Multilingual Learners

ML stands for Multilingual Learner. It refers to individuals who are in the process of acquiring or improving their proficiency in the English language, typically because it is not their first language. MLs may include immigrants, refugees, or students from non-English-speaking backgrounds who are receiving instruction and support to help them become proficient in English for educational, social, and professional purposes.

The ACCESS test is an annual English language assessment given to students who are learning English. It measures how well students are developing academic English—especially the language used in Language Arts, Math, Science, and Social Studies—across four skill areas: listening, speaking, reading, and writing.

 

Why does my child have to take the ACCESS for MLs assessment? 

Results from the ACCESS test are used to determine English proficiency and the student's need for English learning supports and services at school. Students are tested annually until they have achieved a composite score of 4.8 and are considered to be English proficient.

If your child is new to the school and speaks a language other than English at home, they may take an English language screening test before or within the first few days of enrollment. After the test is administered and scored, the school or a staff member from the Multilingual Learners Department will contact you—usually within two weeks—to let you know if your child qualifies for English language support services. You will receive a letter with the results and more information about the services your child can receive.

 

What if I do not what my child to receive ML support?

If you choose, after talking with the ML team about services, that you are still not interested in having your child in the program, you simply need to provide a written refusal letter. Students will not receive services from the ML program; however, they are required each year to take the annual state assessment, ACCESS, until the student meets the state exit criteria.

Students are tested each year using ACCESS. To exit the program, they must score at or above 4.8 in overall English language proficiency. Once these benchmarks are met, they no longer receive ML services, but are monitored for two additional years to ensure they continue to thrive academically.

 

My child is in the self-contained bilingual classroom, what happens once they meet the state exit criteria?

Our goal in the district is to build social and academic skills in English and Spanish. If your child meets the state criteria and should be exited per the state, we will highly consider keeping your child in the program in order to maintain their bilingualism. 

The district uses your child’s language screener results to determine the Dual Language or Multilingual Learning program that best supports their needs. We offer several program options based on language proficiency and academic goals:

Dual Language

Dual Language is a bilingual program where students learn academic content in two languages—typically English and a partner language such as Spanish. The goal is for students to become bilingual, biliterate, and culturally competent, while mastering grade-level academic skills.

Students are taught in both languages every day, with a focus on building strong skills in reading, writing, speaking, and listening in both languages over time.

• Dual Language One-Way: Designed for students who all speak the same home language (e.g., Spanish).
• Dual Language Two-Way: Designed for a mix of native English speakers and native speakers of a partner language (e.g., Spanish).

Multilingual Learners Resource (Push-In/Pull-Out)

Students receive support from a certified ML teacher in a small group setting to develop their English academic language skills. Depending on your child's screener score and annual growth, services may vary—from pull-out instruction to in-class (push-in) support provided by an ML-certified teacher or the homeroom teacher.

Transitional Program of Instruction (TPI)

In a TPI setting, instruction happens primarily in English, but students receive targeted support from an ML teacher. Support may include small group instruction, push-in or pull-out services, visual aids, vocabulary strategies, and other tools to build English proficiency while accessing grade-level content.

Newcomers Program

The Newcomers Program is designed for students who are new to the United States and are just beginning to learn English. These students may have limited or no experience with English or the U.S. school system.

In this setting, students receive intensive English language instruction along with support in basic academic skills, classroom routines, and cultural understanding. Instruction focuses on building everyday (social) English and foundational academic vocabulary to help students confidently transition into general education classes.

The Bilingual Parent Advisory Committee (BPAC) is a group of parents, teachers, and community members who work together to support multilingual learners and their families. BPAC gives parents a voice in shaping our bilingual community and multilingual programs by offering feedback, sharing ideas, and helping strengthen partnerships between home and school.

BPAC meetings are also a time to engage in family learning opportunities, celebrate language and culture, stay informed about school and district updates, and connect with others in the community.

BPAC meets four times a year to learn, collaborate, and advocate for the success of all multilingual students.

Interested in joining? We'd love to have you!
Please contact dsalinas@zion.org for more information.