Multilingual Learning

Schools follow a consistent process to identify students who may need English language support:

1. Home Language Survey:  When families enroll, they complete a short survey about languages spoken at home.
2. Review of Records:  Schools look at prior school records or previous English language scores (if available).
3. English Language Proficiency Screener:  If another language is indicated on the Home Language Survey and prior state testing data is not available, the student takes an English screener that assesses a student's listening, speaking, reading, and writing skills in English
4. ML Identification:  Based on the records review, family interview, screener results, and a body of evidence, the student may be identified as a Multilingual Learner and become eligible for English Language Development (ELD) services.
5. Placement in Services:  Students identified as Multilingual learners receive English language development support, which may be through
   • Instruction inside the regular classroom
   • Small-group  instruction
   • Co-taught classes
   • Other support based on the student’s needs

If a student is identified as a Multilingual Learner, families will receive a Parent Notification Letter explaining:

• Why the student was identified
• The student’s current English proficiency levels
• The types of English Language Development (ELD) services the student will receive
• How the services support English development and academic success
• How families can accept or decline services
• How students can exit the Multilingual Learner Program 

This information is provided within 30 days of the school year starting, or within two weeks for students who enroll later in the year. All notifications are given in a language that families can understand.
 

Each student identified as a Multilingual Learner has an ML Plan that describes the language services and supports the student will receive. The plan includes:

• The student’s English proficiency levels
• Language development goals
• Instructional supports and accommodations
• How progress will be monitored throughout the year
• Any additional services based on the student’s needs

The ML Plan is reviewed and updated each year. Families may request a meeting at any time to ask questions or discuss changes.
 

Students exit the Multilingual Learner program when they meet the state’s English Proficiency Assessment (ACCESS) criteria and demonstrate through classroom performance and local assessment data that they are meeting grade-level expectations.

Redesignation is based on:

• English language proficiency scores
• A body of evidence that includes
• Classroom performance and grades
• Teacher input
• Other local and state assessments 

After a Student Exits

• Students are placed on Monitor Status for two years to ensure they continue to make progress without ML services. 
• After Monitor Status, students are placed on Exit Status for two additional years.
• If concerns arise at any point, the school may meet with the family to review progress and consider additional support.
   

Each year, families of Multilingual Learners receive an updated notice with:

• The student’s most recent English proficiency levels
• The student’s progress compared to last year
• The ELD services the student will receive this school year
• Any changes to the district’s ML program
• How families can ask questions or request a meeting
• How to request interpretation or translation
   

Title VI of the Civil Rights Act: https://www2.ed.gov/policy/rights/guid/ocr/titlevi-overview.html

ESSA (Every Student Succeeds Act): https://www.ed.gov/essa

Office for Civil Rights (OCR) EL Guidance: https://www2.ed.gov/about/offices/list/ocr/ellresources.html

CDE ELD Program Guidance: https://www.cde.state.co.us/cde_english/eldprogramguidance