1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in New Mexico?

According to the New Mexico Public Education Department (NMPED), the following policies are in place for identifying and assessing English Language Learners (ELLs) in New Mexico:

1. Identification of ELLs: The Home Language Survey (HLS) is administered to all students enrolling in a public school in New Mexico. If a student indicates a language other than English on the HLS, they must be screened for English proficiency using the WIDA Screener Assessment within 30 days of enrollment.

2. Placement in English as a Second Language (ESL) program: Students who score below the designated threshold on the WIDA Screener Assessment must be placed in an ESL program and receive appropriate instructional support.

3. Parent Notification: Parents of identified ELLs must be provided with information about their child’s placement and participation in ESL programs, as well as their rights to opt out of these services if desired.

4. Annual Assessment: All ELLs are required to take the annual ACCESS for ELLs assessment, which measures English language proficiency and progress towards English language proficiency standards.

5. Exit Criteria: ELLs may exit from ESL programs when they meet criteria that demonstrate they have attained sufficient English language skills to participate successfully in mainstream classes without additional language support.

6. Monitoring of Former ELLs: Students who have been exited from ESL programs are monitored for two years after exiting to ensure success and academic progress.

7. Special Considerations for Students with Disabilities: Students receiving special education services may also receive services for ELL instruction if appropriate, as determined by an Individualized Education Program (IEP) team.

8. Local Implementation Teams (LIT): Each district or charter school is required to establish a Local Implementation Team (LIT) responsible for monitoring the identification, placement, instruction, and assessment of ELLs within their schools.

9. Professional Development: Teachers and staff serving ELLs are required to participate in ongoing professional development in English language acquisition and instruction.

2. How does New Mexico ensure that all ELLs have access to appropriate language support services?

New Mexico ensures that all English Language Learners (ELLs) have access to appropriate language support services through the following strategies:

1. Identification and Placement: The first step in ensuring appropriate language support services is identifying ELL students. New Mexico requires all schools to screen all new students for English proficiency using a state-approved assessment within 20 days of enrollment. ELL students are then placed in the appropriate level of language support based on their proficiency level.

2. Individualized Education Plan (IEP): ELL students with disabilities may also receive language support through an Individualized Education Plan (IEP). This plan outlines specific accommodations and modifications necessary for the student to be successful in their academic and linguistic development.

3. Sheltered Instruction: Many schools in New Mexico offer sheltered instruction as a method of providing language support to ELL students. In this approach, content instruction is delivered in English but modified based on the language proficiency level of the students.

4. Bilingual Programs: Some schools in New Mexico also provide bilingual education programs where instruction is provided in both Spanish and English. These programs not only help students develop proficiency in both languages but also foster a sense of cultural identity and pride.

5. English Language Development (ELD) Classes: ELL students are also given access to specialized ELD classes designed to develop their English proficiency levels, focusing on reading, writing, speaking and listening skills.

6. Qualified Teachers: New Mexico requires all teachers working with ELLs to be qualified as ESL or Foreign Language endorsed by completing additional coursework or obtaining endorsements on their teaching license.

7. Parental Involvement: Schools must involve parents of ELLs in decisions regarding their child’s participation in language support services and provide regular updates on their progress.

8. Cultural Competency Training: Schools are required to provide ongoing professional development for all staff members on cultural competency and effective instructional strategies for ELLs.

9. Assessment and Monitoring: ELL students in New Mexico are regularly assessed to monitor their progress in English proficiency and academic achievement. This allows for adjustments to be made to language support services as needed.

By implementing these strategies, New Mexico ensures that all ELL students have access to appropriate language support services to help them succeed academically and linguistically.

3. What is the funding allocation for ELL education in New Mexico, and how is it distributed among school districts?

According to the New Mexico Public Education Department, the funding allocation for ELL education in New Mexico is based on a formula that factors in the total number of students identified as English language learners (ELLs) in a school district and the student’s English proficiency level. The total ELL funding allocation for fiscal year 2020-2021 is $60 million.

