Skip to main content

Administrative Procedure 213: Multilingual Language Learners (MLL)

Legal References

Education Act; Ontario Student Record (OSR) Guideline 2000 - Revised 2020; Ontario Student Transcript (OST) Manual, 2022; Municipal Freedom of Information and Protection of Privacy Act; English Language Learners: ESL and ELD Programs and Services - Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007; Ontario Curriculum Grades 9 to 12 English As a Second Language and English Literacy Development, 2007; STEP: Steps to English Proficiency 2015


Related References


1.0 Purpose
 
1.1 To outline procedures for the operation of the English as a Second Language (ESL)/English Literacy Development (ELD) program within a school.
1.2 To identify Multilingual Language Learners (MLLs) and their English language skills (Steps to English Proficiency).
1.3 To outline criteria for ESL/ELD students receiving program modifications.
1.4 To outline the roles of the school staff, MLL Coordinator, as they relate to the English as a Second Language/English Literacy Development Program.

2.0 Goal

2.1 The English as a Second Language (ESL)/English Literacy Development (ELD) Program, as named by the Ministry, is designed to address the needs of students in grades K-12 who require program adaptations and support in order to meet the expectations of the regular classroom due to their proficiency in the language of instruction: English.

2.2 The goals of the program are:
    1. to accelerate the language acquisition process for ESL/ELD students;
    2. to consult, build knowledge, advise and provide resources for school staff; and
    3. to assist students to attain the English required for success in Ontario’s publicly funded schools.
3.0 Background

3.1 The English as a Second Language (ESL)/English Literacy Development (ELD) Programs provide supports for Multilingual Language Learners (MLL) immersed in mainstream, regular classrooms. Supports vary according to the needs of the student as determined by: Ministry policy and the student’s Steps to English Proficiency (STEPs) results. Initial STEP assessments of students between grades 1-12 may be performed by the MLL Central Team.

3.2 Secondary Schools - Once students’ STEPs have been determined through initial assessment, support for students will include: age/grade appropriate placement, timetabling that reflects the needs and interests of new arrivals, the granting of credits for prior experience and language proficiencies, the provision of regular program modification and accommodations as recommended in the Ministry Steps document and annual tracking of students’ ongoing STEPs progress to full proficiency at STEP 6. Supports will be determined annually through consultations between the MLL Coordinator and Central Team, Principal, Guidance Department, Student Success Teacher, and others as designated by the Principal.

3.3 Secondary Schools - Near the end of the second semester, Secondary Teachers will complete a shared form to provide their input for updating the STEPs assessment of their students. The MLL Coordinator and Central Team will review the information provided by classroom teachers and summarize the updated STEP data in CLEVR so that current data is available for the classroom teachers of the next semester.

3.4 Elementary Schools - Once students’ STEPs have been determined through initial assessment, support for students will include: age/grade appropriate placement, recognition of prior experience and language proficiencies, the provision by classroom teachers of program modification and accommodations for students and annual tracking of students’ ongoing STEPs progress to full proficiency at STEP 6.

3.5 Elementary Schools - Near the end of the school year, Elementary Classroom Teachers record the progress of students in CLEVR by indicating their current STEPs: Oral, Reading, and Writing. This data, summarizing student results, is compiled each year. This information is used to plan student programming, to improve programming, to determine resource needs, to collect information on individual achievement rates, and to supply information to the Superintendent of Education.

3.6 Successful implementation of the ESL/ELD program depends on a regular review of students’ linguistic needs, the provision of appropriate modifications and accommodations, and co-operation and communication between school staff, the MLL Coordinator and/or other MLL Central Staff.

3.7 All ESL/ELD students writing EQAO should be identified on all EQAO forms as identified in the EQAO manual. Students are eligible for special provisions as well as all permitted accommodations depending on their language acquisition and STEP levels, described in the EQAO Guide for Accommodations, Special Provisions and Exemptions.

4.0 Procedure

4.1 Students who speak a language other than English or speak a variety of English that is significantly different from that of the language used in Ontario schools, are identified by school staff when they enroll at the school. These students could be born in Canada or in another country.

4.2 Principals or school staff contact the MLL Department by phone or email via AMDSB’s Welcome and Reception Services. This is to request an initial assessment of the student’s language skills as well as to connect the family to support from community partners.

4.3 Secondary program placement should reflect the student’s age. Secondary assessment results will be relayed by the MLL Coordinator or other MLL Central Team members to the Principal and other school staff as needed to support appropriate placement, course selection, ongoing assessment and programming. Secondary Principals will work with the Guidance Department to ensure students are enrolled in courses suited to their interests and English language proficiency.

