0 14 13 0 54 16 0 0 8 2 48 0 461 10 26 1 37 1,377 9 38 114 3 18 3 0
District Name Lanesborough Lawrence Lee Leicester Lenox Leominster Leverett Lexington Lincoln Littleton Longmeadow Lowell Ludlow Lunenburg Lynn Lynnfield Malden Mansfield Marblehead Marion Marlborough Marshfield Mashpee Mattapoisett Maynard Medfield Medford Medway Melrose Methuen Middleborough Middleton Milford Millbury
No ELL Program 0 0 0 4 0 0 0 0 0 2 1 17 0 1 1 0 0 0 18 0 68 4 3 0 0 0 0 0 43 0 0 0 0 11
Sheltered English Immersion 0 2,835 18 16 7 398 0 286 26 13 36 4,228 42 9 3,071 4 675 44 1 1 441 15 15 2 33 6 299 8 32 408 13 13 227 2
Two-Way Bilingual 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 12 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 3 0 0 35 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
41
Parental Opt Out 2 0 0 0 0 0 0 10 0 0 2 73 0 0 358 0 19 0 0 0 0 3 0 0 0 0 0 0 0 5 0 0 0 0
Total LEP Population 2 2,835 18 21 7 398 0 296 26 15 39 4,321 42 10 3,465 4 706 44 19 1 509 23 18 2 33 6 299 8 76 413 13 13 227 13
District Name Millis Milton Monson Nahant Nantucket Natick Needham New Bedford Newburyport Newton Norfolk North Adams Northampton North Andover North Attleborough Northborough Northbridge North Brookfield North Reading Norton Norwell Norwood Oak Bluffs Orange Orleans Oxford Palmer Peabody Pelham Pembroke Petersham Pittsfield Plainville Plymouth
No ELL Program 2 2 0 0 5 1 0 0 0 7 0 0 0 0 0 0 0 0 0 0 1 2 20 0 0 0 3 0 0 0 0 0 0 2
Sheltered English Immersion 0 32 10 0 61 35 50 461 12 680 0 28 50 45 38 66 12 3 11 5 2 169 0 0 2 5 14 356 0 0 0 233 0 45
Two-Way Bilingual 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
42
Parental Opt Out 0 0 0 0 1 0 0 0 0 1 0 0 0 4 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0 0 0 0
Total LEP Population 2 34 10 0 67 36 50 461 12 688 0 28 50 49 38 66 12 3 11 5 3 175 20 0 2 5 17 356 0 0 0 233 0 47
District Name Plympton Provincetown Quincy Randolph Reading Revere Richmond Rochester Rockland Rockport Rowe Salem Sandwich Saugus Savoy Scituate Seekonk Sharon Sherborn Shirley Shrewsbury Shutesbury Somerset Somerville Southampton Southborough Southbridge South Hadley Springfield Stoneham Stoughton Sturbridge Sudbury Sunderland
No ELL Program 0 0 0 4 0 2 0 0 0 0 0 6 0 18 0 0 0 0 0 0 0 0 1 6 0 0 6 14 0 0 0 0 0 0
Sheltered English Immersion 0 7 1,044 179 16 623 0 0 28 5 0 418 0 50 0 14 23 44 1 5 144 0 0 612 3 47 225 1 2,926 58 129 3 18 3
Two-Way Bilingual 0 0 0 1 0 0 0 0 0 0 0 72 0 0 0 0 0 0 0 0 0 0 0 124 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 35 0 0 0 0 0 0 0 0 0 0
43
Parental Opt Out 0 0 0 0 0 0 0 0 0 0 0 11 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 362 0 37 0 0 0
Total LEP Population 0 7 1,044 184 16 625 0 0 28 5 0 507 1 68 0 14 23 44 1 5 144 0 2 777 3 47 232 15 3,288 58 166 3 18 3
