New Orleans Multilingual Learner Framework

HQIM should integrate assessment, differentiation, and culturally relevant content to support MLLs across all settings.

• Include formative assessments that evaluate language proficiency levels and identify both strengths and gaps — so instruction can be tailored from the start
• Provide systems for disaggregating linguistic assessment data so educators can analyze performance by proficiency level and adapt accordingly
• Equip educators with concrete differentiation strategies for students at various proficiency levels PD needed
• Establish dual-focus goals: content mastery and language development, with language objectives explicitly embedded in lesson plans
• Incorporate culturally relevant content that reflects the diverse backgrounds of MLLs — multiple perspectives, not just one
• Promote flexible grouping strategies that mix students with varying language abilities for peer support and language practice
• Ensure daily opportunities for peer discourse and interactive talk time are built into materials — not optional add-ons
• Provide family-facing resources in multiple languages as part of the materials package
• Require evidence-based practices and confirm materials are culturally and linguistically appropriate before adoption

• Define and communicate which assessments are required network-wide Required: ELPT, DIBELS, LEAP
• Collect and analyze assessment data to inform instructional practices — build a system for this, not just a spreadsheet
• Train educators on cultural contexts in assessment so that what gets measured reflects what students actually know
• Promote multimodal assessments — portfolios, performance tasks, and project-based work alongside traditional quizzes
• Define content-based assessments separately from language assessments: content assessments evaluate knowledge, not language; provide approved linguistic accommodations
• Implement language assessments targeting listening, speaking, reading, and writing in academic contexts EL Language Check-Up (K–12)
• Provide a clear framework for assessment accommodations (extended time, translation tools, read-aloud) without altering assessment integrity
• Develop systems for tracking student progress over time and establish feedback loops for educators to improve their practice
• Offer assessment design workshops as part of professional development — particularly on segmented, manageable assessment formats

• Support cognitive strategies network-wide: summarization, note-taking, graphic organizers — train teachers to teach these explicitly
• Promote metacognitive strategies: self-monitoring, goal-setting, and self-assessment to build independent learners
• Build vocabulary acquisition into all content areas — not just ELA — through graphic organizers and peer collaboration
• Ensure curricula reflect the diverse cultural backgrounds of MLLs to increase engagement and motivation
• Create collaborative learning structures network-wide so MLLs practice language in supportive peer environments
• Champion scaffolding as a core instructional approach: guide students from supported to independent learning
• Build a school culture that views mistakes as learning opportunities — encourage risk-taking in language use
• Leverage technology to enhance comprehension and language access
• Use embedded formative assessments to track progress and adjust instruction in real time
• Prioritize social-emotional development alongside academic learning — confidence and belonging matter

• Regularly assess students' language proficiency and use that data to enable differentiated instruction school-wide
• Audit current materials for cultural relevance — do they reflect the diverse backgrounds of your MLL population?
• Set school-wide dual-focus goals: content mastery alongside language development, with explicit vocabulary instruction across subjects
• Provide teachers with scaffolding resources — graphic organizers, visual aids — and dedicate time to practice using them
• Create diverse grouping structures that mix proficiency levels — build this into scheduling and classroom culture
• Ensure HQIM implementation includes embedded language supports, formative assessment checkpoints, and vocabulary scaffolds
• Organize teacher PD workshops for materials internalization — help teachers craft lesson plans, not just receive curriculum
• Provide family-facing materials in multiple languages and actively involve families in school decisions
• Prioritize literacy development across all four domains: listening, speaking, reading, and writing
• Foster shared ownership — every teacher, regardless of subject, is responsible for MLL success

• Use multimodal assessments — portfolios, project-based learning, and presentations — alongside regular formative checks like exit tickets and oral quizzes
• Design content assessments that focus on knowledge, not language: apply approved accommodations (extra time, manipulatives, translation tools) so students can demonstrate what they know
• Implement language assessments targeting all four domains — use the EL Language Check-Up tools by grade band K, 1, 2–3, 4–5, 6–8, 9–12
• Provide accommodations per LEAP 2025 guidelines: extended time, native-language directions, word-to-word dictionaries, read-aloud in Math, Science, and Social Studies
• Segment assessments into smaller parts to reduce overwhelm — use project milestones and quiz series rather than comprehensive exams only
• Monitor content and language acquisition together — adjust instructional strategies based on what the data shows
• Invest in professional development on culturally relevant assessments and accommodation implementation

• Implement culturally responsive teaching school-wide — curricula and assessments should reflect who your students are
• Adopt cognitive, metacognitive, and social-affective learning strategies as shared school-wide practices, not individual classroom choices
• Foster collaboration between general education teachers, ESL teachers, and specialists — co-planning, shared resources, and joint problem-solving
• Ensure access to digital tools that support language learning: translation software, interactive platforms, online databases
• Build diverse assessment policies that value multiple ways of demonstrating knowledge
• Provide scaffolding resources and support systems for complex tasks — particularly for students moving from guided to independent work
• Foster a school culture that values diversity and encourages risk-taking in language use — mistakes are part of the learning process
• Involve families in the educational process — provide multilingual resources and create genuine opportunities for participation
• Create regular monitoring systems for both academic progress and language development — use the data to inform instruction
• Train educators continuously in effective strategies for MLLs — professional development is ongoing, not one-time

