Roxbury Public Schools

In alignment with the district's mission, vision, and Portrait of a Graduate, the Roxbury Public Schools works diligently to remove instructional and systemic barriers so students who join our learning community while needing support with learning English can access the same opportunities as their English-speaking peers. Roxbury Public School provides English as a Second Language (ESL) support to students in two ways:

• ESL instruction - One period a day, students are directly instructed by an ESL-certified teacher. Instruction focuses on functional and academic English while connecting to grade-level standards and age-appropriate learning experiences. This instruction ensures that students have exposure and opportunities to grow in all four language domains: reading, writing, speaking, and listening. Instruction in these four domains is connected to WIDA Can Do Descriptors. 
• SEI Trained Staff - Beginning in the 2017-2018 school year, the district began training staff members from all grades and disciplines in Sheltered English Instruction (SEI) so they would be prepared to support multilingual learners (MLs) each and every day. SEI training provides staff with strategies and support so they can ensure that their classroom is accessible to both English and non-English-speaking students. Each year, approximately 25 teachers complete this 18-hour training program.

WIDA Can Do Descriptors - Kindergarten

WIDA Can Do Descriptors - Grade 1

WIDA Can Do Descriptors - Grade 2-3

WIDA Can Do Descriptors - Grade 4-5

WIDA Can Do Descriptors - Grade 6-8

WIDA Can Do Descriptors - Grade 9-12

ESL Staff:

Mrs. Karen Demarest - Franklin Elementary School

Mrs. Deborah Krog - Jefferson and Nixon Elementary Schools

Mrs. Monica DelRosario - Lincoln Roosevelt School and Eisenhower Middle School

Ms. Emily Christiansen and Mrs. Maria-Elena Izquierdo - Roxbury High School

Dr. Charles Seipp - ESL Supervisor

Student Support Services

MLs students are afforded the same access to student support services as all other students. Students can gain access to support services through their teacher and/or school counselor. Additionally, students may be supported through the development of an I&RS Action Plan focused on providing targeted intervention and support. Students enrolled in Bilingual, ESL, and English language services programs shall have full access to supportive services such as counseling, tutoring, and career guidance. Support services can be translated or provided in Spanish if they are required for the student or their family. These supports can be triggered through the following processes:

(1) A student requesting support from their teacher.

(2) A student requesting support from their counselor.

(3) Parents requesting support from their student's teacher.

(4) Parents requesting support from their student's counselor.

(5) School staff requesting support from the student's counselor.

(6) School staff requesting support from the school administration.

Individualized support services can be provided to students with or without any specific intervention plan but can also be memorialized in an I&RS plan, 504 plan, or IEP based on the student's eligibility for such a plan. 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

ESL Curriculum

School Counseling Services

NJDOE Guidance for Families is a comprehensive website that can be accessed to answer questions about ESL programs as well as general questions regarding public education protocols. 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Curricular supports, training for staff, and translation devices are funded through local funding and Title III, Part A funding. This funding has been used to support Sheltered English Instruction (SEI training for staff with a goal of providing K - 12 staff cohorts with the skills and strategies to support MLs in various learning environments. It has also been used to provide training to ESL teachers, host an annual parent/family night to build community and procure instructional support materials for students. 

This funding may be used for the following activities in accordance with ESEA § 3115(d) (1-8):

1. Upgrading program objectives and effective instructional strategies.

2. Improving the instructional program for English learners by identifying, acquiring, and upgrading curricula, instructional materials, educational software, and assessment procedures.

3. Providing to English learners—

   1. tutorials and academic or career and technical education; and

   2. intensified instruction, which may include materials in a language that the student can understand, interpreters, and translators.

4. Developing and implementing effective preschool, elementary school, or secondary school language instruction educational programs that are coordinated with other relevant programs and services.

5. Improving the English language proficiency and academic achievement of English learners.

6. Providing community participation programs, family literacy services, and parent and family outreach and training activities to English learners and their families—

   1. to improve the English language skills of English learners; and

   2. to assist parents and families in helping their children to improve their academic achievement and becoming active participants in the education of their children.

7. Improving the instruction of English learners, which may include English learners with a disability, by providing for—

   1. the acquisition or development of educational technology or instructional materials;

   2. access to, and participation in, electronic networks for materials, training, and communication; and

   3. incorporation of the resources into curricula and programs.

8. Offering early college high school or dual or concurrent enrollment programs or courses designed to help English learners achieve success in postsecondary education.