Graduating students in the Class of 2022, who were not able to take 10th Grade ELA MCAS due to the pandemic, now have the opportunity to earn the Massachusetts State Seal of Biliteracy. Legislation passed in December allows 2022 graduates who earn the modified competency determination in ELA to also satisfy the English language criteria for the award. Read more!
Congratulations to Gail Ball, who has been honored with the 2021 Anne Dow Award for Excellence & Creativity. Gail is EL Department Head at Worcester Public Schools.
The Dow Award is given annually to a professional who has made outstanding efforts that reflect enthusiasm and creative, energetic, independent thinking. Specific criteria vary from year to year, to reflect the many facets of Anne Dow’s career and interests. The 2021 award was given for promoting diversity, equity & inclusion for multilingual students and families. The award is supported by the Anne Dow Family Foundation.
Temporary, part-time contract position. Must be available May 24 through June 4, 2021 from 10AM – 5 PM (EDT)
MATSOL is looking for an upbeat professional to support presenters on our digital conference platform during the 2021 MATSOL Virtual Conference, which brings together educators of English Learners from across the Commonwealth of Massachusetts to share expertise and best practices. This is a great opportunity for someone who wants to learn more about TESOL and EL education!
The conference will use ZOOM Meeting Pro integrated with the Whova conference platform. MATSOL will provide a ZOOM account for hosts to use during the conference.
- Act as the primary support person for presenters assigned to you during the conference week.
- Manage attendees in large meetings (up to 100 or more) to ensure presentations go smoothly.
- Set up ZOOM Meeting and the Whova features before sessions start.
- Do a tech check with presenters 15 minutes before each session.
- Start and stop recording the session.
- Play conference introduction video and introduce the presenter.
- Monitor chat and Q&A and relay questions to the presenter. Assist presenters as needed by sharing links, launching polls, etc.
- Create breakout rooms (if applicable).
- Remain professional and upbeat throughout the presentation.
- Troubleshoot any problems during a presentation.
- Remain in communication with MATSOL team throughout the conference.
- Experience facilitating large group meetings and presentations with the ZOOM Pro meeting platform, including using breakout rooms, chat, Q&A, polls, YouTube livefeed etc.
- Experience with a virtual conference platform is a plus.
- Computer or laptop with reliable high-speed internet connection (Two devices, such as a dual monitor or a laptop plus tablet or phone is preferred).
- Proficient with computers and technology and able to learn new systems quickly.
- Professional, upbeat demeanor with good communication skills.
- Week of May 24, 2021: Independently review and complete training materials and participate in at least two live training sessions (M/W/F 10-11AM)
- Tuesday-Friday, June 1-4, 2010: Host up to three conference sessions per day between 10am to 5pm, with breaks in between sessions.
MATSOL is a nonprofit professional association of educators of English learners in Massachusetts. Our members include educators in PK-12 schools, adult basic education, workplace programs, private language schools, and institutions of higher learning, as well as pre-service and in-service teacher educators. MATSOL is the state affiliate of TESOL International Association.
Date: April 6, 2022
To: Jeffrey C. Riley, Commissioner, Massachusetts Department of Elementary and Secondary Education
From: Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) and Multistate Association for Bilingual Education (MABE)
Re: Testing Equity for English Learners
While we applaud the decision of the Department of Elementary and Secondary Education to allow students in grades 3-8 to take the MCAS tests remotely this spring, the policy does not address the inequity of in-person testing required for English Learners. In addition to MCAS, English Learners take an annual English proficiency test, ACCESS for ELs, which is only administered in-person. As a result, while their peers have the option to complete all testing remotely, English Learners, many of whom live in communities that are disproportionately affected by COVID-19, still need to go into school buildings for in-person ACCESS testing. This is an inequitable policy that favors some students over others.
Additionally, as many students return to in-person learning for the first time all year, we believe that students will benefit from more time for academic learning, language development, and social-emotional support, not on taking tests. We call on the Department to immediately postpone the ACCESS for ELs testing for this school year, as allowed by federal guidance.
For a more detailed explanation of our concerns, please see the statement from MATSOL and MABE “2021 ACCESS for ELs Testing” (Dec 8, 2020), which was created with input from our membership.