• Request ELPT results from your campus administration — knowing proficiency levels is the starting point for everything else
• Assess language proficiency regularly across all four domains to identify individual strengths and areas of need
• Use culturally relevant content that reflects your students' backgrounds — check whether your materials include multiple perspectives
• Set clear dual-focus goals for every lesson: what will students learn content-wise, and what language objective are you supporting?
• Explicitly teach academic vocabulary in context — don't assume students will pick it up on their own
• Create flexible groups that mix proficiency levels — peer support is one of the most powerful tools available to you
• Use scaffolding consistently: graphic organizers, visual aids, and guided practice before releasing students to independent work
• Prioritize foundational literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension — in every grade level where students need it
• Embed language supports visibly in your materials — highlight tools like visuals and flashcards, don't bury them
• Create daily opportunities for students to talk to each other in academic language — discourse is not a reward, it's a strategy
• Provide family resources in multiple languages and communicate proactively with families
• Use evidence-based differentiation strategies tailored to where each student is — not one-size-fits-all approaches

• Use required assessments (ELPT, DIBELS, Numeracy, LEAP) to understand each student's baseline — then build your instruction from there Required
• Use varied formative assessment techniques: quizzes, exit tickets, portfolios — gather ongoing data, not just end-of-unit snapshots
• Incorporate peer assessments — having students evaluate each other's work builds critical thinking and engagement
• Design content assessments that monitor understanding of subject matter — use accommodations so language doesn't get in the way of measuring knowledge
• Conduct language assessments that measure listening, speaking, reading, and writing in academic contexts
• Apply accommodations: extended time, translation tools, read-aloud options — these support fairness without lowering expectations
• Incorporate cultural contexts in formative assessments — use familiar examples and contexts to reduce anxiety and increase engagement
• Segment assessments into smaller, focused parts rather than long comprehensive exams
• Give immediate, meaningful feedback — students should know where they are and what their next step is

• Teach cognitive strategies directly — summarization, note-taking, graphic organizers are skills to be explicitly taught, not assumed
• Build metacognitive habits: help students self-monitor, set goals, and assess their own progress
• Acknowledge and incorporate students' diverse backgrounds into daily lessons — this is engagement, not decoration
• Provide comprehensible input slightly above students' current level, and create structured opportunities for student output
• Use graphic organizers to help students visualize relationships between ideas and support vocabulary acquisition
• Facilitate collaborative learning — peer interaction makes learning more meaningful and accelerates language development
• Use questioning techniques that require students to go beyond recall — deeper processing builds both language and understanding
• Break complex tasks into manageable steps — linguistic scaffolding helps students navigate challenges without giving up
• Use digital tools and collaborative platforms to enhance research skills and expand access to resources
• Implement reflection journals and SMART goal-setting — help students take ownership of their learning journey
• Build in peer assessment — students who evaluate each other's work develop critical engagement and self-reflection skills
• Create group activities that allow students to share their cultural backgrounds — belonging matters for learning

Enhance educational experiences for MLLs through community partnerships and resource development that foster ownership and connection.

• Community partnerships: actively seek partnerships with local organizations to enhance resources and support for families, ensuring MLL programs are culturally relevant and community-centered
• Resource allocation: dedicate resources to family-engagement initiatives, ensuring materials are provided in multiple languages and accessible formats, as outlined under Title III of the ESEA
• Professional development: allocate funds and plan PD for educators and administrators on effective communication techniques and culturally responsive practices to engage families meaningfully
• Evaluation & improvement: establish a framework for tracking engagement outcomes to evaluate the effectiveness of cultural initiatives on students' academic success and community involvement

Create a supportive environment that promotes responsibility and belonging by deepening understanding of the community.

• Understanding the community: conduct surveys and host cultural events; form partnerships with local organizations and participate in community service projects to foster connection and responsibility
• Cultural-awareness training: offer workshops on cultural competence and multilingualism that address educator bias and assess staff readiness — not just surface-level awareness
• Multilingual events & activities: organize activities that enrich the school environment and strengthen connections among students and families
• Resource development for families: create bilingual materials and host awareness workshops on charter school systems, graduation requirements, and higher-education pathways
• Student support networks: facilitate peer support, mentorship, and academic assistance so MLLs connect with peers and receive guidance

Build inclusive classrooms where every student feels valued, and connect learners with their families and cultures.

• Building inclusive classrooms: use the Tier 1 curriculum provided by your administration, ensuring it is culturally responsive and accommodates diverse cultural backgrounds
• Effective communication: foster open communication with multilingual families, including awareness of non-verbal communication and its cultural variations
• Social & emotional support: create safe spaces for open dialogue about cultural differences, identity, and challenges — emotional safety is a prerequisite for academic risk-taking
• Celebrating cultural diversity: organize events that highlight cultural traditions and invite students and families to share their heritage in meaningful (not tokenizing) ways
• Peer teaching programs: allow fluent newcomer students to help teach peers about their culture and language, reinforcing their skills and fostering pride