The secondary multilingual (ML) curricula for use in SPS secondary schools must be designed to: • Provide the highest quality professional development aimed at facilitating teachers' implementation of the program. The professional development proposal should include actions to support teachers before and during the program implementation. • Provide opportunities for students to actively engage in all language skills (listening, speaking, reading and writing) of English language acquisition and to communicate and make connections across disciplines and cultures. • Integrate high leverage tiered instructional strategies. • Integrate language learning across the curriculum and with explicit instruction and support for vocabulary. • Integrate literacy skills (phonemic awareness, phonics, fluency, vocabulary and comprehension). • Provide opportunities for "real world" activities that engage students in English language acquisition. • Include all materials necessary for completion of the lessons within the program. • Provide formative assessments, projects, and summative assessments that will enable the teacher to evaluate student learning. • Explicitly reflect the standards within the Connecticut English Language Proficiency (CELP) Standards; and • Provide developmentally and age-appropriate materials and activities for all learners including special education and accelerated students