Below are the action items we requested in the statement. Although conditions have changed since our first statement was released, the concerns detailed in the statement have not been addressed.
- School districts should not be penalized for low student participation in the ACCESS for ELs test during the pandemic. As of this date, the Department has not decided about how lack of participation will affect district accountability measures. Likewise, schools and teachers should not be penalized if students do not meet English Proficiency Benchmarks. The Department needs to address how students’ English Learner Success Plans will be impacted.
- If the testing goes forward, the Department should provide Districts with a clear message to send to families stating that if a family does not feel safe sending their child to school for testing, they do not have to take the test and that the student and family will face no negative consequences. The Department should assist districts with this communication by providing the message in English and translated into the most common languages. Families can then decide what is best for their child.
- Under current guidelines, students can only exit EL programs with a minimum ACCESS score, along with other relevant data including local assessments, MCAS, grades, observations, and the WIDA Performance Definitions to determine “whether students can perform ordinary classroom work in English.” This year, districts should be allowed to use other evidence of language proficiency to reclassify ELs and exit them from EL programs without the ACCESS score.
See our Letter to the Editor in The Boston Globe, April 9, 2021 https://www.bostonglobe.com/2021/04/09/opinion/in-person-test-an-unfair-burden-english-learners/
Date: March 5, 2021
To: Commissioner Jeffrey C. Riley, Massachusetts Department of Elementary and Secondary Education
We are writing about an urgent issue for current high school seniors who wish to earn the Massachusetts State Seal of Biliteracy (SSBL) but did not achieve the required score on the 10th Grade ELA MCAS. As English language, dual language and world language educators implementing the awards in school districts throughout the Commonwealth of Massachusetts, we urge the Department to allow students who achieve the Competency Determination (CD) under the temporary regulations approved in January 2021 to also satisfy the English Proficiency criteria for the State Seal of Biliteracy.
Before the pandemic, any student earning the CD through an Educational Proficiency Plan had the opportunity to also satisfy the English proficiency criteria for the Massachusetts State Seal of Biliteracy. The same policy should hold under the temporary CD regulation for students who cannot come to school buildings for in-person testing.
MATSOL and MABE sent a letter to the MA Commissioner of Elementary and Secondary Education on December 8, 2020 urging DESE to cancel 2021 ACCESS for ELs testing. The letter summarized the concerns expressed by our members about about health and safety, equity, test validity, and use of resources, and stated that going forward with testing this school year will have a negative impact on English Learner students and families, furthering educational inequity. Read the MASTOL/MABE statemement here.
We received a reply from Commissioner Riley on January 4, 2021, acknowledging but not really addressing our concerns and stating that the testing will go forward:
[T]he decision to waive statewide testing must be made by both the U. S. Department of Education and the State Legislature, since these tests are required by both state and federal laws. See e.g., G.L. c. 71A, § 7; 20 U.S.C. § 6311; 34 C.F.R. § 200.6(h). The U.S. Department of Education has indicated that they do not anticipate granting any assessment waivers this school year, in recognition of the adverse consequences to students and schools for not assessing and reporting students’ levels of knowledge and skills during the pandemic. Additionally, public health experts acknowledge that schools are among the safest environments for children, so the plan is to assess EL students in the schools they normally attend, following proper health and safety protocols. Read the Comissioner’s letter here.
In addition to the MATSOL/MABE letter, a coalition of legal organizations — Multicultural Education, Training and Advocacy, Inc. (META), Center for Law and Education, and Lawyers for Civil Rights, Boston — also sent a letter to the Commissioner calling for cancellation of the test.
The undersigned are public interest legal organizations that represent immigrant students
and families. We write today to urge that you take courageous and important action and
postpone the in-person administration of the WIDA ACCESS test for English language learners (ELL) during the COVID-19 pandemic. As public health data amply demonstrates, these students and their families are uniquely and disproportionately at risk of contracting the disease and the WIDA ACCESS in-person testing – which entails multiple separate test administrations over multiple days – places the students at imminent health risk and harm. We respectfully ask that DESE issue guidance to all schools in the Commonwealth concerning ELL students, particularly to inform parents, in English and relevant home languages, that in-person ACCESS testing at this time is voluntary and that parents and students will be not be punished, disciplined, penalized, reported or otherwise sanctioned for their legitimate COVID-19 safety concerns. Read the letter.
