Multilingual Learners

A Multilingual Learner (ML) is a student developing proficiency in two or more languages, often those whose home language isn't English but are learning English in school, recognizing the value of all languages they know, not just focusing on what they lack in English.

Key Characteristics:

• Developing Multiple Languages: They are actively acquiring English while maintaining and developing their native or heritage languages.
• Linguistic Assets: They bring valuable cultural and linguistic resources from their life experiences, which educators use to support their learning.
• Diverse Group: This includes newcomers, dual language learners, heritage speakers, and those with interrupted schooling, spanning many language and cultural backgrounds. 

Why the term Multilingual Learner?

• Asset-Based Approach: It shifts focus from language deficits to the strengths students already possess, as noted by WIDA.
• Holistic View: It recognizes that students use multiple ways of knowing and communicating to learn, rather than seeing them as only needing English.
• Inclusive of All Languages: It acknowledges the importance of home languages for cognitive development and academic success, unlike older terms that centered only on English acquisition. 

In essence, a Multilingual Learner is a student leveraging their full linguistic repertoire for learning, supported by educational systems that value their diverse language skills. 

The Colorado Department of Education (CDE) mandates a standardized, multi-step screening process to identify Multilingual Learners (MLs) and ensure they receive appropriate language instruction educational programs (LIEPs). This process is initiated within 30 days of the start of the school year (or two weeks after student October count, typically October 1st in Colorado) for any student with a primary language other than English as identified by a home language survey. 

ML District Specialists lead the identification and data review process and communicate results to school leaders, teachers and parents.

Initial Identification (Home Language Survey)

Upon enrollment in the Steamboat Springs School District (SSSD), all families must complete a Home Language Survey (HLS).

• Purpose: To identify if a language other than English is spoken or used by the student or in the home.
• Result: If a language other than English is indicated, the student must proceed to formal English language proficiency screening. The SSSD uses the WIDA Screener k-12 (paper based and online) to determine language proficiency level. 

English Language Proficiency Screener

For students with a non-English language influence, districts must administer the state-approved screener assessment. Steamboat administers the following language screeners:

• Kindergarten (1st Sem):  WIDA Paper Screener for K (listening and speaking only).
• Kindergarten (2nd Sem) – Grade 12: WIDA Paper (k-5) online Screener (grades 6-12).
• WIDA Alt for ML students with identified IEP that receive instruction that align to the Extended Evidence Outcomes (EEOs). WIDA ALt Screener Procedures
• Process: The screening measures proficiency in listening, speaking, reading, and writing to determine if a student is a Non-English Proficient (NEP), Limited English Proficient (LEP), or Fluent English Proficient (FEP). 

Body of Evidence (BOE) and Identification

Steamboat uses the screener score along with a Body of Evidence, if available,  to finalize the identification.

• Data Review: Review applicable student data for prior academic and language history based on transfer of records and/or an interview with parents or caregivers. If student transfers from a Colorado School or a WIDA state and was previously identified as ML (NEP,LEP) with current year ACCESS score no screener is needed CDE Identification Procedures 
• If data is not available scores can be accessed through CDEs data pipeline with assistance of the District Assessment Coordinator (DAC) 
• Designation: Students are designated as ML in ALMA (student data base system) as NEP or LEP (or FEP if student transfers from another district before being exited) or as a Primary Home Language Other Than English (PHLOTE) if the screener shows proficiency.
• Parent Notification: Parents are notified in writing (in a language they understand, to the extent practicable) within 30 days of the start of the school year, or 2 weeks for later enrollment.

Language Support and Placement

Once identified as an ML, students are entitled to language instruction services.

• Language Instruction Educational Program (LIEP): Students receive targeted English Language Development (ELD) instruction.
• Instructional Supports: Culturally responsive teaching and linguistic scaffolds are utilized in core content classes.
• Opt-Out Provision: If parents decline formal LIEP services, the student is still considered an ML, is still required to take the annual WIDA ACCESS test, and the district Multilingual Learner Specialists at each school must still monitor their progress.

Key Considerations and Support

• Dually Identified Students: For MLs with Individualized Education Programs (IEPs), schools must monitor both linguistic and academic progress, ensuring that academic goals reflect language needs. (The SSSD is currently working toward a collaborative model to support ML students with disabilities ensuring they receive both ELD instruction and services outlined in their IEP)
• Language Support for Parents:  The Steamboat Springs School District offers translation and interpretation services for families of MLs with 2 full time interpreters and a Spanish speaking bilingual family liaison upon request.
• Redesignation: ML Students are considered Fluent English Proficient (FEP) and exited from direct services based on an annual composite and combined literacy ACCESS scores of 4.0 or higher and a review of academic evidence called a Body of Evidence (BOE). Student data is monitored by the ML school specialist for 4 years (FEP Monitor year 1 and 2 and FEP exit year 1 and 2)  until being fully exited from language support services.

The Steamboat School District is dedicated to providing a high-quality educational experience to Multilingual Learners. The table is composed by grade level and details the services, approaches, and curriculum that will be used to teach ML students.

Redesignation is a term that describes the process to determine when Multilingual Learners ( MLs) in the Steamboat Springs School District are fluent English proficient and can meaningfully access grade-level content instruction with no additional ELD instruction nor linguistic scaffolds. It represents a student’s English language proficiency level has changed from Non English Proficient (NEP) or Limited English Proficient (LEP) to Fluent English Proficient (FEP) Monitor 1 based on an evaluation using the annual ELP assessment scores and a collection of evidence which supports this change. This process is initiated by the current annual ELP assessment data, or ACCESS scores. ACCESS is administered annually in January - February.

