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Multilingual Learners (MLLs) / 

English Learners (ELs)

Students identified as multilingual learners require assistance with language acquisition (though more than 40 percent of identified MLLs are born in the United States). Some MLLs may need help integrating into U.S. culture. All immigrants are not necessarily ELs, as some are fluent in English, while others speak little or no English.

Source: U.S. Department of Education, Office of English Language Acquisition. (2016). Newcomer Tool Kit.  Washington, DC: Author.

NEW! Blueprint for MLL Success

Rhode Island Blueprint for Multilingual Learners Success


(English)  The Rhode Island Department of Education is embarking on an exciting and promising initiative to reframe education for our students and establish high expectations for multilingual learners. In this process, we are working to develop a Rhode Island Blueprint for Multilingual Learners Success that will drive shared responsibilities in teaching language to all students, build world class talent and improve outcomes for multilingual learners.

(Español)  El Departamento de Educación de Rhode Island está emprendiendo una excitante y prometedora iniciativa para reenmarcar la educación de nuestros estudiantes y establecer altas expectativas para los estudiantes multilingües. 

En este proceso, estamos trabajando para desarrollar un Plan de Rhode Island para el Éxito de los Estudiantes Multilingües que conducirá las responsabilidades compartidas en la enseñanza del lenguaje a todos los estudiantes, construir un talento de clase mundial y mejorar los resultados para los estudiantes multilingües.

(Portugués)  O Departamento de Educação de Rhode Island embarca numa iniciativa emocionante e promissora no sentido de renovar a educação para os nossos alunos e estabelecer grandes expectativas para os alunos multilíngues. Estamos a trabalhar para desenvolver um Plano de Sucesso para os Alunos Multilingues do Estado de Rhode Island. Este plano levará a compartilhar responsabilidades do ensino da língua a todos os alunos, como também  desenvolver talentos a nível mundial e ainda, melhorar os resultados do sucesso escolar dos alunos multilíngues. 

 

NEW! MLL / EL COVID-19 Resources

Introduction and Scope of the Resource


The COVID-19 MLL/EL Resource Page is for teachers, administrators, and parents who will be using technology to help their Multilingual Learners (MLLs) / English learners (ELs) gain proficiency in English and meet academic goals through distance learning. Educators should recognize the supports offered and the constraints of any technology within the context of their own students and their needs.

This page highlights five guiding principles for educators to apply in exploring new ways of working with their MLLs/ELs through technology. Starting with recognizing students’ unique needs and thinking through to the best technologies to meet those needs, information is organized according to the principles in the U.S. Department of Education’s toolkit for supporting MLLs/ELs with technology.

NOTE: Guiding Principle 5 provides links to resources and the RIDE COVID-19 MLL/EL resource document.

Five Guiding Principles for Educators



1. Understand What Educational Technology Offers for Instructing English Learners


Educational technology has opened a new medium for instruction and learning. These resources can be particularly valuable for supporting MLL/EL’s engagement in instruction and access to content in many ways. For example, technology resources can:

  • Offer multi-modal means of presenting information. Visual images, short videos, and interactive features can expand MLL/EL’s ability to understand academic content.
  • Present examples and images of events, daily life, and other cultural information from many countries and population groups. These can help students share languages, cultures, and experiences to understand one another’s backgrounds.
  • Provide important supports to assist students to more fully participate in learning activities. When such embedded support features comply with accessibility requirements, MLL/ELs with disabilities also may be able to benefit from these supports in addition to, or in conjunction with, any assistive technologies, including accessible software, that they may use.
  • Create opportunities for instruction that is differentiated to the MLL/EL’s level of proficiency and academic learning needs. Digital tools allow learners to show what they know with images and audio rather than simply by writing a constructed response.

These benefits are in line with the Universal Design for Learning (UDL) framework, which calls for educators to provide multiple means of engagement, representation, and action & expression. For these reasons, educational technology stands to benefit all students—MLLs/ELs in particular.


2. Discover the Types of Educational Technology Available


Whether a teacher or an administrator, the challenge is the same: How do you begin to choose the right educational technology for your English learners from among the thousands available?

