The Neosho Multilingual Learners Department (MLL) (Lau) Plan addresses federal statutes and case law — including Title VI of the Civil Rights Act of 1964, Lau v. Nichols (1974), the Equal Educational Opportunities Act of 1974, Castaneda v. Pickard (1981), and Plyler v. Doe (1982) — to ensure equal access for English Learners (ELs), migrant students, and immigrant students to instructional programming. The plan is designed to enable ELs to achieve the academic standard of proficiency required of all students by supporting the acquisition of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in a timely manner. ELs have equal opportunities to participate in all programs and extracurricular activities, the same as all district students. The Assistant Superintendent is responsible for the oversight of the MLL Program. The MLL Director administers all aspects of the Multilingual Learners (MLL) program and is responsible for working with teachers to improve student learning and teacher practice. The Assistant Superintendent and MLL Director collaborate to plan and implement individual and group professional learning that will expand and refine understanding about effective instruction.

Title I & Title III Under ESSA 

With the shifted requirements for ELs to Title I, effective collaboration and allocation of funding will be essential to comprehensive implementation of EL requirements under the new Every Student Succeeds Act (ESSA). Title III will still provide funding to support ELs and their families. This funding bucket has three main requirements related to ELs:

1. Provide programs for ELs to attain English proficiency and acquire content knowledge.
2. Provide professional development to teachers and school leaders in the area of educational strategies to best meet the academic and language needs of ELs.
3. Deliver activities that promote EL family and community engagement.

One of the biggest shifts in responsibility with ESSA is the move of accountability for EL progress toward English proficiency from Title III to Title I. Title I has always had the requirement to meet the academic needs of ELs, but now, under ESSA, it is more clearly noted that Title I funds can be used for programs to help ELs attain English proficiency.

The grade levels in which EL accountability is determined are also shifting. Under NCLB, Title III accountability determinations were made for ELs in all grades, with ESSA these determinations will only be made for ELs in Title I-funded school districts in grades three through eight and once in high school. This change will require a heightened focus by Title I and Title III staff in the earlier grades so that EL programs in these grades provide quality language instruction and appropriate access to content knowledge.

These are Civil Rights requirements that include evaluation to ensure that EL programs are effective in helping ELs make progress toward English proficiency and meet grade level academic performance targets. Tracking EL achievement and adjusting programs when there is a strength or deficiency will help ensure that when ELs reach the grade levels where accountability measures are calculated, those ELs will meet the State’s EL accountability goals.

Title III requires that funds be spent to help ELs attain English proficiency and access academic content. Additionally, Title III requires implementation of programs that help ELs meet the long-term goals and interim measures set for ELs under Title I. Due to the shift in EL requirements, Title III districts can only spend money for EL activities that have moved from Title III to Title I if they’ve funded all the required activities under Title III.  This means that Title I is ultimately responsible for these activities and must meet these requirements if no Title III funds are available.

When it comes to funding, Title I dominates the landscape. Title III Grants (formula grants to states) collectively receive about $650 million in funding annually from the Department of Education. Title I receives upwards of $12 billion. Therefore, Title III districts may not have funding available to cover requirements under Title I because Title III is required to use funding to provide EL programs, professional development, and parent, family, and community engagement activities. Once Title III funds have been budgeted for these activities, there may be no funds left to cover these EL requirements that have been moved to Title I. It is important for Title I and Title III staff to coordinate their efforts to ensure all funding is allocated appropriately and EL requirements are met under both Title I and Title III.

Values for Educating English Learners in Neosho

• Valuing Language and Culture as Assets: English learners receive instruction that values their home cultures and primary languages as assets and builds upon them for new learning. 
• Ensuring Equity in Intellectual Richness: English learners benefit from the same high expectations of learning established for all students and routinely engage in intellectually rich tasks and texts across the disciplines. 
• Building Content Knowledge and Language in Tandem: English learners engage in instruction that promotes content and language learning in tandem in all disciplines, including ELA, mathematics, social studies, science, the fine arts, and other subjects. Further, ELs have full access to a multi-disciplinary curriculum, including those subjects listed here. 
• Attending Specific Language Learning Needs: English learners’ content and language learning is fostered when targeted language instruction builds into and from content learning and attends specifically to English language proficiency levels and prior educational experiences in the primary language and English. 
• Integrating Domains of Communication: English learners develop full proficiency in English in the integrated domains of listening, speaking, reading, and writing, consistent with expectations for all students. 
• Providing Appropriate Scaffolding: English learners thrive in instructional environments where teachers intentionally support them to fully engage with intellectually challenging content using strategic scaffolding. Scaffolding is tailored to student needs with the ultimate goal of student autonomy. 
• Evaluating Progress Appropriately: English learners’ progress in developing content knowledge and academic English are best evaluated with intentional, appropriate, and valid assessment tools that take into account English language proficiency levels, primary language literacy, and cultural backgrounds. Formative assessment as a pedagogical practice allows teachers to adjust instruction and provide feedback in a timely manner. 
• Sharing the Responsibility: English learners’ positive educational experiences and academic success is a responsibility shared by all educators, the family, and the community.

When a family arrives at any Neosho school to enroll a student, a school enrollment packet is completed. 

Language assistance services such as interpreters and/or translated forms are advertised in a visible location and provided upon request to assist parents with the accurate completion of enrollment paperwork. 

The district enrollment form contains the following language usage questions: 

• What was the student’s first language?   
• Which language(s) does the student use (speak) at home and with others?  
• Which language(s) does the student hear at home and understand?  

If the answer to any of these questions notes a language other than English is either spoken or understood, the student is potentially an English learner and the district must take active steps to determine if the student qualifies for a language instruction educational program (LIEP).  The enrollment secretary/counselor will check to ensure that the parent/guardian has fully completed the Language Use Survey (LUS) / Home Language Survey (HLS) and has indicated a preference of language for contact purposes. During the enrollment process, there is a need to fully understand the student’s past educational history, such as native language proficiency and academic content knowledge, as well as to gain information about socio-emotional and behavioral issues that may have arisen due to past experiences in the home country and/or the journey to the United States. For this reason, an intake interview will be conducted for all students whose LUS indicates a language other than English. Sample questions can be found in Appendix B. As with the enrollment paperwork, an interpreter that is able to communicate in a language the family can understand is important. 

The parent/guardian will also complete the MELL Parent Survey which aids in determining migrant status.  If the form indicates a family has moved within the past three years, and currently works in one of the categories listed on the survey, the form is sent to the MELL Project Office.  A MELL recruiter then interviews the family to determine if the student meets qualifying criteria for migrant eligibility.  A Certificate of Eligibility is sent to the school district when a student is identified as a migrant.  At that time, the Curriculum and Instruction Office notifies the student’s attendance center and Food Service so that the need for appropriate services can be determined and rendered. 

When the enrollment is complete, the secretary/counselor will notify the MLL Instructional Specialist of a potential EL and provide copies of enrollment documents. If  student records do not indicate that proficiency testing was administered at a previous school, the MLL Instructional Specialist will administer the state approved language proficiency test (WIDA Screener) after a MOSIS identification number is assigned to the student and within the first 30 days of the first day of the school year or within the first 10 days of attendance if the student enrolls after the first 30 days (federal requirement: no later than two weeks after enrollment).

Exceptions: During the 2023-2024 school year, newcomers – defined as students who have been in the country 4 months or less and demonstrate compelling evidence that they have never been exposed to English, may take the Newcomer Kit found on the DESE MLL Assessment webpage for the applicable school year. 

Using the Language Use Survey, results of the English language proficiency screener, information from the student/family interview, and previous school records, the MLL Instructional Specialist will determine if the student qualifies for MLL services and will begin EL documentation. The Language Use Survey will be maintained in the student’s permanent record regardless of EL program eligibility determination.

District EL documentation will be maintained as follows:

• The MLL Instructional Specialist will update and maintain MLL related data in PowerSchool for each EL.
• Permanent Records are maintained for each student in the district. 
  • Student Language Survey (incorporated in enrollment form)
  • Student Language Use Survey
  • Language proficiency test results for initial placement
  • State English language proficiency test results for each qualifying school year (ACCESS)
  • If parents choose to deny services, a waiver must be signed by a parent or guardian during a meeting with the MLL teacher.
  • Migrant qualifying information, if applicable (Certificate of Eligibility – COE) 

• The MLL Instructional Specialist will maintain MLL data within the Ellevation data management platform. Through the Ellevation platform, the MLL Instructional Specialist will provide teacher(s) responsible for content instruction of the EL with the following:
  • An IAP which includes student demographic information such as: native language, place of birth, and date of arrival in the United States
  • the student’s level of language proficiency 
  • student CAN DO’s and  formative / summative expectations for their proficiency level
  • language goals for their proficiency level
  • suggestions for modifying/accommodating the student’s assignments and assessments, if needed
  • cultural information
  • the preferred method for communicating with parent/guardian 
  • A schedule and description of services to be provided by the MLL program.

Students will be assessed using the following:

• The WIDA Screener for Kindergarten
• The WIDA Screener (Grades 1–12)
• The Newcomer Screener Kit
• The state English language proficiency annual measure (ACCESS for ELLs)

 To be classified as an MLL, the following criteria will be considered:

• student is age 5-21 
• student is enrolled or preparing to enroll in an elementary or secondary school
• who was not born in the United States
• whose native language is a language other than English; 
• who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; 
• who is a Native American or an Alaska Native, or a native resident of an outlying areas and who is migratory and who comes from an environment where a language other than English is dominant
• student has difficulties in speaking, reading, writing or understanding the English language which may be sufficient to deny the individual – 
  • the ability to meet the state’s proficient level of achievement on the State assessments; 
  • the ability to successfully achieve in classrooms where the language of instruction is English; or 
  • the opportunity to participate fully in society. 

