Secondary Literacy Guide

Service Delivery Guidelines for Secondary Multilingual Learners CSD values the assets our multilingual learners (MLs) bring to our communities and is committed to building on these assets by designing multilingual learner (ML) services that (1) prioritize access to quality educators and quality instruction, (2) provide equitable opportunities, and (3) meet federal and state requirements. Using these 3 pillars, this document provides guidelines for secondary administrators and counselors to consider when designing services for multilingual learners. PILLAR #1: Prioritizing Access to Quality Educators and Instruction 1.​ Quality Educators who have demonstrated the ability to create an inclusive classroom where students feel valued, connected, and safe to engage in learning, even if they make mistakes 2.​ Quality Instruction that increases students’ opportunities to practice speaking, reading, writing, and understanding English PILLAR #2: Equitable Opportunities

KEY ACTIONS THAT INCREASE EQUITABLE OPPORTUNITIES

KEY ACTIONS THAT DECREASE EQUITABLE OPPORTUNITIES

●​ Collaborating with other counselors and administrators to make decisions ●​ Anchoring in Pillar #1 ●​ Interview the student and family about past educational experiences and interests ●​ Follow the guidance from the enrollment memo ●​ Utilize all data available to determine placement and select courses (Lexile, past transcripts, and language proficiency) ●​ Place MLs in courses based on individual needs, interests, and goals ●​ Place students in courses with proficient English speakers ●​ Evaluate services and change the schedule as frequently as needed ●​ Prioritize the student’s needs over convenience

●​ Making decisions in isolation ●​ Placing students with teachers who are less effective in building relationships and/or whose instruction is not likely to increase language practice ●​ Determining grade level based on age only, without considering other factors ●​ Making assumptions about what the student can and cannot do ●​ Using only language proficiency to select courses ●​ Placing all MLs in a predetermined set of courses (tracking) ●​ Grouping a high number of MLs in the same class ●​ Keeping students in specific classes regardless of progress

PILLAR #3: Federal and State Requirements

Federal/State Requirements

CSD Implementation

Accurately identify ML students and make placement decisions. ●​ Within 30 days, Aug.- Oct. 1 ●​ Within 10 days after Oct. 1

●​ WIDA Screener as prompted by Home Language Survey responses at the time of enrollment ●​ WIDA ACCESS 2.0 annually to measure progress

Language Development Instruction

Secondary Language Course (ELD and Literacy)

Access to grade-level content

●​ Course Recommendations ●​ Important Considerations

Language Development courses taught by an ESL-endorsed teacher

●​ CSD-funded endorsement courses ●​ CSD Competency-based ESL Endorsement (coming soon)

Last Updated April 14, 2025 ​

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Literacy, Page 15