ELD and Individual Education Program (IEP) teams are responsible for determining which of the assessment pathways  is the most appropriate for individual ML students with disabilities. The teams work in partnership to decide which pathway is best suited for the student (e.g., whether the student should take the general ELP assessment or an alternate ELP assessment, and/or whether the student should participate in all or some of the domains). 

In addition to the annual ELP assessment scores, the ML Specialists at individual schools collect a body of evidence to demonstrate students’ ability to meaningfully access grade-level content instruction with no additional ELD instruction nor linguistic scaffolds. In order to comply and document student demonstration of English proficiency our district and schools have established and documented standardized measures and metrics across K-12 grade levels that define grade level success.

Suggested Timeline for Redesignation Procedures

The Colorado Reading to Ensure Academic Development Act (READ Act), passed by the Colorado Legislature in 2012, highlights the importance of early literacy development for all students, especially those at risk of not achieving third-grade reading proficiency. The READ Act focuses on kindergarten through third-grade literacy development, literacy assessment, and individual READ plans for students reading significantly below grade level. 

A multilingual learner who is determined to have a significant reading deficiency after review of the complete body of evidence must receive a READ plan that is informed by the interim and diagnostic assessments, as well as data from native language assessments and additional assessments related to the student’s English proficiency level. For any student, a READ plan must be continuously implemented until the student demonstrates grade-level reading competency. 

• Biliteracy -  is the ability to effectively communicate or understand written thoughts and ideas through the grammatical systems, vocabularies, and written symbols of two different languages.
   
• Co-Teaching for MLs - is an inclusive service-delivery model where a content-area teacher and an English Language Development (ELD) specialist jointly plan, deliver, and assess instruction. Both educators share equal responsibility for teaching rigorous core curriculum while integrating explicit language development scaffolds in the general education classroom.
   
• Differentiated Instruction - An approach to teaching that includes planning out and executing various approaches to content, process, and product. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs.
   
• English language development (ELD) means instruction designed specifically for English language learners to develop their listening, speaking, reading, and writing skills in English. This type of instruction is also known as:
  • English as a second language (ESL)
  • English for speakers of other languages (ESOL)
  • English as a new language (ENL)
  • English language learner (ELL) instruction
  • English learner (EL) instruction
     
• English Language Proficiency - In order to master academic language, English learners must develop proficiency in the four domains of language: Speaking, reading, listening, and writing.
  
  Every state is required to have its own set of English language proficiency (ELP) standards that lays out what a student should be able to do in English in each domain and at each level of English proficiency. You can learn more about the standards used in your state from Colorín Colorado’s ELL Resources by State guide.
  
  Screener assessments for determining English language proficiency levels are aligned to these standards and are often used as one instrument for determining whether a student is eligible for English language development services. These screener assessments are different from annual assessments of English language proficiency. Filling out a home language survey is often the step that will start the process of determining whether a student needs EL services.
   
• ESL - A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language. (U.S. Department of Education)
   
• Exit criteria - are a set of guidelines for ending special services for English language learners and placing them in mainstream, English-only classes as fluent English speakers. This is usually based on a combination of performance on an English language proficiency test, grades, standardized test scores, and teacher recommendations. In some cases, this redesignation of students may be based on the amount of time they have been in special programs.
   
• Home Language Survey - is a questionnaire given to parents or guardians during the school enrollment process. Its primary purpose is to determine if a language other than English is spoken in the home, helping schools identify students who may need English language support services.
   
• Individualized Education Plan (IEP) - A plan outlining special education and related services specifically designed to meet the unique educational needs of a student with a disability. For more information, go to LD Topics: IEPs.
   
• LEP - Limited English Proficient is the term used by the federal government, most states, and local school districts to identify those students who have insufficient English to succeed in English-only classrooms. Increasingly, English language learner (ELL) or English learner (EL) are used in place of LEP.
   
• NEP - Non English Proficient  is the term used by the federal government, most states, and local school districts to identify those students who have no or non English proficiency to succeed in English only classrooms. 
   
• Newcomer - K-12 students born outside the United States who have arrived in the country in the last three years and are still learning English.  
   
• Newcomer Program - A newcomer program addresses the needs of recent immigrant students, most often at the middle and high school level, especially those with limited or interrupted schooling in their home countries. Major goals of newcomer programs are to acquire beginning English language skills along with core academic skills and to acculturate to the U.S. school system. Some newcomer programs also include primary language development and an orientation to the student's new community (Genesee, et al, 1999).
   
• PHLOTE - Primary Home Language Other than English
   
• Pull-out ESL is a program in which LEP students are "pulled out" of regular, mainstream classrooms for special instruction in English as a second language.
   
• Push In - In contrast with pull-out ESL instruction, a certified ESL teacher provides ELLs with instruction in a mainstream or content-area classroom.
   
• Re-designation - is the formal process of transitioning a Multilingual Learner (ML) out of English Language Development (ELD) instruction and programs. It signifies that a student has moved from Non-English Proficient (NEP) or Limited English Proficient (LEP) to Fluent English Proficient (FEP).

• ELL Glossary of Terms
• Colorin Colorado for Families
• Reading Tip Sheets for Parents
• School Success
• Schools and families an important partnership