• student is transferring from another school where he/she is receiving MLL services.
• student is identified as non-English proficient or Limited English proficient by an English language proficiency test (WIDA Screener). 
  • First semester kindergarten: Using the WIDA Screener for Kindergarten, students with an Oral Language score of less than 5.0 should be identified as LEP_RCV in Student Information System (SIS) and be placed in the district Language Instruction Education Program (LIEP) and take the ACCESS for ELLs. Students who score a 5.0 or higher are not required to be placed in the LIEP but should still be identified as LEP_RCV in the SIS and take ACCESS.
  • Second semester kindergarten through first semester first grade: Using the WIDA Screener for Kindergarten,  students scoring less than 5.0 Overall should be identified as LEP_RCV in SIS and placed in the district LIEP. Those with a score of 5.0 or greater do not qualify.
  • Second semester first grade through twelfth grade: Using the WIDA Screener Online, students scoring less than a 5.0 Overall should be identified as LEP_RCV in SIS and placed in the district LIEP.  Those with a score of 5.0 or higher should not be identified as LEP_RCV and do not qualify for LIEP services

A qualifying MLL will be placed in the MLL program at his/her attendance center.  At the start of the school year, MLL Instructional Specialists will notify parents of placement within 30 days. After the first 30 days of school, the MLL Instructional Specialist will provide information to the school counselor and content teacher(s) regarding MLL services within 10 days.  

If the MLL Instructional Specialist determines the student does not qualify for MLL services, the MLL Instructional Specialist will notify the school counselor and teacher(s).  Student test results and Language Use Surveys will be maintained by the office in each student’s permanent file.

English language proficiency results may inform grade placement decisions; however, proficiency level alone is not sufficient to determine grade placement..  State regulations mandate that MLLs not be placed more than one grade level below age-appropriate peers. Special circumstances may warrant variance from this standard but should not be the norm and should be well documented and substantiated. It is desirable and in the student’s best interest to keep them with same-age peers whenever possible.

The district will maintain MLL documentation as described in #2. Identification 3116(b)(1).

The enrollment form and LUS ask parents to indicate the language in which they prefer to receive correspondence and by what method (written, face-to-face, text, or telephone). The district will make every attempt to provide notifications in English and in a language that the parents can understand. Notification of services must be sent to parents on an annual basis.

Notifications must include:  

• Eligibility for MLL services  
• Student’s level of proficiency and how it was assessed  
• Method of delivery of instruction for MLL  
• How the program will help the child learn English and meet age appropriate academic achievement standards for grade promotion and graduation  
• Specific requirements for exiting the program; and   
• Information on parental rights, including the right to request immediate removal from Title III supplemental programs.  

This notification serves to inform parents of their child’s English Language Proficiency (ELP) level and the district’s plan to meet the child’s needs. It is not a consent form. Parents may decline supplemental Title III-funded services, but the district is still required by law to provide appropriate core language supports to ensure equitable access to instruction. All identified MLL students, including those whose parents have opted out of supplemental services, must participate in the annual ACCESS for ELLs assessment.

The district provides translated student grade and assessment reports for grades K–12. Interpreters are provided for parent-teacher conferences and other meetings, and a current list of qualified interpreters is maintained by the Office of the Executive Director of Student Services. District-employed translators assist with correspondence and forms as needed, and interpreters are used for phone contacts.

Interpreter training includes FERPA privacy requirements, confidentiality, cultural responsiveness, and accurate interpretation practices. The district continues to expand its resource bank of translated forms and materials for families. Every attempt is made to provide translated forms as needed.

Parents and guardians of MLLs within the Neosho School District are encouraged to be involved in their children’s education.  The Parents as Teachers (PAT) program serves families with children from birth through three years of age, including families with children whose native language is not English.  A bilingual parent educator serves Hispanic families in the PAT program.  Every attempt is made to provide an interpreter for other families, as needed.  

At each school, parents of school-age children are invited and encouraged to participate in family night activities and special programs.  Every attempt is made to provide an interpreter when needed at any school-wide, department, or grade-level event.

A Parent Advisory Committee (PAC) is convened annually to involve parents of MLLs and migrant students in planning, implementing, evaluating, and recommending improvements for programs and services. At least one meeting is held each year, with additional meetings scheduled as needed. Membership is open to parents/guardians of MLL and migrant students, district staff, school board members, and any interested community members or partner organizations. Interpreters are provided for all PAC meetings. Documentation (invitations, agendas, sign-in sheets, meeting notes) is maintained by the Office of the Executive Director of Student Services.

Family activity nights are scheduled throughout the year, often in conjunction with Title I. These meetings focus on improving literacy and addressing family needs and interests. Notices are translated and detail the time, location, and purpose of the meetings. Interpreters are available for all family events.

The district also coordinates with Missouri Southern State University (MSSU), Missouri State University (MSU), and other colleges/universities to train and recruit qualified MLL Instructional Specialists. Neosho School District is a current partner in the Show-Me Multiliteracy grant, which provides TESOL certification to K–12 teachers. The Assistant Superintendent of Curriculum and MLL Director serve on the advisory board for this initiative, strengthening the district’s long-term capacity to serve multilingual learners.

WIDA and research-based models will be part of the district professional development plan.   

District students are regularly provided time for sustained silent reading, a practice strongly supported by Stephen Krashen (which he refers to as free voluntary reading) for promoting language-literacy development.  Students at the elementary level will also participate in The Partnerships in Comprehensive Literacy (PCL) Model.

The MLL specialist will support teachers in the use of interactive learning strategies, such as cooperative learning, comprehensible output and input to provide students with opportunities to use their language skills in direct communication and other real-life situations.

Essential Knowledge for Teachers of MLLs (ALL teachers)

These strategies are expected to be incorporated by all content and classroom teachers, with support from MLL specialists, to ensure equitable access to grade-level standards.

Support Expressive Language Development

• Oral language proficiency allows students to participate in academic discussions, understand instruction, and build literacy skills.
• Students with more developed first language skills are better able to develop their second language skills.
• Vocabulary knowledge plays an important role in oral language proficiency. MLLs require direct teaching of new words along with opportunities to learn new words in context through hearing, seeing, and saying them as well as during indirect encounters with authentic and motivating texts.
• Building oral proficiency in a second language can be supported by the use of nonverbal cues, visual aids, gestures, and multisensory hands-on methods. Other strategies that support oral communication include establishing routines, extended talking on a single topic, providing students with immediate feedback, providing opportunities to converse with teachers, speaking slowly, using clear repetition, and paraphrasing.
• Students should receive explicit instruction in the vocabulary and grammatical features  necessary for speaking with others in academic settings.

Explicitly Teach Academic Language

• Academic language is decontextualized, abstract, technical, and literary. It is difficult for native speakers and even more difficult for MLLs.
• Academic language requires skills in multiple domains, including vocabulary, syntax/grammar, and phonology.
• Understanding the differences between informal language and academic language is important.  Opportunities to learn and practice academic language are essential. Students must be exposed to sophisticated and varied vocabulary and grammatical structures.  Slang and idioms should be avoided in academic language. 
• Instruction in and opportunities for using academic language accurately in multiple contexts and texts is of critical importance for all MLLs.
• School-wide efforts and coordination of curriculum across content areas help teachers build on a foundation of prior knowledge.

Value Cultural Diversity

• MLLs typically face multiple challenges in the transition from home to school as most are from culturally diverse backgrounds. Schooling experiences should reaffirm the social, cultural, and historical background of all students.
• Teachers, staff, and students should be expected to accept, explore, and understand different perspectives and to be prepared as citizens of a multicultural and global society.
• Opportunities for teachers and students to interact with diverse cultures can be created in multiple ways through inclusive teaching practices, reading and multimedia materials, school traditions and rituals, assembly programs, and cafeteria foods that represent all backgrounds.
• Involving parents and community in a meaningful way with outreach, letters to homes, bulletin boards helps build appreciation of diversity.

Source: Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Washington, DC: Center for American Progress. Retrieved from http://files.eric.ed.gov/fulltext/ED535608.pdf

As required by the federal Every Student Succeeds Act (2016), Neosho follows Missouri English Language Proficiency (ELP) standards and assesses Multi Language Learners (MLLs) served by language instructional programs. The Neosho School District will strive to:

• Annually increase the percentage of MLL students making progress toward English proficiency, as measured by ACCESS for ELLs.
• Annually increase the percentage of MLL students attaining English proficiency, as determined by Missouri exit criteria.
• Ensure that MLLs meet the same academic performance standards required of all Neosho students in order to graduate college- and career-ready.
•  

These goals align with Missouri’s accountability system for English Learners and are reported annually to DESE.

The Neosho School District offers a K-12 MLL program which supports the development of English language proficiency in the four domains reading, writing, listening, and speaking. 