Broad categories of technology resources available to explore are:

types of technology resources
Disclaimer: Examples of specific programs or products on this page are intended to further educators’ and administrators’ understanding; mentions are not endorsements from RIDE.

  • Digital Academic Content Tools offer academic content resources or engage students in activities to learn academic content or skills including, but not limited to, language and literacy content or skills. Examples are a tutorial on a new math skill, a simulation of a physics concept, or visual resources such as a short video that describes a geographic formation (e.g., NewsELA, Audible, Microsoft Immersive Reader, Rewordify).
  • Digital Productivity Tools offer resources to help students plan, document, organize, and analyze content. These tools don’t contain academic content; examples include a slide presentation tool, a timeline tool, or a concept mapping tool (e.g., SeeSaw, Book Creator, Adobe Spark, Google Classroom).
  • Digital Communication Tools offer resources students can use to communicate, collaborate, network, or share information. These tools don’t contain academic content; examples include document-sharing tools to support joint work as well as journaling or blogging tools (e.g., TalkingPoints, Screencastify, Google/Microsoft Translate, FlipGrid).

Note: Be alert to protecting student information, especially when you are selecting tools that help you tailor instruction to individual students. You can learn more at:


Questions to Ask When Considering Educational Technology


General Education Teachers

  • Are English learners able to fully participate when the class uses educational technology during academic instruction?
  • Are there digital resources that will help my English learners gain English proficiency while working on academic content with their English learner and English-proficient peers?

English Learner Specialists

  • Are there types of educational technology that my English learners don't use but I should explore? What might these offer for them?
  • When I discuss educational technology with general education teachers, do we discuss ways we can use technology to support English learners in learning content and in using language to communicate about grade-level content?

Administrators

  • Do our English learners use and benefit from the educational technology provided from the district? In what ways? How do we know?
  • Are there other types of educational technology that our district doesn't provide but could consider using to better support our English learners?

3. Maximize the Supports that Educational Technology Offers English Learners


Embedded support features, such as short videos with closed captioning or images used to define new vocabulary, can assist MLLs/ELs in better understanding content. In addition to these supports, there are audio recordings and translation functions that can help MLL/ELs process and communicate content. Other support features facilitate collaboration with peers, such as document sharing or break-out groupings.

The U.S. Department of Education has provided a series of questions to guide educators and administrators in evaluating educational technology for supports.

  • Look for embedded support features in resources. Determine if resources include supports to assist your English learners when you review any educational technology for possible use or purchase.
  • Ask vendors to provide information on the types of digital support features a resource includes that may be particularly helpful for English learners. For example, does the resource include auditory supports such as text-to-speech ("read aloud") functions? Does it offer visual tutorials to help explain concepts?
  • Assess how easily students can access and use specific support features. Keep in mind, some English learners may be just learning to use computers. For example, observe whether they have difficulty in following the navigational steps needed to access the features.
  • Plan how you will guide your students in using support features. Plan ways to facilitate students' use of the support features so that they can use them productively - especially if they are working on their own.

There are four preliminary types of support features for English learners in digital resources. This typology was intended to prompt further discussion and does not represent an exhaustive list of embedded supports.

Embedded Supports in Digital Learning Resources
four types of embedded supports reinforce each other
Support Features Break-Down of Supports
Visual Visual definition
Interactive visual features
Closed captioning
Auditory Auditory definition
Text-to-speech for text selection
Text-to-speech for highlighted word
Record and replay voice
Translation Spoken word translation
Printed word translation
Spoken text translation
Printed translation
Collaboration Document sharing
Collaboration based on proficiency level

For a more in-depth explanation of the support features above, please refer to pages 14-24 of the U.S. Department of Education’s Office of English Language Acquisition presentation on educational technology for English learners. This resource contains examples, such as the one pictured below for visual support features:

Visual Support Features
Category Example
Visual Definition Links to video or image(s) providing visual definition of concept or word
image of the water cycle from istockphoto

Source: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final Report. National Study of English Learners and Digital Learning Resources. Washington, D.C. 2019.


