Multilingual learners are provided with sufficient, qualified teaching staff to meet their language learning and academic content acquisition needs, as well as facilities and materials of comparable quality to those of their peers.

• When ELD support is provided by ed techs, aides and/or tutors, it is always overseen by qualified ESOL endorsed teachers to meet students’ ILP goals. Our ELD Vision Statement and Human Resources job description articulates the responsibilities for each of these roles.
• The caseload of teachers serving Multilingual learners allows for effectively meeting all Multilingual learners’ needs. Student demographic changes periodically dictate adjustments in caseloads.  The Director of Language Development reviews programming with administrators and ESOL staff to make adjustments as necessary (and at least annually) by reviewing demographic trends and staffing allocation as well as the language demands/needs of MLs at each school.
• The Department of Language Development works with Building Administrators and the district Academic Team to provide professional development to general educators in core instruction that incorporates the High Leverage Principles for Effective Instruction of MLs aligned to the MDOE adopted WIDA English Language Proficiency Standards.
• The Director of Language Development along with district and building administration ensure that students who are Multilingual Learners have equitable access to the same facilities along with materials and accommodations that specifically address content and language acquisition required to meaningfully participate in the general education program as compared to their non-Multilingual/English-only learner peers. 
• Students who are Multilingual learners participate in all school activities with non-Multilingual/English-only learner learner peers. They are not unnecessarily segregated from their non-Multilingual/English-only learner peers.  Each ML has an ILP outlining their individualized English language learning goals and accommodations to guide instruction in all learning environments.
• Staff training is provided on when and how to provide translation/interpretation services for families, overseen by the MLC Language Access Coordinator.  All new PPS employees are provided training at the beginning of the school year. School secretaries receive training at the start of each school year and additional training is provided upon request by any PPS employee.  Professional Development, translation library access, support for parent teacher conferences, language line, three-way phone conferences, parent meetings are provided as requested.