Pedagogy

MultiLingual Learners will have access to culturally and linguistically relevant teaching and learning strategies,  including:

• Complex, hands-on learning experiences in a nurturing and academically challenging context.
• Opportunities for active processing, critical thinking, reflection, and connecting new content to prior knowledge.
• Culturally relevant instructional materials.
• On-going formal and informal, summative and formative assessments to drive instruction.
• Collaborative learning and discourse development.
• Clear expectations for language strategies, structures, and content knowledge.
• Daily lessons addressing all four language domains, aligned to the Missouri and WID standards.
• Scaffolding and differentiation tailored to individual student needs.

The district follows WIDA guidelines to implement high standards of curriculum design and equitable learning opportunities. Placement in the MLL program is determined primarily through WIDA screening and proficiency testing, along with consideration of prior grades, coursework, and teacher observations. All identified MLLs are required by law to participate in the annual ACCESS for ELLs assessment.

Language develops across different levels of language proficiency.  WIDA’s standards framework distinguishes five levels of language proficiency, defined by specific criteria.   The levels are 1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5- Bridging, and 6- Reaching.  Level 6, Reaching, represents the end of the continuum rather than another level of language proficiency.  MLL specialists provide content teachers with an Individual Academic Plan (IAP) for each student, which includes demographics, proficiency levels, accommodations, and goals.

To ensure academic success, Neosho provides a continuum of services for MLLs based on proficiency levels and individual needs. The district prioritizes integrated models of support, including push-in services, co-teaching, and coaching, so that MLLs have full access to grade-level curriculum alongside peers. Pull-out or stand-alone classes may be used sparingly for newcomers or students at the earliest proficiency levels, but the focus is on collaborative instruction within the general education classroom.

Integrated MLL
Integrated MLL occurs throughout the day across all grade levels and content areas to ensure MLLs have equitable access to rigorous instruction aligned with the district’s Guaranteed Standards and Missouri Learning Standards. Classroom teachers implement WIDA English Language Development Standards alongside these district and state standards to support students in mastering academic content while developing English proficiency. All educators share responsibility for providing integrated MLL support during every learning period.

In integrated instruction, content learning remains the primary goal while teachers intentionally embed language supports. These include sentence frames, oral rehearsal, structured discussion, and explicit academic vocabulary development. Instruction emphasizes collaborative conversations that engage all students in regular speaking and listening. Teachers provide intentional scaffolds to ensure MLLs can comprehend and demonstrate grade-level learning. Lesson planning should reflect integration of Guaranteed Standards and WIDA standards, with additional targeted supports provided as needed.

Neosho supports this model by ensuring all teachers receive ongoing professional development on designing rigorous, standards-aligned units and lessons where language development is embedded into content instruction. Integrated instruction is strengthened through co-teaching and coaching partnerships between MLL specialists and classroom teachers.

Effective instructional experiences for MLLs:

• Are interactive, engaging, relevant, and intellectually challenging.
• Are strategically scaffolded to foster independence.
• Build both content knowledge and academic English.
• Value and build upon students’ primary language, culture, and prior knowledge.

(Anstrom et al., 2010; August & Shanahan, 2006; Francis et al., 2006; Genesee et al., 2006; Short & Fitzsimmons, 2007)

Designated MLL (Targeted Language Support)

While Neosho prioritizes integrated MLL instruction in all classrooms, there are times when students benefit from designated opportunities to focus more explicitly on language development. These sessions are not intended to replace integrated instruction, but to complement it by giving MLLs structured time to strengthen specific skills that support success in grade-level coursework.

Designated MLL may be used for students who are approaching proficiency (typically levels 3.5 and above) but still need targeted support to refine speaking, listening, reading, or writing skills. Content teachers and MLL specialists collaborate to design these sessions, ensuring that language development is the primary goal. Speaking and listening activities are emphasized, with opportunities for structured academic conversation and vocabulary practice.

Lesson design follows the principles of effective language instruction, including:

• Intellectual Quality
• Academic English Focus
• Extended Language Interactions: meaningful oral communication that increases in sophistication over time.
• Focus on Meaning and Forms
• Planned and Sequenced Lesson Events
• Strategic Scaffolding tailored to student needs.
• Clear Language Objectives aligned with WIDA standards and supported by content standards.
• Corrective Feedback that is positive, transparent, and constructive.

Formative Assessment Practices such as monitoring oral and written production to adjust instruction.

Designated MLL is always collaborative in nature — with MLL specialists and classroom teachers co-planning and, whenever possible, co-teaching. This ensures that designated language support is aligned with integrated instruction and that students continue to learn in the least restrictive and most inclusive environment.

MLL Coaching

In our district, we are working towards MLL coaching as a key initiative aimed at training and supporting classroom teachers to provide comprehensible input not only to multilingual learners but to all students. By collaborating with MLL specialists, teachers will engage in Professional Learning Teams (PLT) to explore and implement effective strategies that enhance understanding for every student. This partnership will include modeling and applying these strategies in a cyclical manner, allowing educators to continuously refine their teaching practices. By fostering this ongoing collaboration and growth, we aim to create an inclusive learning environment that supports the academic success of all students.

MLL Co-Teaching 

In our district, we will implement a collaborative instructional model in which a general education teacher and a Multilingual Learner Specialist share responsibility for planning, delivering, and assessing instruction for multilingual learners within the general education classroom. In this model, both teachers actively engage with all students, using strategies such as parallel teaching, station teaching, or team teaching to provide language scaffolds while maintaining access to grade-level content. The purpose of co-teaching is to integrate language development into daily instruction, ensuring that MLLs build both academic language and content knowledge simultaneously. This approach fosters equity by reducing instructional isolation, increasing opportunities for interaction, and providing targeted support within the context of rigorous learning. Co-teaching strengthens teacher capacity, supports inclusion, and helps MLLs meet language and content standards without sacrificing either.

Elementary MLL

At the elementary level, MLL services are based on students’ proficiency levels on the WIDA Screener, ACCESS for ELLs, or other comparable assessments, along with factors such as time in the United States, previous schooling, and academic progress. A certified MLL Specialist provides scaffolding and support through the use of research-based strategies to teach both language and content standards. Services are delivered primarily through push-in and co-teaching models, ensuring that MLLs learn alongside peers in the general education classroom. Pull-out instruction is used only as needed for newcomers or students at the earliest levels of English proficiency. The goal of the elementary MLL program is to accelerate students’ English language growth while providing equitable access to grade-level learning through alignment of WIDA ELP Standards, Missouri Learning Standards, and the district’s Guaranteed Standards. The time and intensity of support are determined by each student’s proficiency level and grade, with more frequent and targeted services provided for students at beginning levels.

Middle School MLL

At the Middle School level, MLL services are based on an MLLs proficiency level on the WIDA Screener, ACCESS proficiency test, or other comparable proficiency assessment and factors such as time in the United States, previous schooling, and academic progress. A certified MLL Specialist provides scaffolding and support through the use of MLL strategies to teach language and content area standards in a coaching/co-teaching or pull-out program. MLL teachers are dedicated to increasing students’ English language proficiency while simultaneously developing a deep understanding of grade-level guaranteed standards. The time allotted for each MLL class is determined by proficiency and grade level of the MLLs served.   MLL Instructional Specialists align instruction with WIDA ELP Standards, Missouri Learning Standards, and the district’s Guaranteed Standards.

Junior High MLL

Neosho Junior High School implements a co-teaching model across all neighborhoods, ensuring that Multilingual Learner (MLL) support is fully integrated into every classroom.

Students scoring at composite proficiency levels 1 or 2 on the WIDA Screener, ACCESS, or comparable assessments may also be scheduled into an English Language Development (ELD) support class. These classes are not stand-alone content courses but are designed to strengthen English language skills and academic strategies that prepare students for success in their grade-level English Language Arts (ELA) courses.

ELD support instruction front-loads targeted language development, vocabulary growth, reading comprehension, and writing skills connected directly to the district’s guaranteed grade-level standards. MLL Instructional Specialists collaborate with classroom teachers to ensure alignment and to keep students fully engaged in grade-level content learning.

All MLL instruction aligns with WIDA English Language Development Standards, Missouri Learning Standards, and Neosho School District Guaranteed Standards, providing consistent, rigorous, and equitable support for every student.

High School MLL
At the high school level, MLLs at proficiency levels 1-2 on the WIDA Screener, ACCESS, or comparable assessments may be placed in sheltered or co-taught English Language Arts (ELA) courses. These courses are designed to provide intensive language development while ensuring access to grade-level literacy standards and credit-bearing English instruction.

English Newcomers
Designed for students newly arrived to the U.S., this course develops foundational listening, speaking, reading, and writing skills in English. Instruction emphasizes phonemic awareness, phonics, vocabulary, fluency, and comprehension. Completion of this course fulfills one year of the English graduation requirement.

MLL Language Acquisition 1
This transitional course builds on the newcomer experience, strengthening core skills in listening, speaking, reading, and writing. Students expand vocabulary, grammar, and comprehension through structured practice and guided literacy tasks. Completion fulfills one year of the English graduation requirement.

MLL Language Acquisition 2
This next-level transitional course focuses on applying English skills in more academic contexts. Students practice extended writing, analytical reading, and oral communication while continuing to refine vocabulary, grammar, and comprehension. Completion fulfills one year of the English graduation requirement.

MLL English 1
This course serves as the student’s English Language Arts 1 class. It follows grade-level literacy standards while embedding targeted language support and scaffolds to ensure equal access to the curriculum. Students study grammar, vocabulary, composition, and literary analysis, with a focus on critical thinking. Completion fulfills one year of the English graduation requirement.

