Central Falls presents ‘a day in the life’ of multilingual learners as RIDE proposes new regulations

Tiffany Beltram, Central Falls School District director of multilingual learners, told the school board on Jan. 28 that the district is preparing to implement newly proposed multilingual learner (MLL) regulations from the Rhode Island Department of Education (RIDE).

Beltram said Central Falls has 1,366 multilingual learners — about 51 percent of the district’s pre‑K–12 enrollment — and that the district represents roughly 50 native languages, with Spanish accounting for roughly 87 percent, Cape Verdean about 9 percent and the remaining 4 percent made up of languages including Arabic, Farsi, Haitian Creole and Swahili. “We have a dual language program that is thriving, and we have a lot of dedicated teachers that not only know MLL strategies, but many of them speak more than one language,” she said.

The presentation outlined existing and pilot instructional models and supports. Beltram said current models include sheltered or intensive content instruction for lower proficiency students, a collaborative ESL/general-education model for higher‑proficiency students, a dual‑language program at RAICES that is 50 percent Spanish/50 percent English, and newcomer programming at the high school for students with limited or interrupted formal education (SLIFE). She said 95 percent of the district’s MLL teachers are trained or certified in MLL strategies and that the district requires teachers to become certified within three years of hire.

Beltram shared five anonymized vignettes — one per school — to illustrate different student profiles, from a first grader in an intensive MLL classroom to a high‑school newcomer placed in a newcomer program and receiving two blocks of MLL math. “Thinking about our students’ journey and making sure that we really try to personalize, based on their needs,” she said.

The director described pilots and curriculum trials the district is using or planning: an extended‑day English language development program (SEVA 3), a pilot at LRIS for students at “3 and higher” proficiency levels, Summit K12 materials at the high school, and other ELD curriculum pilots starting imminently. “We have some pilots that are going to be starting very soon, as soon as possibly next week,” Beltram said.

Board members asked about evidence of the consultant work and data from learning walks; Beltram said the district has visited three schools so far, is collating findings, and will share results with school principals when the review is complete. She also emphasized the district’s intent to build staff capacity, noting an offer had been extended for an assistant director and that the district plans to hire instructional coaches and additional multilingual teacher assistants.

The presentation and ensuing discussion emphasized program variation across students, the district’s dual‑language strengths at RAICES, and scheduling tensions — for example, providing required ELD services without removing electives for students. “We don’t want to take away the opportunity of an elective simply because you need that opportunity for English language development,” the superintendent added during discussion of scheduling tradeoffs.

Beltram and the superintendent invited trustees to visit classrooms and learning walks to observe instruction and promised follow‑up updates on the consultant’s findings and planned pilots.

Beltram’s presentation repeatedly referenced the proposed RIDE MLL regulations and the district’s participation in a RIDE cohort (the English Language Successive Forum) intended to help districts adjust to those rules.