frequent teacher-led, structured opportunities for ELLs to discuss topics that are directly relevant to their lives and for them to interact in the classroom with native English speakers;
The first part of that is also important - I helped a lot of ELLs this year on project after project about famous people and events they had trouble relating to. Obviously, they need to learn a lot of general American history to catch up with their classmates, but every time I was to compare a historical event to something from their country, their eyes would light up and they seemed to really understand. I think it is important not to treat ELLs like they are so hopelessly behind that teachers can never explain things in the kids' native language or relate lessons to something from a student's home country. One of the ESL teachers at the school does a really good job working with her kids to individually explain the lessons, but it isn't the case throughout the school.
Finally, this part of the resolution really makes me happy"
prescreening and ongoing assessment programs that determine students’ levels of English language proficiency separate from students’ content knowledge and that have the appropriate tools to distinguish between lack of linguistic abilities in English and learning disabilities;
I posted a while ago about a Dominican kid who should be in special education but ended up in ESL (and didn't get the help he needed until a teacher that worked with us took it upon herself to give him extra help) because the test the kid took confused his learning disability with a lack of English ability. This happens because the evaluations of immigrant kids aren't good, and it's great the AFT is going to be pushing for better tests and assessments.