The majority of this funding is distributed through two main sources: State Equalization Guarantee (SEG) and Title III, Part A – Language Instruction for Limited English Proficient and Immigrant Students. The SEG portion of ELL funds is distributed to all public schools based on their total enrollment of students, including ELLs. The Title III funds are allocated to districts specifically for supporting the educational needs of ELLs.

Additionally, school districts may also receive discretionary grant funding from the department’s Language and Cultural Education Bureau for specific initiatives or programs targeting ELLs. These grants are awarded on a competitive basis.

It is important to note that while there is a designated allocation for ELL education, all state and federal education funding can be used to support the needs of bilingual and multilingual students. Schools are responsible for ensuring that their budget reflects equity in services provided to ELLs alongside other student populations.

4. Are there any specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs?

Yes, there are specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These may vary from state to state, but generally include assessments of listening, speaking, reading, and writing skills in English, as well as an overall level of proficiency determined through standardized tests or teacher evaluations. States may also have specific criteria for the amount of time a student must spend in an ESL or language support program before being considered ready to exit.

5. How does New Mexico monitor and evaluate the effectiveness of its ELL education policies and programs?

New Mexico monitors and evaluates the effectiveness of its ELL education policies and programs through several methods, including data collection, program evaluations, and accountability measures.

1. Data Collection:
The New Mexico Public Education Department (PED) collects and analyzes data on the academic progress of ELL students through various assessments, such as the ACCESS for ELLs test and the PARCC assessment. This data is used to measure student growth over time, identify achievement gaps between ELL students and their non-ELL peers, and track progress towards meeting state standards.

2. Program Evaluations:
PED conducts regular evaluations of its ELL programs to assess their effectiveness in meeting the needs of ELL students. These evaluations may include surveys of teachers and administrators, classroom observations, and analysis of program data.

3. Accountability Measures:
Under the Every Student Succeeds Act (ESSA), schools are required to annually report on the academic performance of their ELL students. This includes measures such as graduation rates, language proficiency levels, and academic achievement compared to non-ELL peers. Schools that consistently underperform are identified as needing improvement and must develop a plan to address these deficiencies.

4. Annual Performance Reports:
Each year, PED publishes an Annual Performance Report (APR) which includes data on the academic achievement of all student groups, including ELLs. The APR is used to monitor schools’ progress towards meeting state educational goals and can also be used to identify areas where additional support or resources may be needed for ELL students.

5. Feedback from Stakeholders:
PED also gathers feedback from stakeholders such as educators, community members, parents/guardians of ELL students, and advocacy groups to assess the impact of its policies and programs on ELL education. This feedback can inform future decisions about how best to serve this student population.

Overall, New Mexico’s monitoring and evaluation processes are designed to ensure that its policies and programs are effective in improving educational outcomes for ELL students and to identify areas where additional support and resources may be needed. These efforts help to continually improve the education system for ELL students in the state.

6. Is there a designated state office or department responsible for overseeing ELL education in New Mexico?

Yes, the State Language Policy and Compliance Office within the New Mexico Public Education Department is responsible for overseeing ELL education in New Mexico. This office is responsible for developing and implementing policies and procedures to ensure equitable access to high-quality educational programs and services for English language learners.

7. Are teachers in New Mexico required to have specialized training or certification for working with ELL students?

Yes, teachers in New Mexico are required to have specialized training or certification for working with ELL students. According to the state’s bilingual education regulations, “all teachers serving LEP/ELL students must possess appropriate licensure and endorsement(s) as defined by the Public Education Department (PED).” This means that they must hold a valid teaching license and an endorsement specifically for working with ELL students. Additionally, teacher preparation programs in New Mexico are required to include coursework on second language acquisition and strategies for teaching ELL students.

8. What accommodations are available for standardized testing for ELL students in New Mexico?

In New Mexico, accommodations for standardized testing for ELL students may vary based on individual student needs and the type of test being administered. Some common accommodations that may be available include:

1. Bilingual Glossaries: This accommodation allows ELL students to use a bilingual dictionary or glossary during the test to look up unfamiliar words.

2. Extended Time: Extra time may be granted for ELL students who require more time to complete the test due to language barriers.