MLL English 2
This course serves as the student’s English Language Arts 2 class. It follows grade-level literacy standards with integrated scaffolds and support. Instruction includes grammar, vocabulary, composition, and literary analysis. Students complete the English II End-of-Course (EOC) assessment at the end of this course. Completion fulfills one year of the English graduation requirement.

All high school MLL courses align with WIDA English Language Development Standards, Missouri Learning Standards, and Neosho School District guaranteed standards, ensuring students are prepared for graduation and postsecondary success.

 MLL Math Foundations
This course builds prerequisite skills necessary for success in Pre-Algebra and develops the academic vocabulary needed to make math content comprehensible. Students strengthen speaking and listening skills for mathematical communication while learning place value, fractions, decimals, U.S. currency, percents, integers, order of operations, basic equations, and graphing.

Pre-Algebra
This course prepares students for Algebra I through the study of linear equations, functions, bivariate data, transformations, the real number system, exponent properties, and systems of equations.

District MLL Director:

The District MLL Director facilitates monthly coordination meetings with MLL Instructional Specialists throughout the school year. Documentation of agendas, sign-in sheets, and meeting notes is maintained in the Office of the Assistant Superintendent of Curriculum. Ongoing communication and updates are shared electronically to ensure consistent support across the district.

In addition, the MLL Director conducts regular school visits (twice monthly) to observe classrooms, stay connected with building teams, and provide support where most needed. During these visits, the Director also collaborates with principals to review student progress, address building-specific needs, and plan supports for teachers and students. The Director partners with principals to determine the best approach to supporting and, when requested, observing MLL teachers, with a focus on scaffolding and differentiation to ensure multilingual learners fully access grade-level content.

MLL Instructional Specialists receive ongoing guidance from DESE and MELL Specialists regarding procedures, best practices, and current legislation. Data on individual MLLs, groups of students, and students in the two-year monitoring phase are shared and updated through Ellevation and PowerSchool.

Permanent Record Maintenance
Permanent student records, including MLL documentation, are maintained in yellow folders for each MLL in accordance with district policy and state and federal requirements.

Equitable Access
Multilingual Learners (MLLs) are entitled to equitable instruction across all district curriculum areas. This includes full access to science and computer labs, electives, honors, Advanced Placement (AP), and gifted programs. Identification for specialized opportunities is based on multiple criteria such as standardized assessments, teacher and MLL specialist recommendations, parent input, and alternative measures.

Title I.C Migrant Services
Migrant students (PreK–12) may receive Title I.C services if their education has been interrupted and they are at risk of not meeting Missouri’s Show-Me Standards. Services include priority placement in intervention classes, reading assessments, and the creation of an Individual Academic Plan (IAP). The district ensures continuity of support through the end of the semester, even if eligibility ends, and maintains Certificates of Eligibility in both the student’s permanent file and in the Office of the Assistant Superintendent of Curriculum and Instruction.

Special Education Services
When an MLL is referred for Special Education evaluation, multiple data points are reviewed, including native language development, time in MLL services, academic progress, interventions attempted, and input from teachers, parents, and the student. Progress is compared with MLL peers to avoid misidentification. Identification follows state and federal criteria, and the IEP team includes SPED teachers, MLL specialists, and parents. Direct services are delivered by qualified staff to ensure alignment with both IEP goals and language needs.

Enrichment and Gifted Services
MLLs are considered for enrichment and gifted programs using multiple measures, including standardized assessments, portfolios, performance data, and input from teachers, parents, and students. Identification tools are selected to reduce cultural and linguistic bias. Gifted MLLs continue to receive language development support from MLL specialists to ensure both academic and language needs are met.

Co-Curricular and Extracurricular Opportunities
MLLs may participate fully in co-curricular and extracurricular programs such as Title I services, Reading Recovery, Math Resources, Learning Lab, Career and Technical Education, Counseling Services, AP, Honors, Athletics, Arts, Clubs, and Honor Societies. Parents and students receive information about opportunities in a language they understand, with interpreter support provided as needed.

Acculturation Support
MLLs are encouraged to share their languages and cultures through school and district events. Teachers and staff are expected to affirm and integrate students’ cultural backgrounds as a vital part of the acculturation process.

Interpreter and Translation Services
Interpreters are available for conferences and communication with families. A current list of qualified interpreters is maintained by the Office of the Assistant Superintendent of Curriculum and Instruction, with all interpreters required to have updated background checks on file. The district continues to expand its pool of trained interpreters and its collection of translated forms, ensuring that MLL families receive timely and accurate communication equivalent to all families.

Authentic & Alternate Assessment of MLLs

The district assesses all kindergarten – 12^th grade MLLs each year using the state English language proficiency test (ACCESS for ELLs) following DESE guidelines.  

To assess language development during the school year, MLLs may be assessed using one or more of the following:

• iReady
• RAZKids/ELL Edition
• Lexia LETRs (Elementary and Middle School MLL Specialist)
• Phonics for Reading (adapted literacy models for MLLs)

Tracking Progress in Attaining English Language Proficiency

The following are used to monitor MLL progress in attaining English Language Proficiency:

• State English Language Proficiency Assessment (ACCESS for ELLs)
• Learning cycles progress reports for receiving services.
• IAP Goals (Elementary and Middle School)
• Grades (Jr. High and High School)
• iReady administered once each learning cycle in K-8th grade.

Tracking achievement of state content standards

MLLs are assessed along with their grade level peers using the following instruments:

• Teacher-developed classroom formative assessments
• iReady Diagnostic Tests
• High school students are assessed using End-of-Course Exams.

Guidelines for Reclassification 

The Every Student Succeeds Act (ESSA) requires states to use uniform, statewide criteria for determining when students are ready to exit Multilingual Learner (MLL) services. Importantly, federal guidance specifies that performance on state content assessments cannot be used as a reclassification measure. This is because relying on content assessments may keep students classified as English Learners beyond the point when they are actually proficient in English, which can negatively impact their academic opportunities (U.S. Department of Education, Federal Register, 34586–34587).

Instead, states must use alternative measures that demonstrate English is no longer a barrier to learning. Reclassification is based on evidence that a student can perform on par with native English speakers in classrooms where English is the language of instruction.

• 4.7–6.0 on ACCESS: The student is exited from MLL services unless there is compelling evidence in the student’s MLL Portfolio indicating the need for continued support.
   
• Below 4.7 on ACCESS: The student continues receiving MLL services unless the portfolio shows strong evidence that the student can fully participate in an English-instruction classroom. In this case, portfolio evidence must demonstrate that any unsatisfactory domain score is not a true reflection of the student’s abilities.

Reclassification for Dually-Identified Students
Students who are both MLL and identified for Special Education may be reclassified using alternative criteria. For guidance, see DESE’s publication Identifying, Supporting, and Reclassifying English Learners with Disabilities, available at  DESE MO 

ELLevation Portfolios

The purpose of the MLL portfolio is to ensure students are reclassified at the right time neither too early nor too late following what researchers have called the “Goldilocks Principle” (Linquanti, 2001; Callahan, 2009; Robinson, 2011). Exiting too early may risk academic struggles, while delaying reclassification unnecessarily can limit educational opportunities and impact motivation. Portfolios help districts make reclassification decisions that are both equitable and student-centered.

Since exited students are expected to succeed in content classrooms without additional language services, portfolios provide multiple measures of evidence across subjects. Beginning early in the school year, data collection starts for students who score 4.0 or higher on ACCESS for ELLs. Evidence may include formative assessments, projects, reports, or writing samples that reflect the student’s abilities. In the final quarter, this evidence serves as a comprehensive summary to support what students have earned on ACCESS when results are released.

After ACCESS results are received, MLL Building Teams carefully review performance for students considered for reclassification. A student may exit MLL services when they demonstrate proficiency (Missouri defines this as an overall ACCESS score of 4.7 or higher, or 4.5–4.6 with strong portfolio evidence) and show readiness to succeed in age-appropriate classrooms where English is the language of instruction. If the district determines a score is a “false positive,” portfolio evidence must specifically contradict the domain score in question. Importantly, ESSA requires exit criteria to be objective and evidence-based, not opinion-driven.

Once the MLL Team confirms that a student meets exit criteria, the MLL Instructional Specialist notifies the parent with a Notification of English Language Program Exit letter.

Reclassification includes a two-year monitoring period, sometimes referred to as a “conditional exit.” During this time, students no longer receive direct MLL services, accommodations, or ACCESS testing, but their academic progress is carefully tracked. If a monitored student experiences difficulty and English proficiency is determined to be a barrier, they may be re-entered into MLL services and continue as if they were never exited.

Monitoring requires documentation to ensure students are performing on par with their non-MLL peers. Each semester, evidence such as assignments, projects, or assessments must be collected and added to the student’s MLL data file. After two successful years, monitoring concludes, and no further data collection is required.

The final step in the process is coding in MOSIS. ESSA allows states to track former MLLs in the accountability system for four years, though only two years of monitoring are required. Missouri includes additional MOSIS codes (AY3 and AY4) to identify former MLLs who have completed monitoring successfully.

The NSD will adhere to the following retention and high school credit guidelines.