District Name Sutton Swampscott Swansea Taunton Tewksbury Tisbury Topsfield Truro Tyngsborough Uxbridge Wakefield Wales Walpole Waltham Ware Wareham Watertown Wayland Webster Wellesley Wellfleet Westborough West Boylston West Bridgewater Westfield Westford Westhampton Weston Westport West Springfield Westwood Weymouth Whately Williamsburg
No ELL Program 0 25 0 0 0 0 2 0 0 0 0 0 0 1 0 1 1 0 1 1 0 2 0 0 25 0 0 0 0 0 6 0 0 0
Sheltered English Immersion 0 27 10 159 12 28 0 0 0 28 17 0 82 383 11 14 264 13 48 53 0 253 3 2 185 31 0 51 15 276 25 101 0 0
Two-Way Bilingual 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
44
Parental Opt Out 0 0 0 0 0 0 0 0 0 1 1 1 0 91 0 2 3 2 0 17 0 1 0 0 1 2 0 0 0 0 0 3 0 2
Total LEP Population 0 52 10 159 12 28 2 0 0 30 18 1 82 475 11 17 268 15 49 71 0 256 3 2 211 33 0 51 15 276 31 104 0 2
District Name Williamstown Wilmington Winchendon Winchester Winthrop Woburn Worcester Wrentham Northampton-Smith Voc. Agr. Excel Academy CS Four Rivers Charter Public Berkshire Arts and Tech.CS Amesbury Academy CS Boston Preparatory CS Christa McAuliffe Reg. Smith Leadership Academy CS Benjamin Banneker CS Barnstable Horace Mann CS Boston Day and Eve CS Barnstable Com. Hrce Mann CS Edward Brooke Charter KIPP Academy Lynn Charter Advanced Math and Science CS Cape Cod Lighthouse Charter Innovation Academy Charter Community CS of Cambridge City On A Hill Charter Public Codman Academy CS Conservatory Lab Charter Community Day Charter Public Sabis International Charter Neighborhood House Charter Abby Kelley Foster CS Foxborough Regional CS
No ELL Program 0 0 0 1 0 1 206 7 0 4 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 1 0 0 25 0 0 0
Sheltered English Immersion 9 22 11 140 66 195 5,922 1 0 5 5 0 0 0 5 0 1 22 25 35 3 3 0 0 1 7 4 0 21 98 0 9 27 29
Two-Way Bilingual 0 0 0 0 0 0 27 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 177 0 5 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
45
Parental Opt Out 0 0 0 0 0 0 56 0 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 0 3 0 0 0 0 0 0 1 0
Total LEP Population 9 22 11 141 66 196 6,388 8 5 9 5 0 0 0 5 2 1 22 31 35 3 4 0 0 1 10 4 1 21 98 25 9 28 29
District Name Benjamin Franklin Classical CS Boston Collegiate Charter Hilltown Cooperative CS Robert M. Hughes Acad. CS EM Kennedy Acad. Health Careers Horace Mann CS Holyoke Community Charter Lawrence Family Dev. CS Hill View Montessori CS Lowell Community CS Lowell Middlesex Acad. CS Marblehead Community CS Martha's Vineyard CS Ma Acad for Math and Science MATCH Charter Public High Mystic Valley Regional Charter New Leadership Charter North Central Charter Essential Dorchester Collegiate Acad CS Silver Hill Horace Mann Charter Francis W. Parker Ch Essential Pioneer Valley Perf Arts CS Boston Renaissance CS River Valley Charter Rising Tide Charter Public Roxbury Preparatory Charter Salem Academy Charter Seven Hills Charter Public Prospect Hill Academy Charter South Shore Charter Public Sturgis Charter Public Atlantis Charter MLK Jr. CS of Excellence Phoenix Charter Academy Pioneer CS of Science
