Multilingual Learners

Student helping another student learn English.

Philosophy and vision

Lake Washington School District’s Multilingual Learner (ML) program empowers ML students to both participate in classroom curriculum and attain English proficiency through language and academic support from highly-qualified ML teachers. The district provides varying levels of support based on students’ individual needs, language proficiency level and grade level.

More than 3,000 students receive English Language Development services in the Lake Washington School District. These students represent over 95 different cultures and language groups.

The WIDA Can Do Philosophy reflects the foundational belief that everyone has valuable resources they can use to support their own and others’ learning.

The WIDA Consortium is a member-based organization made up of U.S. states, territories, and federal agencies dedicated to the research, design, and implementation of a high-quality, standards-based system for K-12 English language learners.

General information and questions

How do students qualify for ML services?

All students who register with a school in Washington State are asked to identify their primary language by completing the Home Language Survey. If the response is a language other than English, the student is screened with the state-approved language proficiency placement test.

Students in Washington state are screened by a certified ML teacher or trained proctor to determine if multilingual learner services should be provided. The language proficiency assessment determines a student’s overall ability to communicate and understand English through speaking, listening, reading and writing.

Learn more about the WIDA screener

How often will students be tested?

All ML students will take the annual English language proficiency assessment each February or March. Scores are made available to families after testing results are received from OSPI.

If they qualify for ML services, what kind of help will they receive?

All students who qualify for the ML program are served by ML-endorsed teachers in their home schools. Types of ML support and services vary by student need and grade level.

Service and delivery models

Here is a list of what those programs look like in buildings.

**ELEMENTARY**
	ML service model	Description
Kindergarten	Pull out	ML teacher works with small groups based on language proficiency.
	Push in	ML teacher works with classroom teacher to provide targeted support for ML students (individually or small group) during core lesson.
	Co-teaching	ML teacher collaborates with classroom teacher to develop lessons, assignments, and teaches whole classroom
	Kindergarten ML Facilitator	Works with Kindergarten teams to provide support with meeting the needs of MLs in class.
1st-5th Grade	Pull out	ML teacher works with small groups based on language proficiency.
	Push in	ML teacher works with classroom teacher to provide targeted support for ML students (individually or small group) during core lesson.
	Co-teaching	ML teacher collaborates with classroom teacher to develop lessons, assignments, and teaches whole classroom
	Sped-ML collaboration	ML teachers collaborate with SpEd teachers to determine best supports for students depending on their specific needs.
	At Standard Student Support	Students that meet specific guidelines are supported by collaboration with ML teachers and classroom teachers.
	Exited ML Monitoring	Students are identified based on data. ML teacher monitors student progress and collaborate with teacher and family to provide support.

**MIDDLE & HIGH SCHOOL**
	ML service model	Description
6-12TH GRADE	Sheltered Instruction	Students are provided ML language support through in an ELD class based on language proficiency.
	Collaboration	Students are provided language acquisition support in their content classes from ML teachers through push-in and collaboration.
	Co-teaching	ML teacher partners with content teacher to provide ELD support to students in a content classroom.
	Sped-ML collaboration	ML teacher collaborates with SpEd teachers to determine best supports for students depending on their language needs.
	At Standard Student Support	Students who meet specific guidelines are not pulled out into small groups and are supported by collaboration with ML teachers and classroom teachers.
	Exited ML Monitoring	Students are identified based on data. ML teacher monitors student progress and collaborates with teacher and family to provide support. At the high school level, a facilitator collaborates with teachers, students, and families.

What happens when my student meets exit criteria on the English language proficiency assessment?

How can I request an interpreter?

Receive credit for world language proficiency

American Indian/Alaska Native Title III support

Title III Native American provides eligible, academically at-risk Native American/Alaskan Native students supplementary literacy and language development support services. Please contact mlprogram@lwsd.org with questions.

What is Title III AI/AN support?

Title III Native American is a federally funded program that provides eligible, academically at-risk Native American/Alaskan Native students supplementary literacy and language development support services. The purpose of the Title III program is to provide additional language and literacy support to your child. That support will help your child increase their success in school and ability to attend college and seek employment. This may include professional development for teachers, purchase of culturally relevant materials and enhancements to our Native American program. Students will not be pulled out to receive direct services in a Multilingual Learner classroom.

What services are offered?

Service are provided in two ways: direct and indirect. Direct services are provided directly to or for a Native student and/or his/her family. Indirect services can include instructional training and resources for schools and teachers with Title III Native American students to better support literacy for those students.

Student support may include:

Academic support
Cultural projects
School supplies
Coordinating services
Literacy support during academic support meetings with students, through distributing age-appropriate Native American books and Lexia services.
College field trips (Middle School/High School)

Family support may include:

Family nights
Coordination of services
Native American books for home literacy
Additional online literacy support programs
Cultural activities

Staff support may include:

Training on addressing the unique academic and cultural needs of Native American students.
Support for building relationships with Native students and families
How to increase Native student and family involvement in school
Individual staff support is provided as requested to better serve the learning needs of Native American students.

What happens when my student is identified?

Your school will notify you of the language test.
The ML Teacher will administer the English Proficiency Screener.
Another letter is sent home informing and explaining the results.
Your student will be tested annually with the English Language Proficiency Assessment.
After the test, a letter is sent home with score report information.
In the fall, a letter is sent home explaining qualification for the school year.
Testing occurs each year until your student transitions out of the program.

How is academic risk determined?

Why does my student take the WIDA language proficiency test?

My student speaks English. Why are they part of the Multilingual Learner (ML) program?

I was notified, but we’re not Native American or Alaska Native, what should I do?

Dual Language Program

The Dual Language program in LWSD serves students from across the district using a two-way dual language model. The target language for the program is Spanish. The program is aligned with the guidance and vision from Washington State's Office of Superintendent of Public Instruction (OSPI):

"Dual language education is approved by Washington State as the most effective way to develop English language skills for multilingual/English learners." (OSPI, 2022).
OSPI also states that Dual Language is the “only program model that prevents and closes opportunity gaps for multilingual/English learners and other student groups that have been historically underserved”, as shown by decades of research (OSPI, 2022).

For more information please visit:

Elementary Dual Language Program: Einstein Elementary
Middle School Dual Language Program: Redmond Middle School – email us at mlprogram@lwsd.org

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Multilingual Learners

Philosophy and vision

General information and questions

How do students qualify for ML services?

How often will students be tested?

If they qualify for ML services, what kind of help will they receive?

Service and delivery models

What happens when my student meets exit criteria on the English language proficiency assessment?

Exited ML support services

How can I request an interpreter?

Receive credit for world language proficiency

American Indian/Alaska Native Title III support

What is Title III AI/AN support?

What services are offered?

What happens when my student is identified?

How is academic risk determined?

Why does my student take the WIDA language proficiency test?

My student speaks English. Why are they part of the Multilingual Learner (ML) program?

I was notified, but we’re not Native American or Alaska Native, what should I do?

Dual Language Program

WIDA

OSPI

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