4. Seek Out Hands-On, Instruction-Focused Professional Development


Both formal and informal professional developments are important to teachers in learning how to use educational technology. Collaboration gives ongoing support in trying new resources and practices. In our newly digital environment, educators can create virtual communities of practice and read or watch reviews of technology to enhance their professional knowledge. Instruction-focused websites are ideal to help educators and parents in the use of technology.

Consejos para familias durante la cuarentena 

Consejos para aprender en línea para estudiantes


5. Learn More about English Learners and Educational Technology


English learners bring significant assets of language and culture to schools. Their backgrounds and experiences not only enrich classrooms but impact instructional needs.

To make the search for digital learning tools more expedient, the RIDE MLL/EL Team has compiled a list of COVID-19 MLL/EL resources that categorizes digital tools by type and supports offered.

The list highlights which language domain(s) (listening, reading, speaking, or writing) the resources might be used to promote. It is not an exhaustive list. The goal is to consolidate and code resources in a single place. Mentions and descriptions of specific products are not endorsements from RIDE.

As we consider what educational technology has to offer, it is also important to consider the unique needs that MLLs/ELs may have at this time. Undocumented families might not have access to supports in the CARE Act designed to alleviate economic hardship, and MLLs who live in close living quarters may not have a quiet place to do schoolwork. Colorín Colorado has developed resources to help educators and administrators better support multilingual learners during the COVID-19 pandemic.

  • WIDA Newsletter for Teaching Multilingual Learners Online: Teaching Multilingual Learners Online
    The resources in this document were compiled in collaboration with members of the WIDA Consortium. Guidelines are organized according to the 2019 WIDA Guiding Principles of Language Development with links to online tools and instruction-focused suggestions from educators with experience implementing the technology.
  • WIDA Resource Early Years: Learning Language Every Day: Activities for Families
    The WIDA Early Years team has developed two free activity books, available in English and Spanish, that support conversations with young children about their families and environments. We know that children learn language by listening to those around them and then using their language skills to respond. The activities in these booklets allow for conversations with children about their family, what they like to play, how they feel, what sounds they hear around them at home or in the community, and the weather. The booklets may be downloaded for printing and sharing.
  • WIDA Aprendiendo lenguaje todos los días: Actividades para familias
    Actividades para iniciar conversaciones con los niños sobre su familia, lo que les gusta jugar, cómo se sienten, qué sonidos escuchan en su hogar o comunidad, al igual que el clima.

Main Sources for Resources on this Page

  • U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, National Study of English Learners and Digital Learning Resources, Educator Toolkit: Using Educational Technology—21st Century Supports for English Learners, Washington, D.C., 2018. This toolkit is available on the Department’s website at: http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html
  • U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final Report. National Study of English Learners and Digital Learning Resources, Washington, D.C., 2019. This report is available at: https://www2.ed.gov/rschstat/eval/title-iii/180414.pdf
  • U.S. Department of Education, Office of English Language Acquisition, Supporting English Learners (ELs) Through Technology, September 26, 2019 webinar, retrieved from: https://ncela.ed.gov/sites/default/files/Technology_Study_PPT_9.26.2019_FINAL_0.pdf
  • National Academies of Sciences, Engineering, and Medicine 2017. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24677.

MLL / EL Programs

English Learner Programs

English Learner Programs (EL Programs) in Rhode Island can vary depending on the language distribution, the goal of the program, the grades it serves, among other things.

Los programas de Rhode Island para Estudiantes que están aprendiendo inglés 

Programas ELL, (por su sigla en inglés) pueden variar dependiendo, entre otras cosas, de la distribución de los idiomas, de la meta del programa y de los grados a los cuales están dirigidos. 

Program Models


District EL Program Description Worksheet [DOC, 75KB]: This document serves as a worksheet to determine the particular English Instructional Program model(s) employed in your district/school and to ensure that the program model(s) are comprehensively designed and implemented with respect to current research.  Any given district may have more than one model in place, so it may be necessary to evaluate programs by school.