No ELL Program 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Sheltered English Immersion 0 0 1 0 2 32 0 7 247 0 0 4 0 0 0 4 3 0 31 0 1 58 0 0 6 16 108 29 0 0 0 20 25 7
Two-Way Bilingual 0 0 0 0 0 0 252 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
46
Parental Opt Out 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0
Total LEP Population 0 0 1 0 2 32 252 7 247 0 0 4 0 0 0 4 3 0 31 0 1 58 0 0 6 16 110 29 0 0 0 20 25 7
District Name Global Learning Charter Public Pioneer Valley Chinese Imm CS Hampden CS of Science Acton-Boxborough Adams-Cheshire Amherst-Pelham Ashburnham-Westminster Athol-Royalston Berkshire Hills Berlin-Boylston Blackstone-Millville Bridgewater-Raynham Chesterfield-Goshen Central Berkshire Concord-Carlisle Dennis-Yarmouth Dighton-Rehoboth Dover-Sherborn Dudley-Charlton Reg Nauset Farmington River Reg Freetown-Lakeville Frontier Gateway Groton-Dunstable Gill-Montague Hamilton-Wenham Hampden-Wilbraham Hampshire Hawlemont King Philip Lincoln-Sudbury Manchester Essex Regional Marthas Vineyard
No ELL Program 1 0 0 0 0 0 0 0 0 0 0 13 0 1 0 0 0 0 2 3 0 1 0 0 0 43 35 0 0 0 0 0 0 0
Sheltered English Immersion 0 0 0 20 3 67 15 13 29 1 10 9 0 0 3 146 8 3 47 10 0 0 9 11 11 2 5 24 0 0 2 4 3 16
Two-Way Bilingual 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0
Other Bilingual Education 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0
47
Parental Opt Out 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0
Total LEP Population 1 1 0 20 3 67 15 15 29 1 11 22 0 1 3 146 8 3 50 13 0 1 9 11 11 45 43 24 0 1 2 4 3 16
District Name Masconomet Mendon-Upton Mount Greylock Mohawk Trail Narragansett Nashoba New Salem-Wendell Northboro-Southboro North Middlesex Old Rochester Pentucket Pioneer Valley Quabbin Ralph C Mahar Silver Lake Southern Berkshire Southwick-Tolland Spencer-E Brookfield Tantasqua Triton Up-Island Regional Wachusett Quaboag Regional Whitman-Hanson Assabet Valley Reg. Voc. Tech Blackstone Val Reg. Voc. Tech Blue Hills Regional Voc. Tech Bristol-Plym Reg. Voc. Tech Cape Cod Regional Voc Tech Franklin County Reg. Voc. Tech Grtr. Fall River Reg. Voc. Tech. Grtr. Lawrence Reg. Voc. Tech Grtr. Nw Bdfrd Reg. Voc. Tech. Grtr. Lowell Reg. Voc. Tech.
No ELL Program 2 0 0 2 0 0 0 1 7 1 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0
Sheltered English Immersion 0 10 2 4 3 17 0 6 5 0 3 0 1 7 0 4 14 7 0 24 5 47 1 9 9 0 5 2 5 0 0 31 20 46
Two-Way Bilingual 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
48
Parental Opt Out 0 0 0 0 0 0 0 0 4 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0
Total LEP Population 2 10 2 7 3 17 0 7 16 1 3 0 4 8 1 4 14 7 0 24 5 47 1 9 9 0 5 2 5 0 2 34 20 46
