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Administrative Procedure 214: Supporting Multilingual Language Learners and Families

Legal References

Education Act; Ontario Human Rights Code; Ontario Student Record (OSR) Guideline 2000 - Revised 2020; Municipal Freedom of Information and Protection of Privacy Act; English Language Learners: ESL and ELD Program 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; Supporting English Language Learners: A Practical Guide for Ontario Educators Grades 1 to 8 (2008); Supporting English Language Learners with Limited Prior Schooling: A Practical Guide for Ontario Educators, K-12 (2008)

Related References

 
1.0 Purpose
AMDSB is committed to supporting Multilingual Language Learners (MLLs) so that each student is set up for success at school and beyond. In alignment with Ministry of Education guidelines for English Language Learners in Ontario schools, students receive programming and support to develop the English language and literacy skills needed for academic achievement and future success. When teachers work together to support MLLs, students can build the proficiency in English necessary to thrive in their education.

1.1 To establish procedures and support for Multilingual Language Learners and their families that promote academic achievement, engagement, and well-being.
1.2 To outline the roles and responsibilities of school staff, administrators, and MLL Central Team in supporting MLLs.
1.3 To ensure equitable access to programming, resources, and communication support for MLL students and families.
1.4 To create welcoming, inclusive, and culturally responsive learning environments for all students.

2.0 Definitions
Multilingual Language Learners (MLLs) - Students in provincially funded English language schools whose first language is a language other than English or is a variety of
English that is significantly different from the variety used for instruction in Ontario's schools, and who may require focused educational supports to assist them in attaining
proficiency in English. These students may be born in Canada or in another country. English as a Second Language (ESL) - Program intended for students whose first
language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs have had educational opportunities to develop literacy skills in a language other than English.

English Literacy Development (ELD) - Program intended for students whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs are most often from countries in which their access to education has been limited, and they have had limited opportunities to develop language and literacy skills in any language. These students require more intensive support because they are often developing basic literacy and numeracy skills for the first time, alongside learning English. Schooling in their countries of origin has been inconsistent, disrupted, or even completely unavailable throughout the years that these children would otherwise have been in school. As a result, they arrive in Ontario schools with significant gaps in education.

3.0 Reception, Registration and Orientation

3.1 Welcome and Reception Services
Avon Maitland District School Board's Welcome & Reception Services is mobile. Welcome & Reception Services will meet with families at their local school.
To start the school registration process, schools or families can contact:
3.2 Registration for Students born outside of Canada:
As per AP 302, students born outside of Canada must provide official immigration documentation to school administration. Consultation with the Enrolment and Information Services Department prior to the pupil’s start date must take place to determine eligibility of enrolment with AMDSB. Form 302A, Form 302E Confirmation
of Immigration Documentation and immigration documents that support the student’s “Status in Canada” and “First Date of Entry to Canada” must be sent to the Enrolment and Information Services Department so that the student’s right to attend and ESL eligibility can be determined. The student should not attend until enrolment confirmation is provided by the Enrolment and Information Services Department.

3.3 School-Based Orientation
Schools will develop and implement protocols to welcome MLL students and their families.

These protocols should include:
    • Orientation to the Ontario school system, school routines, and expectations;
    • Information is provided in the family's first language whenever possible;
    • Connection to community supports (e.g., Settlement Workers);
    • Information about translation and interpretation services available.
4.0 Placement and Programming

4.1 Placement Principles

Kindergarten:
    • Kindergarten MLL students are placed in age-appropriate Kindergarten programs.
    • The Kindergarten program provides extensive opportunities for oral language development.
    • Kindergarten students are not formally assessed using STEP; formal STEP assessment begins in Grade 1.
Elementary (Grades 1-8):
    • Students are placed in age-appropriate, grade-level classrooms.
    • Class placement decisions are made in consultation with MLL Central Team, parent(s)/caregiver(s), and school staff.
Secondary (Grades 9-12):
    • Placement depends on the student's prior education, English proficiency, and post-secondary goals.
    • Placement decisions are made in consultation with the student, parent(s)/caregiver(s), Guidance Department, MLL Central Team, and school administration.
    • Initial placement may be adjusted after a monitoring period and in consultation with the student and parent(s)/caregiver(s).
    • Students should be placed in grade-appropriate classrooms for at least part of the school day.
4.2 Programming for MLLs
MLLs receive support through differentiated instruction in the regular classroom, with additional support provided based on individual needs and STEP levels.
Programming is informed by STEP assessment results (see AP 213: STEP Assessment and Tracking).