Collaborative ENL and General Education 5-Module Online Course


The Collaborative ENL and General Education 5-module online course is available here:
http://wested.box.com/v/RIDE-ENL-COURSE

MLL / EL Ambassadors

MLL/EL Ambassadors Cohort 2019 - Projects

We are excited to share five projects from the MLL/EL Ambassadors Cohort 2019 who have collaborated with RIDE in expanding support and developing resources and practices for multilingual students, families, and LEAs across the state according to the goals and initiatives established by the community-based team who wrote the 2020 Vision for Education: Rhode Island's Strategic Plan for PK-12 & Adult Education

Graduate Level Administrators’ Course (valid for PLUs)

Complete the Form to Express your Interest

Problem Statement: How might we increase an administrator's understanding of the needs of MLL/ELs to empower them to make effective decisions when overseeing, supporting, and advocating for the design and implementation of language assistance programs in their districts?

Design Principles: Change of mindset with regard to language and culture; knowledge of laws and policies; research-based instructional practices; developing educational leaders and advocates for MLL/EL education.

Solution: Develop the syllabi for two graduate level courses that administrators can take to meet their PLU requirements for recertification. The course will be hybrid (online and face-to-face). The final product will be to develop a response to a school or district based problem to improve education for ELs. This product/project will be shared on the RIDE website to serve as a resource for other districts.

SIFE Practical Approach for Educators   

Problem Statement: How can a SIFE practical approach be used to support LEAs in welcoming SIFE students and support them in appropriate programs? 

Design Principles: The principles of language learning underpinning this guide primarily consist of critical pedagogy, learner-centered theory, and culturally relevant approaches in timely supporting SIFE students.

Solution: Co-constructing a practical approach to support LEAs in working with SIFE students.

SEL Webpage for Educators

Problem Statement: How might we create a toolkit to support RI educators to integrate SEL competencies and skills into their daily routine?

Design Principles: Understanding that including SEL curricula in classroom routines can improve students' social-emotional development, behavior, and academic performance.

Solution: Developing a web page to gather important resources and strategies showing what educators need to successfully implement SEL in their districts, schools, and classrooms.

Practitioner Brief 

Problem Statement: How might multidisciplinary teams apply culturally and linguistically responsive practices to ensure accurate identification for Multilingual learners who are differently abled? 

Design Principles: Understanding some underlying differences between language acquisition and supports for students who might be differently abled, using data from multiple sources, collaborations among professionals and families.

Solution: Develop a practitioner brief that provides guidelines for school multidisciplinary teams to apply culturally and linguistically responsive practices.

Cycle of Improvement Process Webinar

Problem Statement: How might the cycle of improvement process help educators identify an achievement gap, implement instructional strategies, and measure progress for multilingual learners compared to their peers?

Design Principles: Familiarize educators with the cycle of improvement process to help them identify and close achievement gaps amongst multilingual learners and their peers within their classroom or school community.

Solution: Create a webinar that educators can utilize themselves or share with colleagues, which walks them through the implementation of the cycle of improvement process. A real example of this implementation process will be shared.

Application Cohort 2019

MLL / EL Toolkit

Introduction and Scope of the Toolkit

This toolkit illustrates highlights of the Federal Guidance provided by the Department of Education, in addition to the administration of the English Language Acquisition, Language Enhancement, and Academic Achievement Act, also known as Title III, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (Title III).

The scope of the toolkit is to guide school districts, professionals, parents, and all stakeholders in the state of Rhode Island to meet their obligations to ensure that English Learner students can participate meaningfully and equally in educational programs and services.

The information contained in this toolkit is published with the intent to support implementation of English Language services, they are in no way exhaustive and are meant to expand the support network provided by the Rhode Island Department of Education.

Local Educational Agencies (LEAs) may choose to use some of the forms and templates provided if so they desire, or create local forms that better mirror their districts’ needs.

Main sources for this toolkit are:

The forms and templates included in this toolkit are reproduced with the authorization of the U.S. Department of Education.

For clarification purposes, in this toolkit, the term 'parents' refers also to any family member or guardian.

Dual Language Education

Dual Language Programs (or Two Way Immersion) are programs in which students are taught literacy and content in two languages

The Rhode Island Department of Education recognizes that speaking, reading, writing, and understanding multiple languages are important 21st century skills for an increasingly global society. The benefits of knowing two languages are many and carry with them educational, economic, cognitive, and socio-cultural advantages. Proficiency in multiple languages permits individuals to expand their world because it permits them to communicate with members of other cultural groups.