District Name S. Middlesex Reg. Voc. Tech. Minuteman Reg. Voc. Tech. Montachusett Reg. Voc. Tech. N. Berkshire Reg. Voc. Tech. Nashoba Valley Reg. Voc. N.E. Metro. Reg. Voc. Tech. North Shore Reg. Voc. Tech. Old Colony Reg. Voc. Tech. Pathfinder Reg. Voc. Tech. Shawsheen Val. Reg. Voc. Tech. Southeastern Reg. Voc. Tech. South Shore Reg. Voc. Tech. S. Worcester C. Reg. Voc. Tech. Tri County Reg. Voc. Tech. Uppr Cape Cod Reg. Voc. Tech. Whittier Reg. Voc. Tech. Bristol County Agricultural Essex Agricultural Technical Norfolk County Agricultural TOTALS
No ELL Program 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1,113
Sheltered English Immersion 40 3 8 0 0 57 3 0 0 0 9 0 0 1 0 6 0 0 0 49,096
Two-Way Bilingual 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1,229
Other Bilingual Education 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 1,342
Source: The Department Student Information Management System, 2009
49
Parental Opt Out 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 6,378
Total LEP Population 40 3 8 0 0 57 3 0 0 0 9 0 4 1 0 6 0 0 0 59,158
Attachment 8: English Language Learners in Massachusetts: District and First Language, October 2009 District Name Abington Acton Acushnet Agawam Amesbury Amherst Andover Arlington Ashland Attleboro Auburn Avon Ayer Barnstable Bedford Belchertown Bellingham Belmont Berlin Beverly Billerica Boston Bourne Boxborough Boxford Boylston Braintree Brewster Brockton
Spanish 3 8 0 15 5 60 12 26 9 170 12 0 36 39 9 7 8 5 0 6 13 6,434 1 1 1 1 13 6 484
Portuguese 3 7 1 0 8 4 3 17 35 9 5 0 13 111 0 1 3 2 1 8 6 210 0 2 0 0 3 0 131
Cape Verdean 0 0 0 0 0 2 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 900 0 0 0 0 4 0 1465
Creole Haitian 0 0 0 0 0 0 0 11 0 1 3 1 0 2 0 0 0 0 0 0 2 947 0 0 0 0 1 0 453
50
Vietnamese 0 0 0 1 0 2 1 1 1 2 12 0 0 0 2 1 3 0 0 1 3 723 0 0 0 1 13 0 37
Other 4 66 0 81 8 107 67 135 22 84 24 0 11 24 38 15 13 85 0 24 57 2,057 0 3 3 8 77 3 167
LEP 10 81 1 97 21 175 83 192 67 267 56 1 60 176 49 24 27 92 1 39 81 11,271 1 6 4 10 111 9 2,737
District Name Brookline Burlington Cambridge Canton Carlisle Carver Chatham Chelmsford Chelsea Chicopee Clinton Concord Danvers Dartmouth Dedham Deerfield Douglas Dover Dracut Eastham Easthampton East Longmeadow Easton Edgartown Everett Fairhaven Fall River Falmouth Fitchburg Foxborough Framingham
Spanish 43 2 58 4 0 0 10 9 766 201 106 13 4 2 47 4 0 0 13 1 12 0 4 2 308 1 297 5 487 5 589
Portuguese 16 3 23 1 0 0 2 5 29 4 17 1 0 19 3 0 2 0 6 0 0 0 7 24 119 2 122 12 2 3 553
Cape Verdean 2 0 6 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 16 0 0 0 0
Creole Haitian 2 2 67 3 0 0 3 0 13 0 11 0 1 0 13 0 0 2 0 0 0 0 3 0 96 0 2 0 2 0 17
51
Vietnamese 6 0 2 5 0 0 0 8 9 1 0 2 0 0 9 2 0 0 0 0 1 0 4 0 12 0 10 4 11 1 3
Other 427 57 147 23 11 2 4 82 103 148 10 20 11 18 42 1 1 7 24 0 27 2 18 0 44 0 67 23 91 5 109
LEP 496 64 303 36 11 2 19 104 922 354 144 36 16 39 114 7 3 9 43 1 40 2 37 26 580 3 514 44 593 14 1,271
