Specifications include, but are not limited to: A. Training Requirements: 1. The provider shall develop and deliver a series of four synchronous virtual trainings of two hours each on meeting the needs of SLIFE, geared towards general education teachers, English for speakers of other languages (ESOL) teachers, special education teachers, school counselors, and administrators, including but not limited to topics such as: • Identification of SLIFE; • SLIFE learner characteristics; • Strategies for language and content teaching for SLIFE; • Family engagement strategies for families of SLIFE; • Supporting graduation and post-secondary success of SLIFE; 2. The trainings shall be recorded and shall be the property of the Department.; B. Definition and Implementation: 1. The provider shall consult with the Department on its development of a formal SLIFE definition. ; a. Consultation shall be for a period of two hours, conducted virtually with Department staff.; 2. The provider will create an implementation plan to include recommendations on: a. Presenting the definition to the field; b. Trainings and resources to provide to the field; c. Data practices and implications; C. Consultation Services: 1. The provider shall deliver up to 30 total hours of virtual consultation to Maine school administrative units (SAUs) to assist them in developing and implementing their education programs for SLIFE. Up to three hours of consultation will be offered to Maine SAUs with the highest ML enrollment: Auburn, Augusta, Biddeford/Saco, Lewiston, Portland, South Portland, and Westbrook. If the full 30 hours are not used by the SAUs listed, the remaining hours shall be made available to other SAUs upon request. Total consultation hours shall not exceed 30.; D. Assessment Development: 1. The provider shall develop a native language literacy and math skills assessment for the purposes of SLIFE identification. The assessment must serve to determine the student’s current achievement in native language and literacy relative to his/her typical peers who are not SLIFE, in order to gauge quantifiably whether the student is at or below grade level, and specifically whether the student is two years or more behind grade level as compared to typical peers who are not SLIFE. The assessment must be developed in the top ten languages (after English) most commonly spoken by Maine’s multilingual learners.