Currently in Rhode Island, the dual language programs are: International Charter School Grades K-5 (Pawtucket), Leviton Grades K-5 Dual Language School (Providence), Carl Lauro Grades K-3 Dual Language (Providence), Frank Spaziano Grades K-2  Dual Language (Providence), Charles Fortes Grades Grades K-1 Dual Language (Providence), Raices Grades K-5 Dual Language School (Central Falls), Peacedale Elementary School and West Kingston Elementary School (South Kingstown), and Nathanial Greene Elementary School (Pawtucket).

Los Programas de los Idiomas, o "De Doble Inmersión", son los que se alfabetiza y enseña contenido en dos idiomas.

El Departamento de Educación de Rhode Island reconoce que hablar, leer, escribir y entender varios idiomas son destrezas importantes en el siglo 21, en una sociedad cada vez más globalizada. Los beneficios de saber dos idiomas son muchos y conllevan ventajas educativas, económicas, cognitivas y socioculturales. Dominar varios idiomas permite a la persona expandir su mundo porque le posibilita comunicarse con miembros de otros grupos culturales.

En la actualidad hay algunos programas de dos idiomas en Rhode Island: International Charter School en Pawtucket, Leviton K-5 Dual Language School, Carl Lauro K-3 Dual Language School, Frank Spaziano K-2  Dual Language School, Charles Fortes  K-1 Dual Language School en Providence, Raices Elementary School en Central Falls, Peacedale Elementary School y West Kingston Elementary School en South Kingstown, y Nathanial Greene Elementary School en Pawtucket.

  • Dual Language Program Standards
  • Seal of Biliteracy

    The Seal of Biliteracy celebrates students who have multilingual competence – a critical skill in today’s global society and an asset that will prepare RI graduates for success in the local and global economy. The Seal of Biliteracy certifies that a student has demonstrated skills in the English language and one or more other world languages.  Students earn a Seal of Biliteracy by demonstrating competence in English Language Arts standards as defined by the Commissioner Seal or English Proficiency standards, and nationally-recognized world language standards Seal of Biliteracy Council Designations will be awarded beginning with the graduating class of 2021.  

  • DL Schools in RI

MLL/EL Advisory Council

Purpose

The Rhode Island MLL/EL Advisory Council is an active group of stakeholders who provide a voice for all Multilingual students to advise the Commissioner of Education at the Rhode Island Department of Education on all things related to the education of this important and unique group of students. Our goal is to ensure that MLL/ELs receive superior educational services enabling each learner to achieve optimum success throughout their school careers and to be college and career ready following graduation from Rhode Island schools.

Meeting Dates

All meetings begin promptly at 6:30 p.m. (6:00-6:30 sign-in) and will adjourn at 8:00 p.m. Meetings are open to the public. 

  • September 23, 2019

  • December 2, 2019

  • March 2, 2020

  • May 4, 2020

Meeting Locations

Providence College - Room to be determined 

Additional Information

MLL/EL State Advisory Council Executive Committee

  • Leila Rosa, Chair
  • Rania Aghia, Vice Chair, K-12
  • Rabia Hos, Vice Chair, Higher Ed.
  • Nancy Cloud, Membership Secretary
  • Sarah Hesson, Recording Secretary

Council Members

Professional Learning

Professional Development


  • WIDA eWorkshops Calendar - Offerings 2020/2021: These workshops are sponsored by RIDE to support all educators working with Multilingual learners (MLLs). New eLearning offerings are available to an unlimited number of RI educators and administrators. These training sessions also meet the requirements for MLLs PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12. State-offered professional development workshops are free of charge to all public school employees.
  • MLL/EL Directors and Coordinators Meetings 2019/2020: This support is designed to build the capacity of Multilingual Learners / English Learners teachers, and administrators to improve the achievement of MLL/EL. These training sessions also meet the requirements for MLL/EL PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12.
  • WIDA Professional Development for RI Educators Working with Multilingual Students October 15-18, 2019: WIDA offered scholarships to Rhode Island educators that will cover the cost of the WIDA Annual Conference from October 15-18, 2019 at the Rhode Island Convention Center in Providence, RI. The Theme for this year's Annual Conference is Teaching for Equity in a Multilingual Worlds.