District Name Franklin Gardner Georgetown Gloucester Grafton Granby Greenfield Hadley Hanover Harvard Harwich Haverhill Hingham Holbrook Holland Holliston Holyoke Hopedale Hopkinton Hudson Hull Ipswich Kingston Lanesborough Lawrence Lee Leicester Lenox Leominster Lexington Lincoln
Spanish 13 80 0 38 3 3 18 8 1 1 12 407 0 8 0 7 1,361 2 7 32 0 5 0 0 2,732 13 7 1 277 21 4
Portuguese 5 1 0 20 0 0 0 0 0 0 3 11 1 4 1 14 0 2 1 67 1 3 2 0 3 1 0 0 44 5 0
Cape Verdean 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0
Creole Haitian 1 3 0 0 0 0 0 0 0 0 8 3 0 5 0 0 0 0 0 1 0 0 0 0 5 0 0 0 2 4 1
52
Vietnamese 4 2 0 4 0 0 1 0 1 0 1 7 0 1 0 0 2 0 0 1 0 0 0 0 32 0 6 0 3 0 0
Other 32 9 2 13 11 10 35 8 6 1 24 33 9 8 0 16 14 5 30 13 1 10 1 2 63 4 8 6 72 266 21
LEP 55 95 2 75 14 13 54 16 8 2 48 461 10 26 1 37 1,377 9 38 114 3 18 3 2 2,835 18 21 7 398 296 26
District Name Littleton Longmeadow Lowell Ludlow Lunenburg Lynn Lynnfield Malden Mansfield Marblehead Marion Marlborough Marshfield Mashpee Mattapoisett Maynard Medfield Medford Medway Melrose Methuen Middleborough Middleton Milford Millbury Millis Milton Monson Nantucket Natick Needham
Spanish 1 5 1,595 6 2 2,662 1 120 10 3 0 261 3 0 0 14 0 28 3 4 340 7 2 100 2 0 3 0 60 4 13
Portuguese 3 2 324 11 4 30 0 99 6 1 0 211 11 0 0 11 2 80 0 5 3 0 1 101 4 0 3 0 5 2 1
Cape Verdean 1 0 3 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2
Creole Haitian 0 0 14 0 0 67 0 116 0 0 0 2 0 0 0 2 0 96 1 7 7 0 0 0 0 0 15 0 0 0 1
53
Vietnamese 0 1 131 0 0 62 0 51 0 0 0 4 0 1 0 0 0 12 0 2 11 1 0 2 3 0 3 0 0 2 1
Other 10 31 2,254 25 4 643 3 320 28 15 1 31 9 17 2 6 4 83 4 58 52 5 10 24 4 2 10 10 2 28 32
LEP 15 39 4,321 42 10 3,465 4 706 44 19 1 509 23 18 2 33 6 299 8 76 413 13 13 227 13 2 34 10 67 36 50
District Name New Bedford Newburyport Newton North Adams Northampton North Andover North Attleborough Northborough Northbridge North Brookfield North Reading Norton Norwell Norwood Oak Bluffs Orleans Oxford Palmer Peabody Pittsfield Plymouth Provincetown Quincy Randolph Reading Revere Rockland Rockport Salem Sandwich Saugus
Spanish 289 4 112 19 40 18 19 16 6 0 2 0 2 38 0 0 3 4 175 168 9 7 41 17 1 392 3 1 430 0 22
Portuguese 31 3 22 2 0 1 0 13 0 0 0 0 0 39 19 0 0 2 100 1 26 0 31 6 3 39 22 0 9 0 15
Cape Verdean 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0
Creole Haitian 2 0 7 0 0 0 0 0 0 0 0 0 0 11 0 0 0 0 0 0 1 0 6 71 0 8 0 0 5 0 6
54
Vietnamese 5 0 11 0 0 4 1 0 0 0 0 0 0 5 0 0 0 0 11 8 2 0 126 54 1 31 2 0 7 0 6
Other 133 5 536 7 10 26 18 37 6 3 9 5 1 82 1 2 2 11 70 56 9 0 840 33 11 155 1 4 56 1 19
LEP 461 12 688 28 50 49 38 66 12 3 11 5 3 175 20 2 5 17 356 233 47 7 1,044 184 16 625 28 5 507 1 68
District Name Scituate Seekonk Sharon Sherborn Shirley Shrewsbury Somerset Somerville Southampton Southborough Southbridge South Hadley Springfield Stoneham Stoughton Sturbridge Sudbury Sunderland Swampscott Swansea Taunton Tewksbury Tisbury Topsfield Uxbridge Wakefield Wales Walpole Waltham Ware Wareham