4.4 Elementary program placement should reflect the student’s age. The MLL Coordinator or other MLL Central Team members complete an initial assessment of the student to determine their English skills and current STEP levels. Once the assessment is complete, the MLL Team provides a purple ESL/ELD record folder that contains the assessment and STEPs continua. The folder is kept in the student’s OSR.

4.5 Following the initial assessment, the MLL Coordinator or other MLL Central Team will leave original documentation in the purple MLL folder. The MLL Central Team determines which Ministry program the students are working on and notify the Secretary at the school to identify the student as ESL or ELD in Aspen. The MLL Central Team enters the student’s data into CLEVR. This includes the initial assessment results and STEPs charts indicating Observable Language Behaviours (OLBs) that have been successfully achieved and the current STEPs the student is working on for Oral, Reading, Writing, (Orientation for ELDs). The MLL Team will work with the School Team (Classroom Teacher, MLL contact person, School Administrative Team) to support and plan for the student.

4.6 Elementary Classroom Teachers can access a working copy of the STEPs OLB charts in CLEVR, to assist them in their ongoing program planning and assessment. Based on the student’s STEPs, the Classroom Teacher plans classroom adaptations for the student’s program: i.e. modifications (number and complexity) of subject expectations in all classes (modifications to other grade level material may be required in some subjects such as Math), and accommodations may include extra time, use of translation, quiet space, scribing, or the use of assistive technology such as text to speech.

5.0 Roles and Responsibilities

5.1 Classroom Teachers
    • Elementary and Secondary Teachers will look up their student’s most recent STEP levels in CLEVR in order to program and plan appropriately for their students. This can be done in consultation with the MLL Central Team.
    • Elementary Teachers will use the OLBs from CLEVR (throughout the year) and will update (once a year) their student’s STEP Levels in CLEVR. Elementary Teachers will print the updated OLBs from CLEVR and place them in the Purple Folder in the O.S.R. They will add the current STEP Levels, date and their signatures to the outside tracking chart of the MLL purple folder that is housed in the O.S.R.
    • Secondary Teachers will use the OLBs from CLEVR (throughout the year) and will update the STEPS/OLBs near the end of the second.
    • Secondary STEP data will be collected from Teachers and compiled by the MLL Team in order to update CLEVR and update the purple folders in the O.S.R.
5.2 Principals
    • Ensure that students are identified upon entry to the school and contact the MLL Central Team to request an initial assessment if they are not already involved.
    • Facilitate communication between school staff and the MLL Central Team as needed.
    • Place MLLs in age-appropriate grades and classes in consultation with the MLL Central Team member assigned to their school (especially for high school).
    • Ensure that appropriate modifications and accommodations for students are being made and that proper procedures for report cards and EQAO are followed.
    • Monitor student progress periodically throughout the year.
5.3 MLL Coordinator
    • Completes initial assessments and shares results for students with the Principal or designate (MLL School Assigned Contact person) and the Classroom Teacher.
    • Makes recommendations to school staff regarding placement, retention, and ongoing program adaptations and assessment.
    • Helps the School Team to apply a Culturally Relevant and Responsive lens so that barriers can be identified and removed as they collaborate to plan support, connect to resources and conduct meetings with the students and/or their families.
    • Creates, collects and provides a variety of resources for students and staff to facilitate and accelerate the language acquisition process in the regular classroom.
    • Supports Teachers in planning accommodations, modifications and interventions for students in STEPs 1-4 designed to meet their individual learning needs.
    • Is available to discuss students with school staff, participate in team meetings or meetings with parents.
    • Is available to make presentations, give workshops, and provide information on programming to school staff, Principals, and other interested parties.
    • Participates in and contributes to MLL networks to ensure the AMDSB’s MLL program reflects current Ministry of Education policy, best practices, and research.
    • Collects, records and analyzes data on student achievement, language and cultural distribution and location and reports findings to the Senior Staff at AMDSB.
    • Meets and communicates with community partners (e.g. Huron County Immigration Partnership, YMCA Three Rivers and YMCA SWO Settlement Workers) as well as other AMDSB departments.
    • In collaboration with the MLL Central Team, identifies gaps, procedural issues and needs and works to problem solve and develop efficient and effective plans (i.e. Communication, Data Tracking and Sharing Systems, Building Capacity).
    • Develops and provides ongoing professional development.
    • Collects Consent Forms and arranges for settlement workers and interpreters.
    • Maintains the AMDSB MLL website.
    • Liaises with the Communications Department for translations and system communications regarding MLLs.
    • Liaises with I.T. re: Student Information System, ONSIS requirements for MLLs
    • Tracks and requests purchasing resources and technology.
    • Organizes and leads MLL Central Team meetings.
    • Regular Meetings with the System Principal responsible for the MLL Central Team.
Revised March 2025