WIDA Consortium

World Class Instruction Design and Assessment (WIDA) Consortium


WIDA is a mission-driven, state university-based organization.  Its mission is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality standards, assessments, research, and professional learning for educators. 

ACCESS® for ELLs 2.0


Rhode Island requires that the English language proficiency (ELP) of all English language learners (ELs) be measured annually with the ACCESS for ELs.

Rhode Island utilizes the ACCESS for ELs to annually measure the English language proficiency (ELP) of ELLs across the state. Districts utilize the WIDA SCREENER to screen the English language proficiency of newly enrolling students identified as potential ELLs. This screening tool is aligned to the WIDA Summative ELP Standards and the ACCESS for ELs. It produces a proficiency score that helps schools provide ELL students with the most appropriate instruction for their English proficiency level. 

NEW! Regulations and Guidance

Regulations and Guidance

Identification Procedures

Resources for Families

RIDE aims to support schools and families working together to achieve greater outcomes for their English Learners (EL).

Here we have included resources for both families and educators to use to guide their path to improving outcomes for ELs in Rhode Island. Feel free to ask your child’s school parent or family engagement coordinator for more information about working together to help your child(ren) succeed!

El Departamento de Educatión de Rhode Island busca apoyar escuelas y familias que colaboren entre sí para lograr mejores resultados para los estudiantes que están aprendiendo inglés (English Language Learner o EL).

Aquí hemos incluido recursos tanto para familias como para educadores, que pueden guiarles a mejorar los resultados para los estudiantes que están aprendiendo inglés en Rhode Island. No dude en pedirle al coordinador de participación parental o familiar de la escuela que le dé más información sobre cómo colaborar para ayudar a sus niños a triunfar.

Resources for Families

Working with Educators

Educational Bilingual Sites / Sitios educativos bilingües

Resources for Educators and Administrators

As administrators, principals, teachers, or second-shift educators, we have the onus to reach out to families of all backgrounds. We have listed a few websites as stepping points to creating partnerships with families in our schools. 

Como administradores, directores, profesores, o educadores de segundo turno, tenemos la responsibilidad a comunicar con nuestras familias de cualquier experiencia. Tenemos una lista de algunas paginas de web para soportarte en crear asociaciones con familias en nuestras escuelas.

Establishing a Welcoming Environment

ELL Curriculum & Instruction Resources

Educational Services for Immigrant Children and Those Recently Arrived to the U.S.

Professional Associations for Educators

Organizations as Resources to ELLs and Diverse Learners

Data and Statistics on ELs

Information and Research on ELLs

  • IRIS Center Diversity Tools - The IRIS Center has several modules, activities, infobriefs, and case studies on Diversity including topics such as Culture, ELLs, and Disproportionality. In the Resource Locator Tool found here choose Diversity from the menu and click "all materials" for a full listing of available items. Be sure to explore other topics, such as behavior, where some modules are available in Spanish.
  • Search Institute's 40 developmental assets describes positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible.

Translation and Interpretation Services

Translation and Interpretation Services

This section provides information on requesting outside agencies to help fulfill the translation and interpretation needs a school district may not otherwise be able to.

This facilitates communication with non-English speaking or limited English proficiency families in our schools. Here is a brief overview of the services available to your district:

  • Translation: This is primarily for written communications. Common uses might include report cards, information about ELL instruction, announcements of school events, and other communications sent home to families.
  • On-site interpretation: This form of interpretation can be used for meetings concerning parents such as parent teacher conferences, school events, and parent teacher organizations.
  • Phone interpretation: Phone interpretation can be used for calls home concerning the student or meetings that otherwise cannot be completed at the school site.
  • Video remote interpretation: Video remote interpretation is interpretation through web cameras or video phones. This is especially useful if sign language is required.