3. English-Monolingual Dictionary: ELL students may be allowed to use an English-only dictionary during the test to look up unfamiliar words.

4. Small Group Testing: Students who are not familiar with large group testing environments may be provided with a smaller group setting for standardized tests.

5. Simplified Instructions: Test instructions can be simplified and explained in simpler language or broken down into smaller parts for better understanding by ELL students.

6. Use of Illustrations: Some tests allow for the use of illustrations or pictures as part of the questions, which can help visual learners or those with limited literacy skills understand the concepts better.

7. Translated Tests: In some cases, translated versions of standardized tests may be available for ELL students who are just beginning to learn English.

8. Oral Translation: For some tests, an interpreter can provide oral translation of instructions and questions in the student’s native language.

It is important for parents and educators to work together to determine which accommodations are appropriate and necessary for each individual student and ensure they are documented in the student’s Individualized Education Program (IEP) or Section 504 plan if applicable.

9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in New Mexico?

There are several state initiatives and programs in place to promote bilingualism and biliteracy among ELLs in New Mexico.

1) Bilingual Multicultural Education Bureau: The New Mexico Public Education Department has a Bilingual Multicultural Education Bureau that provides resources and support for schools and districts to develop, implement, and evaluate bilingual education programs.

2) Seal of Biliteracy: In 2016, New Mexico became the second state in the nation to offer a Seal of Biliteracy, which recognizes high school graduates who have attained proficiency in two or more languages. This program aims to promote bilingualism and biliteracy by encouraging students to study languages other than English.

3) Dual Language Programs: Many districts in New Mexico offer dual language programs, where students receive instruction in both English and another language (usually Spanish). These programs aim to promote bilingualism and biliteracy by providing an immersive environment for students to learn and use both languages.

4) English Learner Academy: The New Mexico Public Education Department offers an English Learner Academy for educators working with ELLs. This academy provides training on best practices for teaching ELLs, including strategies for promoting bilingualism and biliteracy.

5) Professional Development Opportunities: The state also offers professional development opportunities for educators on how to support language acquisition for ELLs. This includes strategies for promoting biliteracy among students.

6) Regional Educational Cooperative Organizations (RECs): RECs provide professional development sessions focused on language acquisition and literacy for ELLs. These sessions help teachers understand the importance of maintaining home language while developing proficiency in English.

7) Family Engagement Resources: The New Mexico Public Education Department offers resources for families of ELLs, such as the “Biliterate Families Handbook” which provides information on how families can support their child’s bilingualism and biliteracy development at home.

8) Bilingual Teacher Recruitment Initiatives: The state has initiatives in place to recruit and support bilingual teachers, as they play a critical role in the development of biliteracy among ELLs.

9) Dual Immersion Education Program: In 2015, the New Mexico legislature passed legislation to fully fund Dual Language – Maintenance Programs (also known as Dual Immersion) for grades K-8. This program aims to promote bilingualism and biliteracy by providing equal learning opportunities for English and Spanish speakers.

10. Has there been any recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs?

Yes, there have been recent policy changes regarding the inclusion of immigrant and undocumented students in ELL education programs. In 2014, the Supreme Court decision in Plyler v. Doe reaffirmed that all children, regardless of their immigration status, are entitled to a free public education. This means that schools cannot deny enrollment or participation in ELL programs based on a student’s immigration status.

Additionally, the Every Student Succeeds Act (ESSA) of 2015 requires states to include English language proficiency as a factor in their accountability systems and provide resources for ELL students to reach proficiency in English. It also prohibits states from excluding newly-arrived immigrant students from participating in state assessments for up to one year while they receive necessary support services such as ELL instruction.

In 2018, the Department of Education also issued guidance clarifying that schools must not inquire about a student’s immigration status for enrollment purposes and must protect the privacy of students’ personal information, regardless of their citizenship or immigration status.

Overall, these policies emphasize the importance of inclusivity and providing equal educational opportunities for all students, regardless of their background or immigration status.

11 . What resources are available to support parents of ELL students and promote their involvement in their child’s education?

