ML Program Quality

Are you registered for the 2024 Growing Success for MLs Summer Conference?

Make your plans now! Join experts from across the state and the Department of Public Instruction for the ML/Title III Growing Success for MLs Summer Conference. This year's conference, themed "Unlocking the Power of Multilingual Learners for Academic Success," promises to be an inspiring and transformative experience.  Register now!

Program Quality includes all aspects of Multilingual Learner (ML) education that should be considered in order to develop the school district's Language Instruction Educational Program (LIEP). The ML/Title III Team provides leadership for the development, enhancement, assessment, and maintenance of standards implementation at the K-12 level with special emphasis on English language development (ELD), and coordinates professional learning opportunities for all teachers and school administrators to raise performance outcomes in all content areas for students identified as MLs. 

Multilingual Learner Program Quality Library

The virtual Multilingual Learner Program Quality Library is a repository designed to bring together pertinent information to support ML/Title III program coordinators in their work with ML Program Quality. The course will support building a strong foundation for ML education and developing and sustaining educational programs and services for MLs. An additional section is dedicated to the specific needs of Charter Schools and recommendations and resources for communication are also included. This Canvas repository can be accessed with a North Carolina public school email address.

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Multilingual Learner (ML) Success Project

The “Strategies and Innovations for Multilingual Learner Success” (or ML Success) project is underway! Through this project, the UNC Greensboro (UNCG) and NCDPI team members aim for 

  • identifying schools that demonstrate success in supporting multilingual learners (MLs)’ academic development 
  • exploring strategies and innovations that contribute to the success for ML learning 
  • summarizing lessons learned and offering recommendations to inform ML-focuses policies and practices 

Over the next 2 years, the team will collect and analyze data, as well as make recommendations to positively impact ML education. The project will invite 8 researchers from Institutions of Higher Education and 24 educators from K-12 schools to participate in the research team. Research team members will:

  • participate in online workshop sessions during Summer 2023 (about 10 hours)
  • work with other research team members to conduct interviews and focus group discussions (outside of regular work hours) during Fall 2023 (about 10 hours)
  • contribute to data analysis and report writing during Fall 2023 and Spring 2024 (about 10 hours)

Eligible researchers and educators will each receive $1,500 for participation and a certificate of participation for up to a total of 30 hours after the completion of all project activities.

Watch the information session recording and visit the project website to learn more about the project and how you can join the project efforts. Complete the interest form to stay informed.

Multilingual-Multimodal Science Inventory (M2-Si) Grant

The NCDPI, in partnership with the Center for Applied Linguistics (CAL), is looking for five (5) PSUs/districts to participate in a grant to create a Multilingual-Multimodal Science Inventory (M2-Si) e-portfolio formative science assessment for students in grades 3-5.

The grant spans four (4) years, 2022 - 2026, and, once created, the e-portfolio will assist educators and families in understanding the academic progress of multilingual students. We will work with dual language/immersion (DL/I) programs and programs which use other models for language instruction. This new approach to assessment will position multilingualism as an asset that students bring into the classroom and showcases North Carolina’s innovative efforts in understanding student achievement and growth. More detailed information about the initiative can be found on the NCDPI website and in the grant proposal.

All school districts should have one designee to develop and establish district-wide protocols and procedures for the implementation of the Language Instruction Educational Program (LIEP) based on federal and state guidance, coordinate district-wide activities for professional development and family engagement, and collect and report information related to English Learners and Immigrant Children and Youth. 

All charter schools are required to follow the guidance provided to LEAs and work on their LIEP Service Chart to support students identified as multilingual learners.

All charter schools should:

  1. designate a person to work with data via PowerSchool, the authoritative source for EL data, even if there are currently no multilingual students enrolled. 
  2. update the program coordinator field in EDDIE.
  3. be aware of the NC process for identifying MLs.
  4. be aware of the annual ACCESS test of English language proficiency in case students arrive during the year; the ACCESS administration is usually late January through mid-March.
  5. complete the EL and Immigrant Headcounts.
  6. be aware of EL support documentation such as the EL Data, Collection, Reporting, and PowerSchool, Program Quality, and Program Compliance pages.

Charter schools with ML students should:

  1. utilize the NC ELD SCOS to guide instruction
  2. complete an LIEP Service Chart and submit it to ML/Title III at NCDPI via Epicenter
  3. complete an EL/ML Plan for each identified ML student. 
  4. follow proper W-APT/WIDA Screener and ACCESS test training procedures
  5. attend the Program Coordinator’s meeting hosted by NCDPI or review documents if unable to attend

Multilingual Learners (MLs) in Dual Language/Immersion (DL/I) 

Types of Immersion

There are two types of immersion programs: One-Way and Two-Way. These terms refer to the population of students being served in the DL/I program.

  • One-Way Immersion - Students enrolled in the DL/I program are mostly monolingual speakers, either of English or of the DL/I program language.
  • Two-Way Immersion - Students enrolled in the DL/I program are a combination of native speakers of English and native speakers of the DL/I program language.

Two-way Dual Language/Immersion (DL/I) programs began in North Carolina in 1995 and Spanish One-way began in 2011 to meet the needs of MLs. MLs in DL/I have been highlighted in presentations at the Foreign Language Association of North Carolina (FLANC), La Cosecha, and the Governor's Advisory Council on Hispanic-Latino Affairs (GACHLA).

  • How many Spanish one-way programs are in NC? There are 3 programs
  • How many two-way programs are in NC? There are over 80 programs
  • What percent of NC DL/I programs are two-way? Over 35% of DL/I programs in NC are two-way programs.
  • What program languages are they using? The current three program languages are Spanish, Chinese, and Urdu.

To learn more about the DL/I Programs in NC, please visit the DL/I webpage. Be sure to explore the DL/I Directory (spreadsheet and visual versions).

English Learner Considerations (ELC)

With the implementation of the Every Student Succeeds Act of 2015 (ESSA), accountability for the progress and proficiency of multilingual learners (MLs) moved from Title III to Title I. This shift moved accountability for MLs from the district to the school level. The English Learners Considerations (ELC) document was designed to offer assistance to both LEAs and charter schools as they explore additional strategies and resources for meeting the needs of MLs and successfully navigating the ESSA accountability requirements.

The English Learner Considerations (ELC) are designed to help school-level and district-level personnel identify and prioritize implementation steps via ML-related questions in conjunction with the Facilitated Assessment of MTSS - School Level.

Explore the ELC document and recommended uses.

Our commitment to fostering diversity and inclusivity within the classroom is steadfast. We strive to ensure that every student, regardless of their background or linguistic proficiency, is provided with opportunities to excel and reach their full potential. In this pursuit, the ML/Title III and the Advanced Learning and Gifted Education teams are working together in an effort to recognize ML Students whose exceptional abilities and talents often remain concealed within the complexities of language acquisition. We are pleased to share a Call to Action paper: Strategic Actions to Realize Equity and Excellence in Gifted Education for Multilingual Learners.

Program Quality Highlights Archive

The Program Quality Highlights featured professional learning and instructional resources for teachers of MLs, educator spotlights, Title III reminders, and opportunities to build capacity for MLs. Please use the links below to access archived editions.