All students on the STEP continuum will receive support for language development from their classroom teachers.

Teachers will use the following documents to design a program for multilingual students learning English:
    • Supporting English Language Learners: A practical guide for Ontario Educators Grades 1 to 8 (2008);
    • Supporting English Language Learners with Limited Prior Schools: A practical guide for Ontario Educators, K-12 (2008);
    • Supporting English Language Learners in Kindergarten: A Practical Guide for Ontario Educators (2007).
Kindergarten: Kindergarten teachers support language development through playbased learning, visual supports, modelling, and differentiated instruction. Families
are engaged as partners and connected to community support (SWIS, settlement services, interpretation services, translation services) as needed.

Elementary (Grades 1-8): MLL students are supported in grade-level classrooms by classroom teachers. MLL Central Team provides consultation, resources, and direct support as needed. Some students may receive pull-out support based on individual needs. Programming includes accommodations and/or modifications based on STEP levels.
Secondary: Some secondary schools offer ESL courses. Students may be placed in an ESL course in lieu of English courses as appropriate. Teachers provide
accommodations and/or modifications in their subject areas. MLL Central Team provides consultation, resources, and direct support as needed.

4.3 Accommodations and Modifications
Accommodations are teaching and assessment strategies that enable students to learn and demonstrate their knowledge without changing grade-level expectations.
Modifications involve changes to the grade-level curriculum expectations. MLL students may require modifications based on their English language proficiency
level, and these modifications can be made without an Individual Education Plan (IEP).

If modifications will impact a student’s secondary pathway, consultation must occur with the principal, MLL Central team, student, and parent(s)/caregiver(s). Students working on modified expectations are assessed based on those modified expectations. Classroom teachers are responsible for planning and implementing
appropriate accommodations and modifications based on student STEP levels, in consultation with the MLL Central Team.

4.4 Program Review and Adjustment
Student programming and support should be reviewed regularly through ongoing assessment, STEP progress monitoring (see AP 213), and consultation between the classroom teacher, MLL Central Team, administration, and parent(s)/caregiver(s). Requests for updated STEPS assessments, to support program planning, should be made by the school team to the MLL Central Team.

4.5 Duration of ESL/ELD Support
MLL students should receive ESL/ELD program support until they have acquired the level of proficiency required to learn effectively in English with no ESL/ELD support.
 
The decision to discontinue ESL/ELD support is made by the Principal in consultation with the student, parent(s)/caregiver(s), classroom teacher(s), and MLL Central Team. Students typically reach full proficiency at STEP 6.

5.0 Translation and Interpretation Services

5.1 Purpose and When to Use
Translation and interpretation services ensure that MLL families can fully access and participate in their child's education. When the home language field listed in Aspen is a language other than English schools will communicate with MLL families using translation services when possible to support families to understand important information about their child's education.

When possible, schools will ensure the use of translation/interpretation services to communicate with families regarding:
    • Safety and behavioural concerns;
    • Report cards, progress reports, and parent-teacher conferences;
    • Changes to student programming or placement;
    • Special education meetings and documentation;
    • School registration and orientation;
    • School team meetings.
Schools are encouraged to communicate regularly using tools like School Messenger for newsletters, event invitations, community resources, and celebrating student progress.

5.2 Available Services
AMDSB provides access to:
    • Interpretation Services (telephone interpretation for immediate needs);
    • Settlement Workers;
    • School Messenger Translation (Appendix A);
    • Community Interpreters (arranged through Welcome & Reception Services).
5.3 Requesting and Arranging Translation Services
    • School staff identify the need and request support through the school administration.
    • Principals, or a designate, arrange appropriate services based on the communication need. If a family needs translation support, it will be provided - no approval process required.
    • MLL Central Team provides guidance on when and how to access translation services, maintains relationships with community partners, and supports schools in connecting families with resources.
6.0 Special Education and MLL Students
Students are eligible for ESL or ELD services and special education services simultaneously.

If the development of an Individual Education Plan (IEP) for an MLL student is required, it must take into consideration strengths and needs as determined by formal assessments.

7.0 Reporting Student Progress

7.1 Report Cards
Student progress is reported according to subject-specific Ontario curriculum documents. Students requiring accommodations and/or modifications will receive these as appropriate.