Spanish 1 5 1 0 2 15 0 372 1 5 219 11 2,970 17 21 1 8 2 8 3 72 2 0 0 11 8 0 18 333 7 4
Portuguese 5 1 0 0 1 39 0 170 0 4 0 0 2 11 60 2 2 0 4 2 43 1 26 0 3 2 0 14 27 0 2
Cape Verdean 6 0 0 0 0 0 0 5 0 0 0 0 0 0 8 0 0 0 1 0 5 0 0 0 0 0 0 0 0 0 0
Creole Haitian 0 0 5 0 0 0 0 73 0 0 0 0 4 1 17 0 0 0 2 0 9 0 0 0 0 0 0 13 26 0 0
55
Vietnamese 0 2 6 0 0 6 0 5 0 0 0 1 87 3 9 0 1 0 2 0 1 2 0 0 0 2 0 1 3 0 2
Other 2 15 32 1 2 84 2 152 2 38 13 3 225 26 51 0 7 1 35 5 29 7 2 2 16 6 1 36 86 4 9
LEP 14 23 44 1 5 144 2 777 3 47 232 15 3,288 58 166 3 18 3 52 10 159 12 28 2 30 18 1 82 475 11 17
District Name Watertown Wayland Webster Wellesley Westborough West Boylston West Bridgewater Westfield Westford Weston Westport West Springfield Westwood Weymouth Williamsburg Williamstown Wilmington Winchendon Winchester Winthrop Woburn Worcester Wrentham Northampton-Smith Voc. Agr. Excel Academy CS Academy Of the Pacific Rim CS Boston Preparatory CS Christa McAuliffe Regional CS Smith Leadership Academy CS Benjamin Banneker CS Barnstable Horace Mann CS
Spanish 52 1 32 16 43 0 0 34 3 5 1 29 3 12 0 2 1 4 10 18 27 3,636 2 5 9 3 3 2 1 5 6
Portuguese 32 0 4 0 38 1 0 0 0 0 9 2 0 49 2 3 3 2 10 9 44 297 3 0 0 1 0 0 0 0 16
Cape Verdean 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 0 0
Creole Haitian 2 0 0 0 1 0 2 0 1 3 0 0 0 1 0 0 0 0 2 1 8 44 0 0 0 1 2 0 0 16 0
56
Vietnamese 0 0 1 0 0 0 0 0 2 1 4 3 0 4 0 0 4 0 2 0 8 703 0 0 0 0 0 0 0 0 0
Other 182 14 12 55 174 2 0 177 27 41 1 242 28 38 0 4 14 5 117 38 109 1,704 3 0 0 0 0 0 0 1 9
LEP 268 15 49 71 256 3 2 211 33 51 15 276 31 104 2 9 22 11 141 66 196 6,388 8 5 9 5 5 2 1 22 31
District Name Barnstable Com. Horace Mann CS Edward Brooke CS KIPP Academy Lynn CS Innovation Academy CS Community CS of Cambridge City On A Hill CS Codman Academy CS Conservatory Lab Charter (District) Community Day CS Sabis International CS Neighborhood House CS Abby Kelley Foster CS Foxborough Reg. CS Hilltown Cooperative CS EM Kennedy Acad. Health Careers HMCS Holyoke Com. CS Lawrence Family Development CS Hill View Montessori CS Lowell Community CS Martha's Vineyard CS New Leadership Charter North Central Charter Essential Silver Hill Horace Mann Charter Pioneer Valley Performing Arts CS Boston Renaissance CS Roxbury Preparatory CS Salem Academy CS Seven Hills CS Prospect Hill Academy CS MLK Jr. CS of Excellence Phoenix Charter Academy
Spanish 17 3 4 1 3 3 1 14 96 17 3 12 2 0 1 32 251 6 100 0 3 2 25 1 43 3 13 89 9 19 23
Portuguese 17 0 0 0 0 0 0 4 0 0 0 5 0 0 0 0 0 0 19 3 0 0 1 0 1 0 0 0 4 0 0
Cape Verdean 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 2 3 0 0 0 0 0
Creole Haitian 0 0 0 0 5 0 0 0 2 0 1 0 5 0 0 0 0 0 4 0 0 0 1 0 4 0 0 0 11 1 1
57
Vietnamese 0 0 0 0 0 0 0 0 0 4 3 0 0 0 0 0 0 0 3 0 0 0 0 0 1 0 0 0 0 0 0
Other 1 0 0 0 2 1 0 3 0 4 1 11 22 1 0 0 1 1 121 1 1 1 4 0 7 0 3 21 5 0 1
