This policy identifies practices that may be preventing emerging multilingual learners’ success and provides guidance on how the DC Public Charter School Board (DC PCSB) will monitor schools’ compliance with local and federal laws related to emerging multilingual learner (EML) students.1 This policy also identifies criteria for DC PCSB to initiate an audit, and the subsequent audit procedures it will initiate in response to each potential indication of noncompliance or inequitable provision of services schools must provide to EML students.

The series of blog posts outlines the basics of serving Emerging Multilingual Learners. These articles provide a clear, concise foundation of knowledge about definitions, assessment, models of instruction, and policy, among other things.

As the Emerging Multilingual Learner student population continues to rise, so does the need for additional development of policies, practices, and supports for leaders and teachers across the District. OSSE is taking critical steps to create supporting conditions that enhance programs for Emerging Multilingual Learners, increase learning opportunities for educators, and ultimately ensure Emerging Multilingual Learners can succeed in every classroom in DC

The questions and answers included in this document are intended to help States and LEAs address these challenges, and more broadly, to understand how Part B of the IDEA and Titles I and III of the ESEA address the inclusion of Emerging Multilingual Learners with disabilities in annual State ELP assessments.