The cost of translation and interpretation services vary by several factors:

  1. Duration of appointment
  2. Languages in which services are provided
  3. Due date and timeliness of request
  4. Technicality of document content

Outside agencies are used to help meet translation and interpretation needs not met by district resources. They are able to provide language expertise through various formats that may not otherwise be available.

Rates

  • On site interpretation: $45-$165 per hour (Some agencies charge for travel time - be sure to inquire about different policies when requesting a service).
  • Phone interpretation: $0.85-$2/minute with the Center for Southeast Asians asking for $20 per phone call
  • Translation (written): $0.13-$0.35/word with the Center for Southeast Asians asking for $0.50-$0.60/page
  • Video Remote Interpretation: $2-$6.99/minute

For the Deaf and Hard of Hearing

The Rhode Island Commission for the Deaf and Hard of Hearing provides interpretation services rates vary depending on the years of experience as well as the conditions the interpreter is called under (emergency, deaf-blind) as well as the travel time.

  • Rates for ASL Interpretation
  • On site interpretation: $45-$125 per hour
  • Video Remote Interpretation: $3-$6.99 per minute

Funding

Please note that Title I or other supplemental funds may be used for interpretation/translation services that extend above and beyond these basic service needs.

Servicios Externos de Traducción e  Interpretación

Esta página web brinda información para solicitar servicios externos de traducción e  interpretación cuando el distrito escolar no puede llenar esas necesidades.

Esto facilita la comunicación con familias en nuestras escuelas que no hablan inglés o lo dominan poco. Aquí proporcionamos una breve perspectiva general de los servicios disponibles en su distrito:

  • Servicio de traducción: Se usa para comunicaciones escritas, comúnmente boletas de calificaciones e información sobre la enseñanza de estudiantes que están aprendiendo inglés.
  • Servicio de interpretación en persona: Esta forma de interpretación puede utilizarse en reuniones de padres y maestros, eventos escolares, y organizaciones de padres y maestros.
  • Servicio de interpretación por teléfono: La interpretación por teléfono puede usarse para llamadas a casa relacionadas con el estudiante o para reuniones que no se pueden efectuar en la escuela.
  • Servicio de interpretación por videoconferencia: La interpretación por videoconferencia se realiza mediante cámaras web o videófonos, y es particularmente útil para lengua de señas, si se requiere. 

El costo de los servicios externos de traducción e interpretación depende de varios factores:

  1. La duración de la cita.
  2. El idioma a traducirse o interpretarse.
  3. La fecha de entrega o provisión, y la puntualidad.<
  4. El tecnicismo del contenido a traducirse o interpretarse.

Se utilizan servicios externos de traducción o interpretación cuando el distrito no tiene los recursos para llenar esas necesidades. Los servicios externos ofrecen su pericia en el campo de los idiomas mediante varios formatos que, de no ser por estos servicios, no estarían disponibles.

Precios

  • Interpretación en persona: de $45 a $165 por hora (algunas veces incluye un cargo por tiempo de traslado, así que asegúrese de averiguar cuáles son las distintas políticas de precio cuando solicite un servicio). 
  • Interpretación por teléfono: de $0.85 a $2 por minuto; el centro para sudasiáticos, Center for Southeast Asians, cobra $20 por llamada telefónica.
  • Traducción: de $0.13 a $0.35 por palabra; el Center for Southeast Asians cobra entre $0.50 y $0.60 por página.
  • Interpretación por videoconferencia: de $2 a $6.99 por minuto.

Para personas con sordera total o parcial

La comisión de Rhode Island para sordos e hipoacúsicos, RI Commission for the Deaf and Hard of Hearing, ofrece servicios de interpretación a precios que varían según los años de experiencia del intérprete y las condiciones en las que debe interpretar (situaciones de emergencia, interpretación para personas sordas y ciegas, etc.), así como el tiempo de traslado. 

Precios de interpretación de lengua de señas americana 

  • Interpretación en persona: de $45 a $125 por hora.
  • Interpretación por videoconferencia: de $3 a $6.99 por minuto.

Financiamiento

Por favor, tenga presente que los fondos bajo el programa Título I o otros fondos suplementarios se pueden utilizar para servicios de traducción o interpretación que excedan estas necesidades básicas de servicios.