The information on student achievement gathered through assessment and evaluation should be communicated to students and parent(s)/caregiver(s) at regular intervals and in a variety of informal and formal ways, using a language that the parent(s)/caregiver(s) is comfortable with whenever possible.

English language learners at various stages of learning English and/or developing literacy in English will need program adaptations to be successful.

Adaptations to program include:
    • A variety of accommodations related to instructional strategies (e.g., extensive use of visual cues, graphic organizers, peer tutoring, strategic use of students' first languages);
    • A variety of learning resources (e.g.; use of visual materials, technology, personal translators, simplified texts, and bilingual dictionaries);
    • Accommodations related to assessment strategies (e.g., granting of extra time, translation technology, the use of alternative forms of assessment such as oral interviews, learning logs, portfolios, the use of simplified language and instructions)
    • Modified expectations (e.g. modification of some or all the course/grade level expectations); when learning expectations are modified for English language learners, evaluation will be based on the documented (CLEVR) modified expectations. This will be noted on the report card by checking the ESL/ELD box and explained to parents. (English Language Learners, ESL and ELD Program and Services, Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12).
8.0 Secondary-Specific Requirements

8.1 Credit Equivalency and Prior Learning
Secondary students entering Ontario schools from out of province, out of country, or homeschool may be granted credits for equivalent learning from their previous
schooling, with or without supporting documentation. Principals have the authority to grant equivalent credits in consultation with the student, parent(s)/caregiver(s), MLL Central Team, and Guidance Counsellors.

A maximum of three (3) ESL or ELD credits may count as compulsory English credits toward the Ontario Secondary School Diploma (OSSD). The remaining compulsory English credit(s) must be earned at the grade 12 level.

8.2 Compulsory Credit Substitutions
The Principal has discretion to substitute up to three (3) compulsory credits to meet the specific needs of MLL students. Substitutions should promote student learning, support pathway goals, be documented in the student's OSR, and be communicated to the student and parent(s)/caregiver(s).

9.0 Large-Scale Assessments

9.1 Communication with Families
Families should be informed about the purpose and format of large-scale assessments, whether their child will be participating, exempted, or deferred, and how to access results. Information should be provided in the family's first language, using translation and interpretation services.

Note:
    • Primary and Junior: exemptions available
    • Grade 9 EQAO: no exemptions or deferrals
    • OSSLT: deferrals only
9.2 EQAO Grade 3 and 6
All MLL students in Grades 3 and 6 should participate in provincial assessments in reading, writing, and mathematics when they have acquired the level of proficiency necessary for success.

Refer to the current EQAO Guide for Accommodations and Exemptions. Decisions about accommodations should be made by the Principal in consultation with the
classroom teacher and MLL Central Team. As a special consideration, MLL students in the early steps or stages of language acquisition can use permitted accommodations even if they do not have an IEP as long as they are used on a regular basis in class. There are no more special provisions for MLL students.
 
9.3 EQAO Grade 9 Assessment of Mathematics
All MLL students enrolled in a Grade 9 Mathematics course are required to participate in the EQAO Grade 9 Assessment of Mathematics. There are no deferrals or exemptions.

Refer to the current EQAO Guide for Accommodations. Decisions about accommodations should be made by the Principal in consultation with the classroom teacher and MLL Central Team. As a special consideration, MLL students in the early steps or stages of language acquisition can use permitted accommodations even if they do not have an IEP as long as they are used on a regular basis in class. There are no more special provisions for MLL students.

9.4 Ontario Secondary School Literacy Test (OSSLT)
MLL students must meet the literacy requirement for graduation by either successfully completing the Ontario Secondary School Literacy Test (OSSLT) or the Ontario Secondary School Literacy Course (OSSLC).

An MLL student should participate in the OSSLT when they have acquired the level of proficiency in English required for success. Typically, students at STEP 4+ will
have acquired the level of proficiency in English needed to be successful. However, a student’s age and goals should be taken into consideration and students may write before reaching STEP 4.

MLL students may be deferred from writing the OSSLT if they have not yet acquired sufficient English proficiency for success. Deferral decisions are made by the
Principal in consultation with the student, parent(s)/caregiver(s), classroom teachers, and MLL Central Team.

The OSSLC is a full-credit Grade 11 or 12 course that fulfills both the literacy requirement and can count as a compulsory English credit. Students 18 years and
older are not required to attempt the OSSLT before enrolling in the OSSLC.

MLL students are eligible for accommodations. Refer to the current EQAO Guide for Accommodations.

