The Office of Student Pathways is committed to partnering with schools, students, and families to design, implement, and refine experiences that are high quality, culturally and linguistically-responsive, and differentiated to serve the diverse needs of our student body.

Recognizing and supporting our diverse school communities and their student body requires an equitable representation of students in the FRNYC program, including historically underserved populations such as Multilingual Learners, students with IEPs, undocumented students, students in temporary housing, etc.

To ensure equity is championed at each school, each FRNYC school team should have both a Multilingual Learner Support team member and a member of the Transition Team or the Transition Team Leader to support students with IEPs.

These individuals should ensure coursework and programming is:

  • Welcoming
  • Affirming of students' cultural backgrounds
  • Tailored to the unique needs of students and families
  • Is available in multiple languages, where appropriate
  • Aligned with NYCPS Academic Policy Guidance for special populations

Students with IEPs: The table below lists suggestions for schools to support students with IEPs

    • FRNYC Component

    • Considerations for schools to support Students with IEPs

    • Career Connected Instruction and Financial Literacy
    • When appropriate:

      • Provide printed materials early to allow students sufficient time to read and comprehend the material
      • Use multi-modal methods to present classroom material in order to address a variety of learning styles and strengths (e.g., auditory, visual, kinesthetic)
      • Provide important information in both oral and written formats
      • When teaching a lesson, state objectives, review previous lessons, and summarize periodically
      • Read aloud what is written on the board or present on an overhead visual
      • Keep instructions brief and uncomplicated
      • Allow time for clarification of directions and essential information and regularly check for understanding
      • Use captioned videos – Although captioned videos are typically used for students who are deaf, they also help some students with IEPs and those for whom English is a second language by ensuring content is presented visually and audibly
      • Provide study guides or review sheets
      • Have multiple methods for course assessment, such as allowing students to take an exam or write a paper; work alone or in a group; or deliver an oral, written, or videotaped project presentation
    • Work-Based Learning
      • Align WBL experiences with students’ IEP goals
      • In partnership with WBL intermediaries, cultivate relationships with community business partners to review student needs and make appropriate accommodations within the workplace.
      • Where appropriate, arrange transportation to WBL experiences in advance
      • Engage families to provide space for them to flag concerns and jointly problem-solve
      Students with IEPs must be supported to:
      • Be aware of accommodation strategies for specific situations
      • Appropriately disclose their disabilities as they relate to the performance of specific job tasks
      • Discuss their disabilities with worksites so they can develop methods for support and implementation of necessary accommodations
    • Personalized Advising
      • Review Transition and Postsecondary goals within students’ IEPs and monitor progress
      • Ensure students with IEPs are on track to finish program and have a completed transition and postsecondary plan
      • Ensure students with IEPs are connected to transition and accessibility supports at their college or postsecondary program

Multilingual Learners:

To ensure equitable outcomes, schools must consider the unique needs, attributes, and circumstances for diverse multilingual learners and immigrant students. Although some students may face obstacles and some pathways may present employment challenges, there are many opportunities to ensure all students are on a pathway to a family-sustaining career. Educators are strongly encouraged to know each student well, bridge partnerships with families, and ensure resources are accessible across language groups and open to vast immigration statuses.

The table below lists suggestions for schools to support Multilingual Learners and Immigrant Students.

    • FRNYC Component

    • Considerations for schools to support MLs/ELLs and Immigrant Students

    • Career Connected Instruction and Financial Literacy
      • Provide scaffolds for multilingual learners to:
        • Build background knowledge;
        • Target vocabulary development;
        • Increase access to grade level text;
        • Use home language as a resource;
        • Build student agency and confidence; and
        • Use peer interactions to support learning.
      • Limit the use of jargon and colloquialisms, provide graphic organizers and strategically leverage images.
      • Identify when translation is needed such as pre-recorded videos where speech may be fast-paced, unclear, and/or filled with colloquials.
      • When creating and teaching a lesson, in addition to clearly stating content objectives, ensure there are language and cultural objectives to address language comprehension and socio-cultural competencies needed to thrive.
      • Consider providing extended time and appropriate translated glossaries for multilingual learners when administering exams.
      • Provide opportunities for project-based learning to tackle problems, engage in hands-on learning, and demonstrate comprehension.
      • Feature texts, examples, and guests that highlight the brilliance and career achievements of multilingual, immigrant, and undocumented communities.
    • Early College Credit and Credentials of Value
      • Identify pre-CUNY Language Immersion Programs (CLIP) and college-level ESL courses high school students can access.
      • Identify pathways to multilingualism as a cultural and career asset through world language AP, college courses, and the NYS Seal of Biliteracy.
      • Connect students to Immigrant Success Liaisons across CUNY campuses.
      • Provide families with translated information sheets highlighting the benefits of early college credits and debunk common myths about postsecondary attainment, especially for immigrant communities.
    • Work-Based Learning
      • In addition to hourly paid WBL opportunities, create stipend-based workplace challenges that every student demographic can access.
      • Understand the rights, opportunities, and paid career barriers that may be present for select immigrant students and create equally impactful alterations, as needed.
      • Identify if there are language supports available across WBL sites and placements that value and gain advantages from bilingual participants.
      • Consider creating an advisory of culturally and linguistically relevant partnerships to provide guidance, input, and support in providing WBL opportunities for multilingual and immigrant students, regardless of immigration status.
    • Personalized Advising
    • To provide Culturally Responsive Advisement for Multilingual and Immigrant Students, consider the following:

      • Break down culturally specific words, concepts, and colloquialisms important to navigating high school and a postsecondary pathway.
      • When applicable, identify if a student needs support translating their international transcript(s) to fulfill their postsecondary application needs.
      • Address any programming needs to ensure current English Language Learners can fully participate in FRNYC while fulfilling their ENL and/or bilingual course requirements.
      • Highlight multilingualism as an asset and identify ways to honor and strengthen home language.
      • Ensure there are always resources and opportunities readily accessible that cater to undocumented students’ needs.

      *Note: NYC Public Schools does not ask about or track student immigration status, and schools should make resources, information, and opportunities pertinent to immigrant communities available to everyone in the school community.

When working with multilingual learners and immigrant students, it is important to:

  • Build intentional community
  • Ensure accessibility
  • Prioritize social-emotional learning
  • Provide culturally responsive sustaining practices

To prepare for your engagement with multilingual and immigrant students across these areas, consider reflecting on and planning for various practices and strategies to ensure a welcoming, inclusive, and equitable learning environment with this action planning tool.