Credential Evaluations Resources

Foreign Transcript Review Guide

The Foreign Transcript Review Guide is intended as a reference tool for districts to assist school staff members with evaluating foreign transcripts for students newly enrolling from other countries.

It was adapted from guidance produced by the Office of Youth Development and School-Community Services (OYDSCS) of the New York City Department of Education (DOE).

World Education Services

A credential evaluation is a comparison of your academic accomplishments to standards in the U.S. or Canada. This report helps institutions like schools, employers, licensing boards, or immigration authorities better understand your educational background. 

A report from World Education Services (WES):

  • Identifies and describes your credentials
  • Verifies that your credentials are authentic
  • May include a grade point average (GPA) equivalency
  • Includes an evaluation of the authenticity of your documents

Foreign Credits – Credential Evaluation

Foreign Credits, Inc. is a U.S. based company that provides services in the areas of international verification, credential evaluation, and translation.

Glossary

Asylees

Individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum. Asylees do not enter the United States as refugees. They may enter as students, tourists, or businessmen, or with “undocumented” status (U.S. Department of Health and Human Services, n.d.a).

Dual Language Learners

The Head Start Act uses the term “limited English proficient” and defines the population broadly to encompass a wide range of children, including those exposed to a language other than English, those whose native language is not English, and those with limited skills in English. Specifically, section 637 of the law defines the child who is limited English proficient as one:
(A) (i) who was not born& in the United States or whose native language is a language other than English
(ii) (I) who is a Native American (as defined in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)), an Alaska Native, or a native resident of an outlying area (as defined in such section 9101); and
(II) who comes from an environment where a language other than English has had a significant impact on the child’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
(B) whose difficulties in speaking or understanding the English language may be sufficient to deny such child —
(i) the ability to successfully achieve in a classroom in which the language of instruction is English; or
(ii) the opportunity to participate fully in society.

English Learners with Disabilities

The phrase “English learners with disabilities” refers to English learners who are also “children with disabilities” under the IDEA, as defined in Section 602(3) of that Act and 34 CFR §300.8 .   (ESEA Section 3201(4))

Foreign Born

People who are not U.S. citizens at birth (U.S. Census Bureau, n.d.). Title IX - SEC. 901. GENERAL PROVISIONS. SEC. 9101. “(25)

Immigrant

Immigrant children and youth means individuals who: 

(A)  are aged 3 through 21;

(B)  were not born in any State; and

(C) have not been attending one or more schools in any one or more States for more than 3 full academic years.[1] 

Note!  When determining whether a student meets condition (C), the months in attendance do not need to be consecutive. For the definition above, "state" means the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. [1]  Definition based on Section 3201(5) of ESEA.

Limited English Proficient

The term limited English proficient', when used with respect to an individual, means an individual:
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or secondary school;
(C) (i) who was not born in the United States or whose native language is a language other than English;
(ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual —
(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.

Long-term English Learner

The ESEA does not define “long-term English learner.”  However, the reporting requirement under ESEA Section 3121(a)(6) may be instructive in determining which ELs served under Title III are long-term ELs. […] Reporting requirement in ESEA Section 3121(a)(6), States and LEAs may consider ELs who have not attained English language proficiency after five years as long-term ELs .

Multilingual learners (MLLs)

Refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages. (WIDA Guiding Principles 2019)

New American

An all-encompassing term that includes foreign-born individuals (and their children and families) who seek to become fully integrated into their new community in the United States (White House Task Force on New Americans, 2015).

Newcomer

This is an umbrella term that includes various categories of immigrants who are born outside of the United States and have recently arrived in the United States.

Refugee

A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015).

Student with Interrupted (or Limited) Formal Education (SIFE / SLIFE)

Students in grades four through 12 who have experienced disruptions in their educations in their native countries and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, 2008). Students who have recently immigrated to the United States who may have had little or interrupted formal education.

Unaccompanied Youth Children

Children who come into the United States from other countries without an adult guardian (U.S. Department of Health an Human Services, n.d.b.).

“Education should work to transform the quality of each person’s life, the environment, the community, the whole society.”

 – Paulo Freire