WIDA also responded to a letter from the legal groups about testing:
WIDA is not the entity that decides whether testing is delayed or cancelled. States are the
organizations that make those decisions, in consultation with local schools, many of which are meeting face-to-face with safety procedures in place. Read the WIDA letter.
MATSOL and MABE will continue to montior the situation and explore options fo supporting members and their students.
December 8, 2020
To: Jeffrey C. Riley, Commissioner
Massachusetts Department of Elementary and Secondary Education
On behalf of our over 2,500 members, including ESL teachers, bilingual teachers, EL and bilingual program directors, and other English Learner (EL) educators in Massachusetts, MATSOL and MABE urge the Department of Elementary and Secondary Education to cancel ACCESS for ELs testing in the 2020-21 school year. On December 7, 2020, the Department notified school districts that the testing window has been extended for a second time, allowing testing from January 7 through May 20, 2021, and ELs are expected to test in person in their district “to the greatest extent possible.”
Our concerns about testing remain, especially any testing that takes place during the winter months. In-person testing is still highly problematic as long as the COVID-19 pandemic continues. We believe that the most important consideration is how ACCESS testing this year will impact on our students. Going forward with testing this school year will have a negative impact on English Learner students and families, furthering educational inequity. Included in this letter is a summary of input collected from MATSOL and MABE members — educators working with English Learners – who are concerned about ACCESS for ELs testing during the pandemic.
Beginning in fall 2020, MATSOL is offering free student memberships to Massachusetts college and university students preparing to become teachers in TESOL, bilingual, and EL education. The MATSOL Board of Directors initiated this new membership program in 2020 to help support early career educators of multilingual students.
MATSOL has also initiated formation of a new MATSOL Early Career Educators Speical Interest Group (SIG) for student members to connect with each other across institutions. Student members may also join other MATSOL SIGs.
Free student memberships are available to new members of MATSOL who are a students matriculated in a degree program in a Massachusetts college or university program for TESOL, applied linguistics, education or related field. Please see the MATSOL membership page for details and restrictions.
Sign on to this letter to support language teachers!
We the Language Opportunity Coalition and Portuguese Educator Pipeline and Resources Group share urgent concerns about the Executive Order and suspension of J-1 and H1-B visas for high need teachers in our K-12 and Higher Education world language and bilingual programs.
We believe without an exemption for these educators who hold deep linguistic knowledge and skill in time of a teacher shortage, that this Executive Order will negatively impact our most vulnerable students, furthering inequities, and potentially non-compliance with Massachusetts General Law Part 1 Title XII, Chapter 71A.
We ask you to join us in signing your support, no later than Friday July 20, 2020 at 12 Noon at the link here. Individuals or organizations may sign on.
Please disseminate widely!
Anne Dow Award for Excellence & Creativity: Sandra Cunha
Given annually to a professional who has made outstanding efforts that reflect enthusiasm and creative, energetic, independent thinking. The 2020 award was give for leading collaboration to support the education of English Learners. The award is supported by the Anne Dow Family Foundation. Sandra is the EL Coordinator at Global Learning Charter Public School in New Bedford, MA.
Linda Schulman Innovation Grants
$500-$1,000 grants for pedagogical projects that promote English language learning and embody a spirit of creativity, sensitivity and community and benefit English language learners by improving their language competency or increasing their understanding of American culture.
- Amy Ostroff, Baker School, Brookline. Project Title “The Baker Arboretum”
- Karen Malley, Federal Street Elementary School, Greenfield. Project Title: “Reviving a Community Garden in our Own Backyard”
- Christi Cartwright, International High School, Lawrence
- Jen Noorjanian, Woodland Elementary School, Mildford. Project Title: “Project WEAVE: Welcome and Engage to support Adjustment Via Education”
- Megan Gabellieri, Woodland Elementary School, Milford. Project Title: “Mindful Practice for ELs”