• MLLs may not be retained based solely on lack of language proficiency in English.
• MLLs may not be retained if instructional strategies, materials, and assessments have not been accommodated and/or modified to meet their linguistic and academic needs as required by state and federal mandates.  There must be documented evidence of the accommodations and/or modifications made to the curriculum, materials, and assessments throughout the school year to ensure comprehensible instruction if an MLL is to be considered for retention.
• See Memorandum in Appendix A (English Language Learners (ELL) Retention – Graduation.
• Reference district policy: Promotion, Acceleration and Retention of Students.
• At times, districts are faced with an older student who wants to enroll without transcripts. Some of these students may reach the age of 21 prior to earning enough credits to graduate. Districts are obligated to enroll a student if they have not yet turned 21.
• All students enrolling from another country “may be graduated upon successfully completing the Individual Program of Studies which school officials, parents and students agree will prepare the students for post-high school goals, even though the program of studies may not include 24 units of credit as defined by Missouri. Seniors transferring from other states or countries may graduate without meeting the requirement of Section 170.011, RSMo.” (U.S and Missouri Constitutions and American History and Government). See Memorandum in Appendix A.
• Credits from schools previously attended in another country will be honored as credits that are similarly offered at the Neosho High School.

The Neosho School District (NSD) evaluates the Multilingual Learners (MLL) Program annually to ensure it is meeting the needs of students and complying with state and federal requirements. Evaluation includes:

• DESE-required reports and assessments.
• Surveys on program improvements from parents, students, teachers, MLL Instructional Specialists, and administrators.
• Student data from ACCESS for ELLs and ongoing assessments, grades, retention, graduation, and participation in curricular and extracurricular programs.
• Analysis of language barriers (as opposed to cultural, socioeconomic, or other barriers) to determine whether current and former MLLs participate and succeed at levels comparable to non-MLL peers. This includes tracking retention, graduation, honors, college readiness, and job placement.
• Quarterly District PAC meetings and MLL Coordination Team discussions (including MLL Instructional Specialists, Federal Programs Director, building principals, counselors, Title I teachers, and SPED process coordinators).
• Annual evaluation by the NSD Board of Education.

Administrators also review enrollment forecasts to ensure adequate staffing of certified MLL Instructional Specialists. Student performance across all subgroups is analyzed to determine Adequate Yearly Progress (AYP) under ESSA.

Ongoing evaluation includes informal assessments, teacher observations, conferencing, formative assessments, and district/state testing. Each student’s data is tracked in Ellevation, which generates Individual Academic Plans (IAPs) outlining strengths and instructional needs. Long-Term English Learners (students enrolled in U.S. schools for 6+ years without adequate progress) are identified for targeted support (see Linquanti, 2001; Callahan, 2009; Robinson, 2011).

Recruiting, developing, and retaining excellent educators is critical to program success. NSD employs certified MLL teachers, fluent in English and/or additional languages, as well as paraprofessionals who support instruction under Title I or Title III guidelines. Staffing follows MELL and DESE recommended student-teacher ratios.

Paraprofessional requirements (see DESE, Educating Linguistically Diverse Students, p. 21):

• Work under the direct supervision of a TESOL-certified teacher when providing instructional services.
• Provide tutoring outside core instructional time.
• May assume limited duties consistent with other school staff.
• Support parental involvement, serve as translators/interpreters, and participate in professional development.
• May work with no more than 5 students at a time. 

DESE MO, p. 21

A current list of qualified interpreters is maintained at the office of the MLL  Director and distributed to school district employees annually.

The Professional Development Committee makes recommendations for in-service opportunities to ensure that all educators have the skills and knowledge to effectively support Multilingual Learners (MLLs). Professional development is offered to MLL Instructional Specialists, general education teachers, Special Education teachers, administrators, support staff, and other certified and classified personnel. Schools also provide building-specific training to address local needs.

Because today’s classrooms increasingly include students from diverse linguistic and cultural backgrounds, it is essential that all teachers—not just MLL specialists—are prepared to support multilingual learners. While specialists bring deep expertise, every teacher is likely to have MLLs in their classroom and must be equipped with strategies to promote both academic and language development.

With growing MLL enrollment and new accountability expectations under ESSA, NSD is committed to a robust collaborative structure that facilitates alignment between Title I and Title III staff. Rather than operating as separate programs, Title I and Title III staff work together to design services, interventions, and professional learning opportunities. This collaboration ensures efficient use of resources and supports a coherent system for MLLs across the district.

Since English proficiency accountability is relatively new under Title I, Title I staff rely on the expertise of Title III staff, who have a long-standing role in monitoring progress toward English proficiency (NCLB Title III). For example, administration of the annual English Language Proficiency (ELP) assessment requires specialized training, which has historically been provided to more Title III staff. Joint coordination makes assessment administration smoother and ensures compliance.

Roadmap for Collaboration Between Title I & Title III Staff

Title I staff will likely need to rely on the knowledge and expertise of Title III staff to meet the new MLL requirements under Title I. There are many ways that Title I and Title III staff can collaborate, including working together during the development of goals for MLLs and accountability indicators for progress. 

Here are a few collaboration ideas:

• Student Identification: It is essential that Title I and Title III staff cooperate in the identification of students who participate in their programs, because Title I includes parent notification requirements for MLLs that participate in MLL programs funded by either Title I or Title III.
• Accommodations and Programming: Title I accountability standards also include academic progress, so district Title I and Title III staff should work together to identify accommodations for MLLs and design programs that help MLLs acquire academic knowledge.
• Professional Development: Title III requires the use of funds for professional development of staff working with MLLs, and while Title I funds may also be used in this area, Title I and Title III staff should work together to identify the type of professional development that will:

a. Help content area teachers instruct MLLs in the knowledge and skills of their subject 

b. Have the greatest impact on MLLs in the provision of services by MLL teachers who help MLLs attain English proficiency

• Joint Activity Planning: In planning for the expenditure of Title I and Title III funds for MLLs, it is allowable to use both funds for the same activities, therefore Title I and Title III staff should jointly plan programs that meet the needs of MLLs in the schools throughout the district and agree on tracking and reporting mechanisms.
• Interventions: Title I and Title III staff should work together to develop interventions for MLLs in schools identified for either of the two Support and Improvement categories under Title I accountability.

 Source: (n.d.). How should Title I & Title III Directors work together to prepare for .... Retrieved July 23, 2018, from Transact Blog

Essential Components of Effective Professional Development for General  Education Teachers of MLLs

The National Education Association (2011) identifies essential elements of effective PD for general education teachers of MLLs:

• Setting high standards for English language acquisition and academic content.
• Integrating academic content standards with English language proficiency standards.
• Applying effective pedagogy and instructional strategies that make learning meaningful and comprehensible.
• Demonstrating strategies that integrate language acquisition, language development, and academic achievement.
• Providing multiple methodologies to increase achievement.
• Offering a “strategies toolkit” for supporting struggling students.
• Building cultural awareness to appreciate and integrate diverse student backgrounds.

Source: National Education Association. (2011). Professional development for general education teachers of English language learners. (NEA Policy Brief). Washington, DC: Author. Retrieved from http://www.nea.org/assets/docs/PB32_ELL11.pdf

On-going, in-district training is provided through face-to-face workshops as well as through Canvas and other online platforms. Presentations include research-based topics such as the following: 

• What you need to know when working with ELs presentation by MLL Specialists
• PCL Model
• RTI
• Ellevation
• BIST
• Professional Learning Communities
• WIDA Standards and Assessments

District MLL Instructional Specialists and content teachers are also encouraged to participate in high quality professional development opportunities outside the district throughout the year.  MLL Instructional Specialists participate in the MLL Collaborative through the Missouri Department of Elementary and Secondary Education and MELL Region 4 collaborations and trainings.

The Neosho School District is a member of several cooperatives (such as the SWC) which offer frequent MLL-specific training.

The district is participating in the Show-Me Multiliteracy grant through Missouri State University.  The project’s goal is to provide access to affordable, customizable, state-of-the-art English language teacher training to better the educational outcomes of the language minority student population within the Ozarks region. The Missouri K-12 EL Endorsement provides a 30-hour graduate-level experience for in-service teachers in Missouri. Additionally, there is an extended service learning project coupled with teacher inquiry that focuses on educators’ felt difficulties and the systematic implementation of current best practices.

The Neosho School District offers a K–12 Multilingual Learners (MLL) Program designed to support multilingual students in developing English proficiency while achieving success in all academic areas. Depending on student needs, services may be provided through resource classrooms, sheltered instruction, team teaching, push-in or pull-out support, and designated or integrated MLL models. District MLL classes are taught by certified teachers with TESOL endorsements, ensuring that instruction is both linguistically and academically responsive. As much as possible, MLLs participate in regular classroom activities. Through the Integrated MLL model, classroom teachers collaborate with specialists to adapt instruction, assessments, and grading procedures as needed.

MLL Program Instructional Supplies 

The Neosho School District ensures that MLLs have equitable access to all district facilities, programs, and services. Instructional materials and resources provided to MLLs are appropriate, comparable, and supportive of student success. When needed, MLLs receive additional support services. Identification of MLLs for Special Education or Enrichment/Gifted services follows established district procedures to ensure fairness and equity.

Each school hosting an MLL program receives an annual budget allocation to support instructional and professional materials. Allocations are communicated to MLL Instructional Specialists and building administrators, along with account numbers. When more than one specialist serves a site, they are expected to coordinate purchases to remain within budget. Expenditures must directly support MLLs, their teachers, and the MLL program. Purchase orders follow the district’s approval process, and funds do not carry forward from year to year.

Program Coordination and Evaluation

District-wide consistency is maintained through regular MLL coordination meetings. At the end-of-year meeting, MLL Instructional Specialists and administrators review program implementation, identify concerns, recommend improvements, and plan for the following school year, including requests for additional instructional resources.

