Strategic focus areas
The framework at a glance
Each focus area is a pillar of the MLL support system. Together they form a comprehensive approach to multilingual learner success across New Orleans.
I am a…
- Viewing as: Network or district 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.
Your role as a network leader
District and network leaders set the conditions that make good teaching possible — through policy, resource allocation, and the systems that support schools. Use this guidance to formulate policies, prioritize funding, and enable data-driven decision-making based on student performance and language acquisition.
Do we have a clear vision for successful teaching in a classroom with MLLs?
High-Quality Instruction:
- How are we thinking about goal-setting in classrooms with MLLs?
- Are teachers utilizing the assessment data to track progress and provide better instruction for MLLs?
- Are teachers using a variety of summative and formative assessments to understand student learning in language and content?
- How are we encouraging teachers to think about differentiation for MLLs, including student grouping?
- Do we encourage teachers to build peer discourse and interactive talk time into their lessons?
- How are teachers expected to scaffold tasks?
- Do we encourage classrooms with a supportive social environment for risk-taking?
Are we equipping our staff with the proper training and ongoing development to meet that vision of success?
High-Quality Instruction:
- How do we ensure our teachers have knowledge of cultually relevant pedagogy?
- How do we support our teachers to design assessments that are segments, manageable, and aligned with student
learning objectives? - Do my teachers have knowledge of cognitive and metacognitive strategies that can support MLLs?
- Do teachers know how to promote language development alongside content instruction?
- How can I ensure that my educators are equipped with training on research-based best practice for MLLs ongoing?
- How are teachers collaborating with one another to achieve the best results for students?
- Have we offered support to ensure our schools can engage families in multiple languages and encourage their
participation in school?
Have we chosen/ purchased or otherwise provided access to curriculum that supports that vision of success?
High-Quality Instruction:
- What technology do our MLLs have access to that can support their learning?
How do we need to think differently about expectations for coaches of teachers with MLLs?
High-Quality Instruction:
- What do we expect from coaches in terms of offering feedback to teachers around their work with MLLs?
- Are coaches fluent in the teacher moves most likely to support MLLs?
How are we collecting, monitoring, and leveraging data to support our MLLs?
High-Quality Instruction:
- Do we provide systems for disaggregating linguistic assessment data to facilitate differentiated instruction?
How do we create conditions for MLL success outside the classroom walls?
What voices and partners are we engaging, and how?
What else must we do to ensure the minimum standard of care for our MLLs?
High-Quality Instruction:
- Do we have clear expectations and accountability measures for the administration of state-required assessments
specific to MLLs?* - Have we provided a framework for accommodations that ensures equitable access for students?
* = Citywide commitment
Full HQIM guidance document
Complete strategies, references, and implementation tools
- Viewing as: Network or district 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
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Public school students
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Multilingual learners
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Full community & cultural engagement document
Complete strategies and references
How are we partnering with the community and allocating resources for MLL families?
Questions to ask
- Are we seeking partnerships with local organizations for culturally relevant, community-centered resources?
- Are we dedicating resources to family engagement in multiple languages and accessible formats (Title III)?
- Are we funding PD on culturally responsive communication and meaningful family engagement?
- Do we have a framework for tracking community-engagement outcomes?
- Viewing as: Network or district leader
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 network leader
These commitments are primarily district- and network-level obligations — many are civil-rights requirements. Use the continuum to audit current practice across your schools, identify growth opportunities, and systematically advance from compliance toward mastery.
Are we identifying, assessing, and supporting MLLs as required?
Questions to ask
- Are we identifying MLLs and notifying families within 30 days of enrollment?
- Is targeted English language support grounded in evidence and delivered by trained staff?
- Are we hiring and developing qualified, ESL-endorsed staff?
- Do MLLs have equal access to advanced academics, CTE, and extracurriculars?
- Are we preventing unjustified segregation and integrating MLLs into mainstream classes?
Are we monitoring growth and improving program quality over time?
Questions to ask
- Are MTSS and disability identification unbiased and comprehensive for MLLs?
- Are we supporting students whose families decline services?
- Are we tracking growth in English with an annual, valid ELP assessment?
- Are we managing exits and monitoring former MLLs for at least two years?
- Are we evaluating and improving program quality with real data?
- Are we communicating with families in languages they understand?
Full School-Systems Core Commitments document
Complete continuum tables, evidence of implementation, and scenarios
- Viewing as: Network or district 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.