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DESE Tiered Focus Monitoring finds strengths in Lawrence multilingual programs but flags ESL services, interpreter access and some licensure gaps
Summary
DESE's Tiered Focus Monitoring review found multiple strengths in Lawrence's multilingual programs (high assessment participation, strong Seal of Biliteracy and active LPAC) but identified findings in ESL program services, interpreter access and staff licensure.
The Department of Elementary and Secondary Education's Office of Language Acquisition completed a Tiered Focus Monitoring (TFM) review of Lawrence Public Schools' multilingual programs and reported mixed results to the board on April 9.
Maria Gutierrez Rey of the district's Multilingual Learner Education department summarized the process and findings. The DESE review covers 13 indicators including identification, assessment participation (ACCESS for ELLs), MCAS participation, exit procedures, ESL program quality and staff licensure. Gutierrez Rey told the board the site visit covered nine schools, included classroom observations and focus groups, and was followed by a written report the district expects to receive later this month.
Highlights: DESE celebrated high participation rates in ACCESS and MCAS, low dropout rates for English learners, strong Seal of Biliteracy results at Lawrence High School, frequent and appropriate use of data cycles, active parent LPAC engagement and innovative uses of Title III funds. "They also celebrated the larger number of students who earned the Seal of Biliteracy," Gutierrez Rey said.
Findings: the monitoring team issued findings in three areas. Gutierrez Rey summarized them as: ELE‑5 (program and services) — issues around ESL implementation, progress monitoring and WIDA standards use in content classrooms; ELE‑7 (interpretation/translation) — gaps identified in provision of school‑based interpreting for spontaneous interactions with families; and ELE‑14 (licensure requirements) — some staff working in ESL roles lacked appropriate ESL licensure or SCI endorsements and some administrators/teachers had not completed required professional development hours.
Next steps: the district will receive a detailed DESE report, post a corrective action plan and work with the Office of Language Acquisition to address the findings. Gutierrez Rey said the district already partners with Lesley University on teacher preparation and provides MTEL supports for staff preparing for licensure. The DESE process will include follow‑up monitoring during the six‑year cycle.
Ending: Board members praised parent engagement and asked administration to return with a corrective action timeline once the DESE report is received.
