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New Orleans Public Schools

Supporting every multilingual learner — at every level

A practical framework for charter school networks, school leaders, and teachers to align their work around the success of multilingual learners across New Orleans. Choose your role to see the guidance that applies to you.

I am a…
  • Viewing as: School leader

High-quality instructional materials, assessment & learning strategies

Guidance for selecting, implementing, and assessing instructional materials that meet the needs of multilingual learners at every proficiency level.

Expand each guiding question to see the reflection prompts for your role — then open the full guidance document for detailed, research-backed recommendations.

High-Quality Instruction:
  •  Are we ensuring our teachers are implementing culturally-relevant pedagogy?
  •  How are we thinking about goal-setting in classrooms with MLLs?
  •  Are we integrating content and language, such as through language acquisition strategies?
  •  How are teachers expected to scaffold tasks?
  •  How are we encouraging teachers to think about differentiation for MLLs, including student grouping?
  •  Are teachers using a variety of summative and formative assessments (including portfolios) to understand student
    learning in language and content?
High-Quality Instruction:
  • Are we providing adequate professional development to our teachers to best support MLLs?
  • Do teachers have opportunities for teachers to internalize high-quality instructional materials, craft lesson
    plans, and analyze formative assessment data to tailor instruction?
  • Are we promoting a school culture where every teacher embraces responsibility for the success of all learners?
  • Do we encourage collaboration among teachers to effectively share strategies and resources?
  • How can I ensure that my educators are equipped with training on research-based best practice for MLLs ongoing?
High-Quality Instruction:
  • Do our curriculum and assessments reflect the diverse backgrounds of students?
  • What technology do our MLLs have access to that can support their learning?
High-Quality Instruction:
  • Are coaches supporting teachers to integrate literacy development in listening, speaking, reading, and writing?
  • Do my teachers have knowledge of cognitive, metacognitive, and social strategies that can support MLLs?
High-Quality Instruction:
  • Are we utilizing assessment data to promote high-quality instruction?
  • How are we monitoring data ongoing?
High-Quality Instruction:
  • Have we provided materials for families in multiple languages to enhance engagement and participation?
High-Quality Instruction:
High-Quality Instruction:
  • Are we supporting teachers to utilize accommodations that ensure equitable access for students?
  • Viewing as: School leader

Community & cultural engagement

Families and communities are co-creators of MLL success. Guidance for building genuine, two-way partnerships at every level. Full content is being adapted to the guiding-question format.

Expand each guiding question to see the reflection prompts for your role — then open the full guidance document for detailed, research-backed recommendations.

Understanding the New Orleans community

New Orleans is a culturally diverse city shaped by many heritages. While English is the primary language, many residents also speak Spanish, French, Vietnamese, and Haitian Creole. A notable portion of public-school students are classified as multilingual learners, and socioeconomic challenges — including high poverty levels — affect access to educational resources.
Community organizations play a vital role through language classes and cultural programs. Understanding these factors is essential for building educational frameworks that serve MLLs well.
City residents
~ 0 K
Public school students
~ 0 K
Multilingual learners
~ 0 %
City residents
~ 0 +
Questions to ask
  • Are we using surveys and cultural events to understand who our community actually is?
  • Do our cultural-competence workshops address educator bias and staff readiness?
  • Are we organizing multilingual events that strengthen connections among families?
  • Are we creating bilingual materials on school systems, graduation, and higher-education pathways?
  • Have we established peer support, mentorship, and academic assistance networks for MLLs?

Full community & cultural engagement document

Complete strategies and references

Download PDF
  • Viewing as: School leader or administrator

School-systems core commitments

Eleven commitments networks and schools make to identify, support, and monitor MLLs — each with a Compliance → Investment → Exemplary continuum. Full content is being adapted to the guiding-question format.

Expand each guiding question to see the reflection prompts for your role — then open the full guidance document for detailed, research-backed recommendations.

Your role as a school leader

At the school site, these commitments become daily systems: identification and assessment, scheduling, staffing, family communication, and progress monitoring. Use the continuum to see where your site sits today and what the next level of practice looks like.
Questions to ask
  • Home Language Survey, timely screening (ELPS/ELPT), and 30-day family notification?
  • Scheduling that gives language support without isolating MLLs from grade-level content?
  • Qualified staffing, coaching, and ongoing PD for MLL instruction?
  • Quarterly (or monthly) progress monitoring across all four language domains?
  • Translated communication and interpretation so families can engage fully?

Full School-Systems Core Commitments document

Complete continuum tables, evidence of implementation, and scenarios

Download PDF
  • Viewing as: School leader

Bridging MLL services K–12

Strategies for ensuring continuity of support for multilingual learners as they progress through the K–12 system.

This focus area is coming soon

The full guidance document will be added when available. In the meantime, explore the three published focus areas above.