The Neosho School District adheres to WIDA English Language Development Standards, maintaining high expectations for both curriculum and equitable opportunities for multilingual learners. Program supervision is shared by the Executive Director of Student Services and the MLL Director, in accordance with the district’s MLL Program/Lau Plan.

To ensure Multiple Language Learners are properly and adequately served, the following court cases have formed the regulations and guidelines that direct and impact MLL Instruction:

Title VI of the Civil Rights Act of 1964Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student’s limited proficiency in English. To feac

Title VII of the Elementary and Secondary Education Act of 1968 The Bilingual Education Act recognizes the unique educational disadvantages faced by non-English speaking students. It establishes a Federal policy to assist educational agencies to serve students with limited English proficiency by authorizing funding to support those efforts. It also supports professional development and research activities. Reauthorized in 1994 as part of the Improving America’s Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America’s Schools Act modified eligibility requirements for services under Title I so ELs are eligible for services under that program on the same basis as other students.

Title VII was replaced in the most recent reauthorization of the ESEA, the No Child Left Behind Act of 2001, and is now Title III “Language Instruction for Limited English Proficient and Immigrant Students.”

U.S. Department of Health, Education, and Welfare - May 25 Memorandum (1970) The Memorandum clarified a school district’s responsibilities with respect to national-origin-minority children, stating, in part, that “where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students.” 

Supreme Court - Lau v. Nichols (1974) The Supreme Court ruled that equality of educational opportunity is not achieved by merely providing all students with the same facilities, textbooks, teachers, and curriculum (because) students who do not understand English are effectively foreclosed from any meaningful education. The court ordered that districts must take affirmative steps to overcome educational barriers faced by non-English speaking students. Click here to read the summary.

Equal Education Opportunities Act of 1974 This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex or national origin. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.

Fifth Circuit Court - Castañeda v. Pickard (1981) The court established a three-part test to evaluate the adequacy of a district’s program for ELs: 1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy, 2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively, and 3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? 

Supreme Court - Plyler v. Doe (1982) The Supreme Court ruled that the Fourteenth Amendment prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status, that all students in public schools must be appropriately served, including any students who may not be documented as legal immigrants. The court emphatically declared that school systems are not agents for enforcing immigration law, and determined that the burden undocumented aliens may place on an educational system is not an accepted argument for excluding or denying educational services to any student.

Congress - Civil Rights Restoration (1988) This law clarified previous laws to ensure that discrimination is prohibited throughout an entire institution or agency, if any part receives federal assistance. If any state and local agencies, school systems, and corporations were found to be in violation of civil rights laws and refused to comply with the law, all of the federal funding for that institution would be in jeopardy of being withdrawn.

Office for Civil Rights - Enforcement Policy of 1991 This addressed components within the compliance points: 1) ELD Instructional Specialists must have been adequately trained and be evaluated by someone familiar with methods being used, 2) exit criteria should be based on objective standards, 3) schools cannot have policies of “no double services” refusing alternative language service and special education to children needing them and, 4) cannot be categorically excluded from gifted/talented or other special programs.

Office for Civil Rights Policy Update on Schools' Obligations Toward National Origin Minority Students With Limited English Proficiency (1991) adopted the three prongs of Castañeda v. Pickard (1981), above, required that all language minority students be assessed for fluency, that parents be provided school information in a language they understand, and that schools assure that instruction to limited English proficient students is carried out by qualified staff.

Executive Order 13166: Improving Access to Services for Persons with Limited English Proficiency (2000) 

Title III of the Elementary and Secondary Schools Act of 2001 - No Child Left Behind Public Law 107-110 This federal mandate holds state educational agencies, local educational agencies, and schools accountable for increases in English language proficiency and core academic content knowledge of limited English proficient students. It requires states to implement yearly student academic assessments that include, at a minimum, academic assessments in mathematics and reading or language arts. These assessments must be aligned with state academic content and achievement standards. Each state, school district, and school is expected to make adequate yearly progress toward meeting the state standards. This progress is measured by disaggregating data for specified subgroups of the population. NCLB also requires that states provide for an annual assessment of English language proficiency (listening, speaking, reading, writing, and comprehension in English) of all students identified as limited English proficient in schools served by the state [ref. Title I, SEC. 1111 (a) (7)].   

Learn more at U.S. Department of Education's official ESEA

Benton Elementary

2 Teachers

George Washington Carver Elementary

1 Teacher

RISE Elementary 

0.25 Teacher

Goodman Elementary 

0.25 Teacher

South Elementary

1 Teacher

Neosho Middle School

2 Teachers

Neosho Junior High

1 Teacher

1 Paraprofessional

Neosho High School

1 Teacher

1 Paraprofessional

Districts are given a reasonable period of time in which to provide the qualified staff needed to run their chosen program. The State of Missouri requires districts to have a full-time ESOL certified teacher if there are more than 20 ELLs certified teacher must provide a plan for hiring a new teacher or training an existing one.

When enrolling more than 20 ELLs, the district must strictly follow their local student-teacher ratio. Use the calculations below to determine the number of ESOL certified teachers needed if more than 20 ELLs are enrolled:

Divide the number of students by the number of teachers to find each ratio. The ratios must be the same. If they are not, check the information below for an alternative standard.

Ratio A: Total school enrollment divided by the number of total teachers in classrooms.
Ratio B: Total of ELL divided by the total number of ESOL certified teachers.
Are the ratios the same?

Minimum Standard:
K-2: 25
3-4: 27
5-6: 30
7-12: 33
K-12 (total): 30

Desirable Standard:
K-2: 20
3-4: 22
5-6: 25
7-12: 28
K-12 (total): 25

All students needing services must be included in the program. There must not be a waiting list of ELLs in a district.
 

JOB TITLE: MLL Instructional Specialist

TYPE OF POSITION: Certified

REPORTS TO: Building Principals, MLL Program Director, and Executive Director of Student Services

POSITION PURPOSE:  The MLL Instructional Specialist is responsible for: planning, coordinating, and implementing a comprehensive Multilingual Learners  program in one or more schools; participating in problem-solving programmatic determinations on behalf of MLLs; identifying and providing staff development and follow-up coaching related to English language proficiency development as part of the problem-solving process; and expanding relationships with school and community groups (e.g., Leadership Team, MLL Committee, Parent Action Committee, Title I, etc.) to help MLLs reach their highest potential. The MLL Instructional Specialist will follow the regulations associated with MLL standards and reporting requirements that pertain to Title III. 

QUALIFICATIONS:

• Appropriate teaching certification as required by the state of Missouri Department of Education
• ESL/TESOL certification
• Other qualifications as deemed desirable by the School Board.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Communicates effectively with students, faculty, staff, and administrators in written and oral form using positive interpersonal skills.
• Utilizes effective data-based problem-solving skills.
• Develops a code of conduct for the classroom which is consistent with established administrative policies and develops rules of classroom behavior which are enforced in a fair and just manner.
• Creates a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students, and provides both social and emotional support of MLLs.
• Organize, prioritize, manage, and carry out duties efficiently and within established time frames.
• Acts as a liaison between the students and other teachers, staff members, and family.
• Coach teachers in the effective use of MLL instructional strategies in a variety of content areas and the effective use of strategies for differentiating instruction for MLLs.
• Exhibit understanding of acculturation and of second language acquisition theory and their impact upon the social and academic development of K-12 students.
• Exhibit knowledge of standards-based curriculum and the design and delivery of equitable instruction.

ESSENTIAL FUNCTIONS: To perform this job successfully, an individual must be able to perform each essential function satisfactorily. 

​​​​​​​

Planning

• Administers the WIDA ACCESS test and the WIDA Screener to identified Multilingual Learners (MLLs) to determine eligibility in the MLL program.
• Guides the learning process toward the achievement of established District curriculum goals, establishes and communicates clear objectives to the students for all lessons, units, and projects.
• Maintain current lesson plans, assessment data and attendance records using a defined school-sanctioned electronic interface.
• Coordinates lesson plans with general education staff to share in instructional responsibilities for MLLs. Team teaches with general education teachers as appropriate, modeling instructional techniques appropriate for classrooms containing MLLs and promoting multicultural material in the curriculum.
• Maintains a toolbox of instructional techniques and teaching strategies to meet different aptitudes and interests of students, including current technology and whole group /small-group or individual learning.
• Seeks the support of other district specialists when concern regarding student progress arises.
• Provides age-appropriate communication with students on instructional expectations and keeps them informed of their progress in meeting those expectations.
• Ensures the classroom and/or instructional environment is attractive, healthful, safe and conducive to learning and that materials are in good condition and accessible to students.
• Designs, administers and evaluates a range of formative and summative assessments as appropriate.
• Completes administrative tasks by setting deadlines as defined in the District Lau Plan.

Programming

• Consults with teachers, guidance counselors, and administration to select and schedule MLLs into appropriate educational courses to meet their social and developmental needs.
• Creates a schedule of support for MLLs through the MLL program.
• Manages allotted learning time to maximize student achievement.
• Develops specific objectives for each student on an individualized basis (IAPs).
• Provides targeted language acquisition interventions, for newcomers or MLLs who have reached a plateau in their academic and linguistic growth. 
  • Scaffolds and differentiates to meet individual student needs within the instructional core. 
  • Provides support for levels 1&2 in small groups within or outside of the classroom as needed.
• Collaborates with guidance counselors, teachers, and other school personnel in scheduling and conducting parent/teacher conferences related to MLL progress.
• Attends IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law.

