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Central Falls reports mixed ACCESS results and will expand dedicated English-language supports
Summary
District staff presented ACCESS English-proficiency results showing 39% of tested multilingual learners met RIDE targets, highlighted pockets of strong performance, and detailed plans to expand and rename the C2-3 program into a K–12 MLL enrichment/ELD strategy for next year.
Central Falls School District officials presented ACCESS English-language proficiency results and a plan to expand dedicated English-language instruction across the district at the May 27 Board of Trustees meeting.
District staff said about 72% of multilingual learners had individual RIDE (Rhode Island Department of Education) ELP targets for 2024–25; of those students, 39% met the targets set by RIDE. Elementary grades generally showed stronger target attainment than secondary grades, and staff singled out L.R.I.S. (LRIS) as a bright spot, reporting that 71% of LRIS students with targets met them.
The results matter, staff said, because RIDE’s ELP indicator factors into school- and district-level accountability and because the data help identify which students need more targeted support. Director Hare (presenting the ACCESS results) noted changes to RIDE targets this year that make multi-year comparisons limited and emphasized that the district is treating this year as a new baseline.
Staff provided disaggregated findings: non-long-term English learners (non-LTELs) met targets at about 42% while long-term ELLs (LTELs) met them at about 33%. Year-of-service analyses showed larger median score growth for students in their first three years of service and lower growth for students with many years of service. When growth was examined by home language, students who speak Spanish at home showed larger average gains; students whose home language is Portuguese or Portuguese creole had more mixed results.
Tiffany (MLL lead) said the district has increased staffing to support multilingual learners this year and will expand programming next year. “I’m happy to say that we’re actually in a really good place,” she told the board, then described new roles added this year: an assistant MLL director (Sarah Pereira), a 50% family liaison (Kate Berndian), and a data specialist focused on MLL students with disabilities.
Staff reported program participation and exit numbers: 43 multilingual learners exited MLL services during the school year; an additional 46 students were identified as potential exits pending fall testing (students with scores in the 4.5–4.7 range could exit after meeting testing criteria such as RICAS/PSAT/SAT). The district provides a targeted program known as C2-3 (dedicated ELD for students at levels 1–2.9); staff said C2-3 served more than 200 newcomers this year and produced higher target-attainment rates (about 57% for C2-3 participants vs. about 36% for non-participants). Janelle (MLL staff) and other presenters were careful to say the data are not causal but are being studied further.
Based on this year’s results and new state MLL regulations, the district plans several changes for 2025–26: rename C2-3 to “MLL enrichment,” expand it to serve students at levels 1 through 4.7 during the school year and summer, provide an explicit, dedicated ELD block for every K–12 student at levels 1.0–3.9, and offer integrated language/content supports for students at 4.0–4.7 (with supplemental after-school options where schedules allow). The district will also roll out progress-monitoring tools (TEL and Summit K–12) more frequently next year to allow multiple data checkpoints beyond the current twice-a-year schedule.
Staff also highlighted Seal of Biliteracy achievements: 24 students demonstrated English proficiency for the seal this year; several students earned silver or gold ratings in world-language assessments. Christina Sanchez Serrano (CTE director) said expanded AP Spanish enrollment next year is likely to increase Seal of Biliteracy numbers.
Board members asked about program scale, funding, and how participation varies by school. Tiffany said categorical MLL funding for the district remains listed at $3.1 million in current state proposals but that final funding details remain uncertain until state and federal budgets are finalized. The district will continue to pilot curriculum and coach teachers to integrate language objectives into content instruction.
Board members and staff said they will continue data dives over the summer and present any additional accountability comparisons after RIDE releases state averages. Staff emphasized that next year’s implementation will be phased and contingent on final budget and staffing decisions.