1. Parent-Teacher Conferences: Schools often hold regular parent-teacher conferences to update parents on their child’s progress and discuss any concerns or areas for improvement.

2. Bilingual School Staff: Having bilingual teachers, counselors, or support staff who can communicate with parents in their native language can help bridge the communication gap and make it easier for them to be involved in their child’s education.

3. ELL Programs and Workshops: Schools may offer programs and workshops specifically for ELL families to provide information about the curriculum, school policies, resources, and strategies they can use to support their child’s learning.

4. Translation Services: Some schools offer document translation services or have interpreters available during important meetings or events to ensure effective communication with non-English speaking parents.

5. Multicultural Events & Celebrations: Schools that celebrate the diversity of their student body through multicultural events and celebrations can create a welcoming environment for ELL families to feel more engaged and involved in their child’s school community.

6. Community Liaisons: Many schools have community liaisons or family engagement coordinators who work directly with families of ELL students to build relationships, provide information, and connect them with resources within the community.

7. Home Visits: In some cases, schools may conduct home visits with ELL families as a way to establish a personal connection, better understand their needs, and communicate important information about their child’s education.

8. Online Resources & Platforms: School websites, social media platforms, or online portals can be used to provide information about events, volunteer opportunities, access to resources, and updates on student progress.

9. Volunteer Opportunities: Schools may offer various ways for parents to get involved in school activities such as assisting in classrooms or participating in parent committees that help plan events or make decisions that affect students’ academic success.

10. Parent Ambassador Programs: These programs train interested parents on how they can support other parents of ELL students and serve as a liaison between the school and their community.

11. Parent Workshops: Schools may organize workshops for parents on topics such as college preparation, financial aid, or parenting strategies to help them better support their child’s academic and personal growth.

12. Does New Mexico offer any cultural competency training for educators working with ELL students?

Yes, New Mexico offers cultural competency training for educators working with ELL students. The New Mexico Public Education Department offers professional development opportunities for teachers and school leaders on culturally responsive instruction and understanding and supporting the needs of ELL students. Additionally, the state requires all educators to complete a cultural competency training as part of their licensure renewal process.

Some examples of specific trainings offered in New Mexico include:

1. Culturally Responsive Teacher: This training focuses on incorporating culturally relevant strategies into classroom instruction to meet the needs of diverse students.

2. Working with English Learners: This training provides educators with strategies for effectively teaching ELL students, including language acquisition techniques and cultural considerations.

3. Supporting Linguistically Diverse Students: This training helps educators build knowledge about the diverse linguistic backgrounds of ELL students and how to support their academic success.

4. Bilingualism and Biliteracy: This training focuses on developing a positive attitude towards bilingualism and biliteracy among both educators and students.

5. Understanding Cultural Bias in Assessment: This training helps educators identify and address any potential cultural bias in assessments, particularly when working with ELL students.

Furthermore, many districts in New Mexico have their own professional development programs focused specifically on working with English language learners. It is recommended to check with individual school districts for specific trainings available in your area.

13. How does New Mexico address the unique needs of long-term English Language Learners who have not yet reached proficiency?

New Mexico offers specific services and support for long-term English language learners (LTELs) through its Language and Culture Division (LCD). LTELs are defined as students who have been in the United States for six or more years and have not yet reached proficiency in the English language.

Some ways that New Mexico addresses the unique needs of LTELs include:

1. Instructional supports: The LCD provides resources, training, and technical assistance to educators to help them better understand the diverse linguistic and cultural backgrounds of their LTEL students. This includes strategies for differentiated instruction, culturally responsive teaching, and language development techniques.

2. Bilingual/ESL instructional programs: New Mexico offers bilingual education programs in which instruction is provided in both English and the native language of the student. These programs aim to develop academic proficiency in both languages simultaneously.

3. English as a Second Language (ESL) programs: In addition to bilingual education programs, New Mexico also offers ESL programs for LTELs. These programs focus on developing English language skills through targeted instruction suited to each student’s individual needs.

4. Cultural competency training: The LCD provides cultural competency training for educators to ensure they understand the unique strengths and challenges faced by LTELs and can create a supportive learning environment for these students.