Professional Development

• Attends District meetings and serves on District committees and school-based MLL Committee as required.
• Meets regularly with MLL Program Director and/or staff for training, and to ensure consistent teaching practices throughout the MLL program.
• Assesses school personnel needs for professional development in problem-solving related to MLL social, English language proficiency development and academic progress.
• Facilitates various MLL-related staff development sessions.
• As a follow-up to professional development, coaches teachers, administrators and staff in the implementation of MLL best practices for curriculum design, delivery and assessment.
• Coaches classroom teachers in the delivery and documentation of comprehensible instruction to MLLs in content area classes.
• Pursues professional growth through reading, workshops, seminars, conferences, membership in appropriate professional organizations, and advanced course work that satisfies District requirements and personal expectations as a professional.
• Is a knowledgeable point of reference for cultural mores and traditions of students' countries and cultures.

Public Relations

• Utilizes and promotes the School’s Interpreter/ Translation Request system.
• Demonstrates interest and concern in students and parents through notes, phone contact, and/or home visits.
• Acts as a point of reference to provide awareness and community resources for immigrants and language learning.
• Attends and supports Parent Advisory Council meetings.
• Attends and participates in established traditional school-sponsored activities (i.e., back-to-school night, open house, and other activities customarily attended by classroom teachers and/or faculty members), which may be outside of regular school hours. 
• Assists in the preparation of an MLL newsletter and press releases for District and community media.
• Follows up on the Home Language Survey for each newly identified MLL student and explains the continuum of MLL/Bilingual services available for MLLs.
• Assists families to ensure understanding of the school/district communication systems and resources.

Monitoring and Reporting

• Assesses the accomplishments of students on a regular basis, providing progress reports as required, and communicates with parents while also providing families with opportunities for socialization and acculturation.
• Analyzes and evaluates data related to MLL progress, and coaches personnel in data-based decision-making for progress monitoring and academic enhancement.
• Maintains MLL data collection and reporting in collaboration with administrators and data entry operators to report MLL data to local, federal and related educational agencies.
• Monitors MLL student social progress, English language proficiency development, and academic proficiency.
• Maintains accurate and complete records for MLL enrollment and English language proficiency levels for all MLLs as required by the law, District policy, and administrative regulation.
  • Kindergarten WIDA Screener
  • ACCESS score reports
  • MLL Individual Academic Plans (IAP) forms 
  • Description of transition information 
  • Description of interventions implemented through the Response to Instruction and Intervention framework, with specific time frames, results, and next steps.
  • Any other assessment information  
• Monitors quarterly progress through data-management program (Ellevation).
• Maintains ongoing student portfolio through monitoring documentation.

Leadership

• Supports and assists in implementing the district vision, school mission, and school improvement plan.
• Demonstrates knowledge, skills, and disposition of a change agent.
• Applies the process and principles of change toward improved educational practice.

Other

• Performs other duties as assigned
   

JOB TITLE: MLL Director

TYPE OF POSITION: Certified

REPORTS TO: Executive Director of Student Services

The MLL Director will supervise the administration of the District MLL Programs in accordance with the Neosho School District MLL Program/Lau Plan.

Duties: 

• Annually review/revise/update District Lau Plan 
• Maintain database and data collection for the MLL program
• Organize and head District MLL departmental meetings and MLL parent meetings
• Chair Parent Advisory Council
• Mentor new MLL teachers and assist with data and scheduling
• Manage contracted services (Ellevation, Rosetta Stone…)
• Prepare annual School Board Report for the MLL Program
• Assist with MLL Coding and state reporting
• Collaborate with Title 1 Coordinator regarding reading services for MLLs
• Attend designated District leadership meetings
• Built-in PD such as EdCamp and faculty meetings

Before Classes Begin

• Share list of students who updated enrollment info with secretaries and teachers (so they do not repeat it)
• Attend Open House
• Create MLL Class Schedule and share with your principal
• Write IAPs in ELLevation and save a copy to the Documents tab
• Send parent notification of qualifying or continuing services within 30 days of student enrollment; save a copy in ELLevation Documents
• Send Exit Letter home and file in permanent record (if not completed in May)

New Students

•  Review all language questions on enrollment forms
• Review transfer records for prior ACCESS or screener results
• Administer screener if needed
• Create a yellow folder for every screened student (even if not eligible)
• Send notice through ELLevation that student either qualifies or does not qualify for services
• Assign services and create IAP if needed
• Meet with teachers to review eligibility and IAPs
   

First Two Weeks of School

• Identify students who changed buildings and begin services
• Attach ACCESS stickers to permanent files for newly exited students
• Meet with classroom teachers to review IAPs and strategies
• Ensure all ELL information is correct in PowerSchool by 9/30

• PowerSchool & ELLevation Updates
• MY1 (Exit Year 1): Update codes, exit letter, ELLevation demographics, and file documents
• MY2 (Exit Year 2): Update PowerSchool and ELLevation; notify classroom teachers
• AY3/AY4: Deactivate in ELLevation, update dates and status
• Waivers: File parent refusal, update PowerSchool, support teachers with resources, ensure student still takes ACCESS

October

• Collaborate with teachers
• Check in on monitored and designated students
• Consult with teachers on testing accommodations (students must practice before MAP/EOC)
• Plan and attend MLL Parent-Teacher Conferences; arrange interpreters
• Send progress monitoring through ELLevation (MY1/MY2: once per semester; Receiving Services: once per quarter)
   

November

• Collaborate with teachers
• Plan MLL event
• Submit ACCESS 2.0 order
• Schedule ACCESS training

December

• Complete ACCESS training
• Create ACCESS Testing Schedule and submit to Crystal, principal, and Ms. Ali
• Review ACCESS testing procedures with students

January

• Collaborate with teachers
• Share ACCESS testing schedule with teachers
• Send progress monitoring through ELLevation (MY1/MY2: once per semester; Receiving Services: once per quarter)
• Begin ACCESS testing
   

February

• Collaborate with teachers
• Continue ACCESS testing

March

• Collaborate with teachers
• Turn in ACCESS testing materials
• Meet with teachers to finalize MAP/EOC accommodations
• Send progress monitoring through ELLevation (MY1/MY2: once per semester; Receiving Services: once per quarter)

April / May

• Collaborate with teachers
• Assist in creating MAP/EOC schedules for MLLs
• Help administer MAP/EOC tests

May / End of Year

• Update ELLevation goals and send home progress reports
• Complete exit paperwork for exiting students and file in permanent records
• Send home ACCESS scores (if available) and file copies in permanent records
• Collaborate with MLL team, counselors, and principals to make student recommendations for the following year

Paperwork is an important part of the MLL Instructional Specialist's job. Accurate and up-to-date databases and IAPs document students for funding. They also are used to code MLL categories for MAP and EOC and to determine who receives MLL accommodations. Appropriate paperwork in the permanent record is a requirement for compliance with the Office of Civil Rights. 

Student MLL Ellevation Portfolio 

• Copy of WIDA ACCESS scores 
• Notes from teachers and parents 
• IAPs updated when there has been a change in status 
• Progress Reports completed by classroom teacher in Ellevation 
• Copies of report cards or grades from PowerSchool 
• Intake test or test results 
• WIDA Screener results - The WIDA Screener is a secure document. Do not place the test in the student file, you should use the WIDA Screener summary sheet.
• Writing samples/work samples
• Copy of Exit Letter sent after student scored Composite 4.7 higher on WIDA ACCESS for MLLs 2.0. 
• Copy of Letter Waiving or Refusing Services, if applicable. *** 

Permanent/Cumulative records 

• Home Language Survey
• Current IAP and goals
• Updated IAP and goals when there is a change in status 
• Copy of annual WIDA ACCESS scores 
• WIDA Screener results - The WIDA Screener is a secure document. Do not place the test in the student file, you should use the WIDA Screener summary sheet.
• Copy of Exit Letter 
• Copy of Letter Waiving or Refusing Services, if applicable****

Click here to read more about Guidelines for Identifying Multilingual Learners from the DESE website.

MLL Identification Codes

MY1: MY1 students are in the first year of monitor status.
MY2: MY2 students are in the second year of monitor status.
AY3: AY3 students are no longer monitored, but recognized as a former EL in the accountability system.
AY4: AY4 students are no longer monitored, but recognized as a former EL in the accountability system.
ACCESS: Students reclassified due to a score of 5.0-6.0 on the ACCESS for Els assessment.
POR: Students reclassified due to a score of 4.5-4.9 on the ACCESS for Els with an approved portfolio.

6-Reaching (Advanced/FEP) - The student utilizes:

• Specialized or technical language reflective of the content areas at grade level
• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
• Oral or written communication in English comparable to English-proficient peers

5-Bridging (Proficiency) - The student utilizes:

• Specialized or technical language of the content areas
• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
• Oral or written language approaching comparability to that of English proficient peers when presented with grade level material

4-Expanding (Intermediate) - The student utilizes:

• Specific and some technical language of the content areas
• A variety of sentence lengths of varying linguistic complexity in extended oral discourse or multiple, related sentences or paragraphs
• Oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support

3-Expanding (Intermediate) - The student utilizes:

• General and some specific language of the content areas
• Expanded sentences in oral interaction or written paragraphs
• Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2-Emerging - The student utilizes:

• General language related to the content areas
• Phrases or short sentences
• Oral or written language with phonological, syntactic, or semantic errors that often impeded the meaning of the communication when presented with one-to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support

1-Entering (Newcomer) - The student utilizes:

• Pictorial or graphic representation of the language of the content areas
• Words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support
• Oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support

Background

Under federal law, English learners (EL) must be identified in a timely manner using a valid and reliable English Language Proficiency (ELP) assessment that measures proficiency in speaking, listening, reading and writing. In Missouri, we satisfy that requirement for students in first grade (second semester) through 12^th grade by administering an ELP assessment called the WIDA Online Screener. This assessment provides valuable information to inform not only program placement, but also classroom-level instructional decisions.

