Mary Anne Young presented the Acton-Boxborough district’s multilingual programming review on Jan. 16, reporting that multilingual learner enrollment has nearly doubled since 2015 and currently equals 8.2% of the district’s student population.

The review, conducted with external consultant Kelly Cooney (Equity), identified staffing, scheduling, curricular materials and professional learning as the principal areas for improvement. Young reported that the district’s caseloads for multilingual staff currently average between 21 and 27 students and that about half of multilingual learners are at a beginning proficiency level (WIDA levels 1–1.5). Young said 433 multilingual learners were enrolled at the time of the presentation and the district identified roughly 25 primary languages among families.

On assessment outcomes, Young said the most recent ACCESS testing showed 55% of multilingual learners made progress (the district figure presented by staff), compared with a state average on progress around 37.26%, and that state exit rates (attaining English proficiency) are lower (the report cited a 12% statewide exit rate figure for context). The review team recommended hiring additional ESL teachers to better meet recommended minutes of service, creating shared positions between adjacent schools where appropriate, and hiring a dedicated family liaison and intake/data manager to ensure accurate identification and improve family engagement.

Scheduling practices and instructional materials were also highlighted. The review found inconsistent scheduling across elementary schools limited equitable access to services and recommended examining master schedules to allow collaboration and co-teaching. The report called for better alignment of curriculum with WIDA 2020 English language development standards and more high-quality, discipline-specific instructional materials, especially in junior high/high school science and social studies.

Panel members asked for additional, structured data. Committee Member Lakshmi asked whether the enrollment numbers included students who speak another language but no longer require services; Young clarified that the reported figures include only students currently identified as multilingual learners who receive support. Committee members asked administration to return with more structured analyses (by grade band, by prior course level, and by proficiency level) so the committee can assess where to prioritize staffing in upcoming budgets.

The review also recommended strengthening MTSS (multi-tiered system of supports) to better differentiate intervention for multilingual learners and ensuring IEPs for students with disabilities include access accommodations and ESL alignment. Young said professional learning plans are in development, including a three-year professional learning plan and use of grants to support newcomer programming and curriculum mapping.

The presentation closed with committee requests for follow-up at the school committee and a plan to integrate the review’s recommendations into budget and staffing discussions.