5. Individualized support plans: Schools are required to create individualized support plans for LTEL students, which outline specific interventions and supports tailored to their needs based on ongoing assessments of their progress.

6. Peer Tutoring: Some schools may offer peer tutoring programs where advanced English speakers can work with their LTEL peers to improve their language skills in a one-on-one or small group setting.

7. Family engagement: The LCD organizes family engagement events such as workshops, meetings, and conferences aimed at helping families understand the academic expectations of schools while also supporting them in navigating the education system.

8. Extended learning opportunities: Some schools may offer extended learning opportunities such as after-school programs, summer school, or academic enrichment programs to help LTEL students catch up academically.

Overall, New Mexico recognizes the unique needs of LTELs and is committed to providing support and services to help these students reach proficiency in English while also supporting their academic success.

14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in New Mexico?

Yes, there are several initiatives and partnerships in place that aim to support the academic success of ELL students in New Mexico. Some examples include:

1. English Language Learners Program: This is an initiative run by the New Mexico Public Education Department (NMPED) that provides resources, guidance, and support for ELL students and their families. The program works closely with school districts, community organizations, and other stakeholders to ensure that ELL students receive equitable access to quality education.

2. Dual Language Programs: Many schools in New Mexico have implemented dual language programs where students learn academic subjects in both English and their native language. This helps ELL students maintain their native language while also developing proficiency in English.

3. Family Engagement Partnerships: Many community organizations partner with schools to support family engagement of ELL students. For example, some community organizations offer workshops on how parents can help their children with homework or provide translation services during parent-teacher conferences.

4. Bilingual Education for Native American Students: There are several initiatives and partnerships specifically focused on supporting the academic success of Native American ELL students in New Mexico. One such example is the Indian Education Division within NMPED that works with Native American communities to develop culturally responsive curricula and strategies for teaching Native American languages.

5. Immigrant Resource Centers: Several community-based organizations in New Mexico offer immigrant resource centers that provide a wide range of services for immigrant families, including academic support for ELL students.

6. After-School Tutoring Programs: Many schools and community organizations offer after-school tutoring programs specifically designed for ELL students to help them improve their academic skills in English and other subjects.

7. Dual Credit Programs: High school students who are still developing English proficiency have access to dual credit programs that allow them to earn college credits while still in high school.

These are just a few examples of initiatives and partnerships aimed at supporting the academic success of ELL students in New Mexico. There are many other efforts, both at the state and local levels, that are continuously evolving to meet the academic needs of this diverse group of learners.

15. Does New Mexico provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?

Yes, the New Mexico Public Education Department provides special grants and funding opportunities targeted towards improving ELL education outcomes. Some examples include:

1. Bilingual Multicultural Education Bureau Grant (BMEB):
This grant is designed to support districts and charter schools in providing bilingual and multicultural education programs that meet the needs of English language learners (ELLs) and other culturally and linguistically diverse students.

2. Title III ELL Program Enhancement Grant:
This grant provides funding for districts and charter schools to support instructional programs, teacher professional development, family engagement, and other resources that improve ELL student achievement.

3. Dual Language Instruction Program (DLIP) Grant:
This grant supports districts and charter schools in implementing or expanding dual language instructional programs that serve both ELLs and native English speakers in an integrated setting.

4. Native American Language & Culture Instructional Grant Program:
This program provides funding for schools with a high population of Native American students to develop or enhance Native American language and culture instruction.

5. Family Literacy Program Grant:
This grant supports districts and community-based organizations in providing family literacy services for ELL parents/guardians of children enrolled in pre-K through grade 12.

6. Migrant Service Provider Supplemental Grants:
These grants provide supplemental funding to school districts or agencies that serve migrant students, including ELLs from migrant families.

7. Summer Reading Programs for Spanish-Speaking Students:
This funding program promotes academic success for Spanish-speaking students by supporting summer reading programs focused on literacy development.

16. Do local school districts have autonomy to develop their own policies for serving English Language Learners, or are they required to comply with statewide guidelines?