10.0 Community Partnerships

10.1 Settlement Workers
Settlement workers are available to support newcomer students and families with settlement support, school orientation, communication between school and home,
and connection to community resources.

Schools should connect families with settlement workers during registration and orientation and maintain communication with settlement workers about student and
family needs.

10.2 Community Settlement Agencies and MLL Central Team Liaison
AMDSB partners with community settlement agencies to support newcomer families. Schools should be aware of local settlement services and make referrals when
families need support.
 
The MLL Central Team maintains relationships with community partners and can provide schools with information about available community resources and support
communication between schools and community agencies.

11.0 Roles and Responsibilities

11.1 Administrators
    • Ensure MLL students are identified upon registration and Welcome & Reception Services is contacted.
    • Make classroom placement decisions in consultation with MLL Central Team, parent(s)/caregiver(s), and staff.
    • Ensure appropriate accommodations and modifications are implemented.
    • Make decisions about EQAO/OSSLT participation, deferrals, and accommodations in consultation with teachers and MLL Central Team.
    • Ensure proper report card procedures are followed (ESL/ELD box checked when modifications used and documented in Clevr).
    • Ensure report cards are provided in a language that the parent(s)/caregiver(s) is comfortable with when possible.
    • Ensure translation/interpretation services are provided as per 5.1.
    • Grant credit equivalencies for secondary students based on prior learning.
    • Make compulsory credit substitutions when appropriate for secondary students.
    • Arrange translation and interpretation services as requested.
    • Connect families with settlement workers and community resources.
    • Ensure proper documentation in student OSRs (see AP 213).
    • Ensure accurate identification of MLL students in student information system and on EQAO forms.
11.2 Classroom Teachers
Classroom teachers are responsible for the day-to-day instruction and support of MLL students in their classrooms.
    • Access student STEP levels in Clevr to inform program planning (see AP 213: STEP Assessment and Tracking).
    • Update STEP level according to AP 213.
    • Plan and implement appropriate accommodations and modifications based on STEP levels.
    • Record modifications in Clevr.
    • Use ESL/ELD best practices and differentiated instruction strategies.
    • Assess student learning based on grade-level or modified expectations as appropriate.
    • Complete report cards accurately, indicating when modifications are used.
    • Communicate student progress to parent(s)/caregiver(s), using interpretation/translation services.
    • Consult with MLL Central Team for support with programming, resources, and strategies.
11.3 MLL Central Team
    • Conduct initial STEP assessments (see AP 213: STEP Assessment and Tracking).
    • Enter and maintain STEP data in Clevr.
    • Provide guidance on interpreting STEP results for programming decisions.
    • Provide updated STEP assessment when requested by school teams.
    • Consult with classroom teachers on programming, accommodations, and modifications for MLL students.
    • Provide resources, strategies, and materials to support MLL students and their families.
    • Participate in school-based team meetings when requested.
    • Support schools with classroom placement decisions for MLL students.
    • Provide direct support to students based on individual needs and available resources.
    • Support Welcome & Reception Services in welcoming and orienting families.
    • Provide guidance on accessing translation and interpretation services.
    • Provide professional learning opportunities for school staff on ESL/ELD strategies.
    • Participate in MLL networks to ensure AMDSB's MLL program reflects current Ministry policy and best practices.
    • Analyze data on MLL student achievement and report to senior administration.
11.4 School Office Staff (Secretaries)
    • Welcome families and support the registration process.
    • Contact Welcome & Reception Services when a new MLL student registers.
    • Identify students in the student information system (Aspen) by adding the MLL Alert and ESL program in Aspen. Only if directed by the MLL Central team the ESL program would be changed to an ELD program.
    • Confirm preferred language of written communication and enter into the “Home Language” field in Aspen.
    • Support families in accessing interpretation services.
    • Ensure translated communications are distributed to MLL families.
This Administrative Procedure was developed in accordance with the Ministry of Education's English Language Learners: ESL and ELD Programs and Services - Policies
and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007). While it is the intent of this guideline to outline the process to be followed in procedures for registering, orienting, and delivering English as a Second Language programs and support for Multilingual Language Learners, greater details can be found in the above-named document.

AMDSB acknowledges and thanks Thames Valley District School Board, Halton District School Board, and Near North District School Board for their Administrative Procedures, which served as valuable resources in the development of this document.
 
Appendix A - Supported Languages for School Messenger Translation (please see pdf)
 
Issued May 2026