Committee hears multilingual-learner update: 180 students identified, district weighs staffing and supports
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Summary
District staff reported 180 multilingual learners (up from 171 on Oct. 1), outlined the four-level English proficiency framework, student success plans, TESOL consultant support and a pending budget request for a dedicated ML position; staff said last-links testing wraps March 13 and official counts will be available in mid-May.
Azra, a district staff member, told the curriculum committee on March 9 that Cheshire Public Schools currently identify 180 multilingual learners (ML), an increase from 171 on Oct. 1. She provided a breakdown by level and school: roughly 150 at the elementary level, 16 at middle schools and 14 at the high school.
“As of today, we have 180 ML students currently identified,” Azra said, and she said the district is finishing last-links testing this week with results to be made official in mid-May. Azra explained the four proficiency levels the district uses (newcomer through Level 4), noted that students must demonstrate proficiency in reading and writing to exit ML services, and described individualized student success plans designed to scaffold instruction.
District administrators described supports the district has in place: a TESOL-certified consultant (Pat Castle) is engaged on a consultative basis; the district provides professional learning for instructional coaches and teachers on universal design for learning and tier 1 scaffolds; and the district is using student success plans to target interventions. Azra also provided a top-five languages list (Spanish, Mandarin, Albanian, Urdu and Korean) and said the district records 55 languages overall.
Committee members pressed on staffing and funding. Administrator (S6) said the district requested an ML position in the budget but funding did not cover a full salary; grant funding and reallocated staff dollars have been used to buy consultant hours. “We did ask for an ML position in the budget, and then we're also exploring ways that we could provide that through grant funding,” the administrator said.
Azra stressed that exiting ML services depends on measurable proficiency in reading and writing; speaking and listening skills tend to develop faster. The district also tracks ML status in PowerSchool so families receive communications in appropriate languages when necessary.
Next steps: staff will report updated counts after the last-links results are finalized in mid-May and the committee will receive an executive summary of ML findings at a future CCC meeting.