LEP 35 3 4 1 10 4 1 21 98 25 9 28 29 1 2 32 252 7 247 4 4 3 31 1 58 6 16 110 29 20 25
District Name Pioneer Charter School of Science Global Learning Charter Public Pioneer Valley Chinese Imm. CS Acton-Boxborough Adams-Cheshire Amherst-Pelham Ashburnham-Westminster Athol-Royalston Berkshire Hills Berlin-Boylston Blackstone-Millville Bridgewater-Raynham Central Berkshire Concord-Carlisle Dennis-Yarmouth Dighton-Rehoboth Dover-Sherborn Dudley-Charlton Reg Nauset Freetown-Lakeville Frontier Gateway Groton-Dunstable Gill-Montague Hamilton-Wenham Hampden-Wilbraham Hawlemont King Philip Lincoln-Sudbury Manchester Essex Regional Marthas Vineyard
Spanish 2 1 0 4 0 24 8 8 23 0 4 2 0 0 34 5 0 14 5 0 3 1 6 24 0 1 0 1 0 0 0
Portuguese 3 0 0 6 0 3 0 0 0 0 1 2 0 0 62 1 1 4 1 1 1 0 1 0 1 0 1 0 0 0 16
Cape Verdean 0 0 0 0 0 3 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Creole Haitian 2 0 0 0 0 0 2 0 0 0 0 2 0 1 13 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0
58
Vietnamese 0 0 0 0 0 1 0 0 0 0 0 1 0 0 3 0 0 0 0 0 1 0 0 0 0 2 0 0 0 0 0
Other 0 0 1 10 3 36 5 7 6 1 6 15 1 2 33 2 2 32 7 0 4 10 4 20 42 21 0 1 4 3 0
LEP 7 1 1 20 3 67 15 15 29 1 11 22 1 3 146 8 3 50 13 1 9 11 11 45 43 24 1 2 4 3 16
District Name Masconomet Mendon-Upton Mount Greylock Mohawk Trail Narragansett Nashoba Northboro-Southboro North Middlesex Old Rochester Pentucket Quabbin Ralph C Mahar Silver Lake Southern Berkshire Southwick-Tolland Spencer-E Brookfield Triton Up-Island Regional Wachusett Quaboag Regional Whitman-Hanson Assabet Valley Reg. Voc. Tech. Blue Hills Regional Vocational Technical Bristol-Plymouth Reg. Voc. Tech. Cape Cod Reg. Voc. Tech. Greater Fall River Reg. Voc. Tech. Greater Lawrence Reg. Voc. Tech. Gr.New Bedford Reg. Voc. Tech. Greater Lowell Reg. Voc. Tech. South Middlesex Reg. Voc. Tech. Minuteman Reg. Voc. Tech.
Spanish 0 1 0 0 0 7 1 11 0 1 0 1 0 4 0 5 4 2 3 0 5 8 1 0 2 1 33 14 20 23 2
Portuguese 0 1 0 0 0 4 1 1 0 0 0 0 0 0 0 0 2 1 3 0 1 1 2 2 2 1 0 6 8 14 0
Cape Verdean 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Creole Haitian 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0
59
Vietnamese 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 10 0 7 0 0 0 0 0 0 0 0 0 0 0 0
Other 2 8 2 5 3 5 4 4 1 2 4 7 1 0 14 2 8 2 34 1 3 0 0 0 1 0 1 0 18 3 1
LEP 2 10 2 7 3 17 7 16 1 3 4 8 1 4 14 7 24 5 47 1 9 9 5 2 5 2 34 20 46 40 3
District Name Montachusett Reg. Voc. Tech. Northeast Metro. Reg. Voc. Tech. North Shore Reg. Voc. Tech. Southeastern Reg. Voc. Tech. Southern Worcester County Reg. Voc. Tech. Tri County Reg. Voc. Tech. Whittier Reg. Voc. Tech. TOTALS
Spanish 4 55 3 0 3 0 6 31,793
Portuguese 0 0 0 2 0 1 0 4,209
Cape Verdean 0 0 0 3 0 0 0 2,458
Creole Haitian 0 0 0 3 0 0 0 2,433
Source: The Department Student Information Management System, 2009
60
Vietnamese 0 0 0 0 0 0 0 2,423
Other 4 2 0 1 1 0 0 15,842
LEP 8 57 3 9 4 1 6 59,158
