Welcome to our collection of resources, curated to support your professional development and enhance your practice. This webpage serves as a dynamic hub for essential materials and insights tailored to meet diverse needs and interests within our community. We invite you to revisit this space regularly, as it will be updated frequently with new content, tools, and information reflecting the latest research and best practices. Together, we can foster a culture of continuous learning and improvement.

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Access to Achievement: iMTSS Supporting ALL learners at every TierÌý

Equitable Access. Meaningful Engagement. Growth for All. Ìý

Integrated Multi-Tiered Systems of Support (iMTSS) is a proactive, data-driven framework that combines academic, behavioral, and social-emotional supports to ensure every student, including multilingual learners (MLs), gets the right support at the right time. Tier 1 serves as the foundation, emphasizing culturally and linguistically responsive instruction, language and content objectives, and collaborative planning. Progress is closely monitored, and when needed, targeted Tier 2 or Tier 3 interventions are added through a team-based process.

Ìý´¥Ìý Integrated Multi-tiered Systems of Support & Multilingual Learners Flyer

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Supporting Multilingual Students: fb88 DOE ESOL ResourcesÌý

The fb88 DOE ESOL resources are a valuable foundation for districts working with English learners and multilingual students, providing essential tools and guidance to enhance their educational programs. These resources include templates for Lau Plans and Individual Language Acquisition Plans (ILAPs), which help ensure compliance with regulations while addressing the unique needs of students. With forms for parent communication and sample student schedules based on language proficiency, districts can better engage families and tailor instruction. While the fb88 DOE acknowledges that it cannot address every challenge educators and students face, these resources offer a supportive hand in building effective programs, monitoring progress, and promoting equity. Districts are encouraged to adapt and expand upon these materials to create customized solutions that meet the diverse needs of their communities. The resources provided here are continually updated as we gain more knowledge and insights. Our commitment is to adapt and enhance these materials to meet the diverse needs of all students in fb88. We appreciate your understanding and support as we strive to foster an inclusive educational environment.

Templates and Guidance

• *NEW* SAU Multilingual Program Self-Assessment
• *±«±è»å²¹³Ù±ð»å*Ìýfb88 DOE Lau Plan Template and Guidance
• Individual Language Acquisition Plan (ILAP) Template

Forms and Notifications

• Sample English Learner Eligibility Parent Notification Form
• Sample Parent/Guardian Form to Decline ESOL Services
• Sample Parent/Guardian Notice of Exit from ESOL Program
• Sample Multilingual Newcomer Intake Interview Form

Student Schedules

• Guidance on Sample Student Schedules
• Level 1.0-2.9 Sample Student Schedule
• Level 3.0-3.9 Sample Student Schedule
• Level 4.0-4.5 Sample Student Schedule
• Class Sheet for Can Do Descriptors

Communication and Support Tools

• Newcomer Student Communication Cards
• Sample Newcomer Flashcards (English to Pashto) by Education for All

Educator Support

• *New* -ÌýMaking Meaning: Expressive and Interpretative Considerations for Multilingual Learners

• *New* - Beyond the Surface: Stages of Language Acquisition

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Program Guidelines and Resources

• Identifying and Serving Students who are Multilingual Learners with Disabilities: Policy and Resource Guide
• Multilingual Learners with Disabilities Policy and Resource Guide: Intervention ProceduresÌý
  | One-PagerÌý| MTSS/RTI Checklist
• ESOL Service Provision Guidelines for Dual Language Learners in Pre-K
• Dual Language Learners PreKÌýÌý´¥ÌýOne-PagerÌý´¥ÌýPresentation
• Orientation Checklist for New Multilingual StudentsÌýÌý´¥ÌýOne-Pager
• ESOL/Bilingual Program Types for State Data CollectionÌý
• (Including Checklist for Increasing Academic Language Awareness and Five Pillars of Equitably Grading ELs)
• Cultural Reading Resources for Educators
• The ESOL Teacher's Year at a Glance
• Progress Monitoring Document Example for Exited Multilingual Learners

TheÌý by the National Clearinghouse for English Language Acquisition (NCELA) supports state and local education agencies in meeting their obligations to English Learners (ELs) under U.S. civil rights laws. It offers 10 chapters, each covering a key area such as identifying ELs, providing language assistance programs, ensuring access to curricula, supporting ELs with disabilities, and communicating with parents. Each chapter includes tools and resources to help educators effectively support ELs.

The toolkit is available in multiple languages, including English, Chinese (Simplified), Chinese (Traditional), Spanish, Korean, Hmong, Khmer (Cambodian), Russian, Tagalog, and Vietnamese, making it accessible for a broader audience.

NCELA offers toolkits for and

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