While all possible EL students are expected to be screened using the WIDA Online Screener, the Department of Elementary and Secondary Education (DESE) recognizes that in rare instances the assessment may place an undue hardship on students whose complete lack of English abilities prevent them from meaningfully participating in the assessment. In response to these rare instances, and to ensure a smooth transition to Missouri schools, LEAs may forego ELP screening in very specific circumstances.

True newcomer students, defined as recently arrived immigrants, migrants or refugees in first grade (second semester) through 12^th grade, who have been in the country for less than four months, and who demonstrate compelling evidence that they have never been exposed to English, may be formally identified as an EL without taking the WIDA Online Screener.

To learn more about the Newcomer Screening Kit, please visit the DESE website.

Multilingual learners are not blank slates. Students’ educational backgrounds vary widely. They come to school with a range of conceptual understandings and skills and diverse cultural and linguistic backgrounds. Ultimately, the goal is for students to become proficient listeners, speakers, readers and writers of academic English without losing their cultural and linguistic heritage. 

Enduring Understandings: Standards Based Grading for Multilingual Learners 

• Language proficiency levels (language performance descriptors) need to be considered when designing differentiated instruction and assessment. Scaffolds and supports used to differentiate instruction also inform decisions about grading. 
• Multilingual learners deserve access to the same content and are held to the same standards as their native English counterparts in all content areas. These standards are aligned for students in the grade level Model Performance Indicators. 
• Content instruction and language instruction occur simultaneously throughout the school day. When grading Multilingual Learners, two things are measured: 
  • growth in English language proficiency 
  • content understandings 
• MLL instruction is not based on grade level standards, but rather language proficiency levels. MLL has different guidelines for grading because it is intended to measure the growth of English learners as they advance from one level to the next. 
• Students who qualify for MLL services will receive a grade of G if the student is listed in levels 1-3 on the Model Performance Indicators for that specific standard. 

“…there is no equality of treatment merely by providing (LEP) students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” Lau v. Nichols 414 U.S. 563 (1974)

• English Language Development (ELD)
• Standards Based Grading for MLLs in Content Areas (SBG)

Purpose

(ELD) To communicate a student’s language growth to parents and others.

(SBG)To communicate a student’s achievement status towards content standards to parents and others

Gathering Evidence

Use multiple forms of assessment to gather concrete evidence of student proficiencies and achievement. This complements diverse ways of knowing and learning and reveals productive “entry points” that build on students’ strengths and lead to new areas of learning.

(ELD) Evidence of expressive (oral and written) language allows for assessment of each student’s current level of English language proficiency.

(SBG) Evidence of content understandings demonstrated through a variety of assessment tools.

Assessment and Monitoring

Draw conclusions based on a body of work. Follow a process to analyze student work. A body of evidence can be collected through daily and weekly formative assessments to document student understandings.

(ELD) Assess and Monitor Language Development utilizing language proficiency descriptors. WAPT scores are used to initially identify and place students by proficiency level. Annual ACCESS scores should not be used for grading purposes.

(SBG) Assess and Monitor Content Understandings utilizing content standards and language proficiency descriptors. Interim assessments are not the sole assessment used for grading purposes.

Expectations

(ELD) Expectations are based on growth. The expectation and goal is that multilingual learners will grow one English language proficiency level per year. Simply recording a proficiency level limits the teacher’s ability to account for the progress or growth over the course of the school year. For this reason, teachers are asked to gauge where each English learner is currently performing within a given proficiency band.

(SBG) Expectations for mastery of grade level content are based on differentiation by language proficiency level. Differentiated instructional and assessment opportunities must be provided to allow students of all language proficiency levels to demonstrate grade level content understandings.

Research-Based Instructional Accommodations for MLLs

Integrated and Designated MLL

Instructional Accommodations for MLLs: Provide native language instruction and materials.

Rationale: The strategic use of the students’ native language to focus on the development of higher order thinking skills and on the clarification and elaboration of key concepts and vocabulary has great potential for accelerating and enhancing MLLs’ access to mainstream curricula. Additionally, when MLLs’ native language is valued and utilized, they are more likely to have increased self-esteem and greater self-efficacy. Access to materials written in their native language supports. MLLs’ literacy and cognitive development (Hakuta, 2001).

Instructional Accommodations for MLLs: Provide “think alouds” and modeling.

Rationale: MLLs benefit when teachers explain strategies and steps for tackling instructional tasks, check for student understanding before students start the task independently, and present numerous examples of concepts being taught (Gersten, Baker, & Marks, 1998).

Instructional Accommodations for MLLs: Set language, content, and learning-strategy objectives.

Rationale: Chamot and O’Malley (1994) contend that content should be the primary focus of instruction, academic language skills can be developed as the need for them arises from the content, and MLLs can learn and apply learning strategies to a variety of contexts if those strategies are explicitly taught.

Instructional Accommodations for MLLs: Tap students’ prior knowledge.

Rationale: Instruction that values and continues to cultivate the educational and personal experiences MLLs bring to the classroom, rather than ignores or tries to replace these experiences, enables students to make meaningful connections with what is being taught (Cummins, 1994).

Instructional Accommodations for MLLs: Use visuals/manipulatives.

Rationale: Concrete examples and experiences give MLLs a variety of ways of understanding the information being presented.

Instructional Accommodations for MLLs: Teach key vocabulary.

Rationale: Traditional instructional processes aimed at improving vocabulary acquisition in which students are given word lists to look up in the dictionary, followed by practice in a definition or synonym exercise, and then tested, do not work well with MLLs (O’Malley & Pierce, 1996). Teachers need to utilize a variety of approaches and strategies (e.g., graphic organizers) to help MLLs gain a deep understanding of abstract concepts.

Instructional Accommodations for MLLs: Adjust speech.

Rationale: The Center for Applied Linguistics (1998) suggests 11 ways teachers can adjust their speech to increase comprehensibility: face the students; pause frequently; paraphrase often; clearly indicate the most important ideas and vocabulary through intonation or writing on the blackboard; avoid “asides”; avoid or clarify pronouns; use shorter sentences; use subject–verb–object word order; increase wait time for students to answer; focus on students’ meaning, not grammar; and avoid interpreting on a regular basis.

Instructional Accommodations for MLLs: Utilize cooperative learning methods.

Rationale: Cooperative learning is a key instructional strategy for MLLs because it enhances interactions among students, promotes the development of positive academic and social support systems for MLLs, prepares students for increasingly interactive workplaces, and allows teachers to manage large classes of students with diverse needs (Holt, 1993)

Instructional Accommodations for MLLs: Teach coping strategies.

Rationale: MLLs may not have the confidence or facility in English to ask for help or clarification. They may also come from cultures where it is inappropriate to directly ask a teacher for help.

Language Assistance Services: You have the right to an interpreter at no cost to you. Please contact the MLL Director to make an appointment or for other questions.

At both the elementary and middle school levels, MLL services are determined by students’ proficiency on the WIDA Screener, ACCESS for ELLs, or other comparable assessments, along with factors such as time in the United States, prior schooling, and academic progress. Certified MLL Specialists provide scaffolding and support through research-based strategies that integrate language development with grade-level content. Services are delivered primarily through push-in and co-teaching/coaching models, with pull-out instruction reserved only for newcomers or students at the earliest levels of English proficiency. Instruction is carefully aligned with the WIDA ELP Standards, the Missouri Learning Standards, and the district’s Guaranteed Standards, ensuring that MLLs accelerate English language growth while maintaining equitable access to rigorous academic learning. The time and intensity of support vary by proficiency level and grade, with more frequent and targeted services provided for students at beginning levels.

At the high school level, Multilingual Learners (MLLs) receive services based on their proficiency levels on the WIDA Screener, ACCESS for ELLs, or other comparable assessments. Students at levels 1–2 may be placed in sheltered or co-taught English Language Arts (ELA) courses, which combine intensive language development with access to grade-level literacy standards and credit-bearing English instruction.

For newcomers, the English Newcomers course develops foundational listening, speaking, reading, and writing skills, while subsequent courses such as MLL Language Acquisition 1 and 2 build progressively stronger vocabulary, grammar, comprehension, and literacy skills. As students advance, they transition into MLL English 1 and MLL English 2, which meet grade-level literacy standards while embedding scaffolds and targeted support. All courses carry English credit toward graduation and prepare students for required assessments.

In addition to ELA, MLLs may also receive targeted support in math courses, with instruction designed to build prerequisite skills and strengthen academic vocabulary needed for success in core mathematics pathways.

All high school MLL courses are aligned with the WIDA English Language Development Standards, the Missouri Learning Standards, and the district’s Guaranteed Standards, ensuring that students develop academic language and content knowledge to be fully prepared for graduation and postsecondary success.