In the United States, education is primarily the responsibility of state and local governments, so local school districts typically have some degree of autonomy to develop their own policies for serving English Language Learners (ELLs). However, these policies must comply with federal and state laws and guidelines for educating ELLs. Most states have adopted their own guidelines for serving ELLs based on federal laws such as Title VI of the Civil Rights Act and the Equal Educational Opportunities Act. Additionally, some states may have specific laws or regulations that govern how ELLs are identified, assessed, and taught in schools. Therefore, while local school districts have some autonomy in developing policies for ELLs, they must also adhere to statewide guidelines.

17. Are there any strategies in place to ensure that ELL students are not disproportionately placed in special education programs?

Yes, there are several strategies in place to ensure that ELL students are not disproportionately placed in special education programs.

1. Culturally and Linguistically Responsive Teaching: This approach emphasizes understanding and incorporating cultural and linguistic diversity into teaching practices to better support the academic needs of ELL students. It also helps in identifying potential learning disabilities or other challenges that may require special education services.

2. Early Intervention and Support: Schools often have early intervention programs in place for ELL students who are struggling academically. These programs provide additional support and services before considering special education placement.

3. Multi-Tiered Systems of Support (MTSS): This model provides a framework for supporting at-risk students, including ELLs, through differentiated instruction, targeted interventions, and progress monitoring. This helps in identifying language barriers as the root cause of academic challenges, rather than a disability.

4. Collaboration Between General Education and Special Education: Collaboration between general education teachers, ESL teachers, and special education teachers ensures regular communication regarding student progress and needs, leading to more appropriate placements.

5. Cultural Competence Training for Educators: Teachers receive training on cultural competency to understand the unique needs of ELL students from diverse backgrounds and avoid misinterpretations of their behavior or performance in the classroom.

6. Parent Involvement: Schools involve parents of ELL students in decision-making processes when considering special education placements to ensure their voices are heard.

7.Holistic Assessment Measures: Schools use multiple measures such as observations, interviews with school staff, student work samples, parent input, etc., along with standardized tests to determine whether an ELL student requires special education services.

8.Legal Protections: The Individuals with Disabilities Education Act (IDEA) strictly prohibits discrimination against minority or limited English proficiency children and sets guidelines for language proficiency assessments before placement decisions are made.

18. What steps has New Mexico taken to address the shortage of qualified English as a Second Language (ESL) teachers?

The following are steps that New Mexico has taken to address the shortage of qualified ESL teachers:

1. Offering alternative licensure programs: The state offers alternative pathways for individuals with bachelor’s degrees to become certified in teaching English as a second language. These programs provide training and support for new teachers without an education background.

2. Collaboration with universities: The state’s department of education works closely with universities to create and implement programs that prepare pre-service teachers for ESL certification.

3. Professional development opportunities: New Mexico offers professional development workshops, seminars, and conferences for current teachers to improve their skills in teaching ESL.

4. Loan forgiveness programs: The state offers loan forgiveness programs for teachers who commit to teaching in areas with high need for ESL instructors.

5. Recruitment efforts: The department of education actively recruits bilingual individuals and encourages them to pursue a career in teaching ESL.

6. Partnership with community organizations: The state partners with community organizations and agencies to identify potential candidates for becoming ESL teachers and provides them with necessary support and resources.

7. Incentives for current educators: In addition to providing professional development opportunities, the state also offers incentives such as bonuses or salary increases for teachers who become certified in ESL.

8. Retention strategies: To retain qualified ESL teachers, the state provides mentoring and coaching programs, as well as opportunities for collaboration and networking among educators.

9. Expansion of bilingual education programs: New Mexico has increased the number of bilingual education programs in public schools, providing more opportunities for students to learn English as a second language from qualified instructors.

10. Data tracking and analysis: The department of education tracks data related to ESL teacher recruitment, retention, and student outcomes, which helps inform future strategies to address the shortage of qualified ESL teachers in the state.

19. Are ELL students given access to elective courses and extracurricular activities in their native language in New Mexico?

The answer to this question depends on the specific school and district policies in New Mexico. In general, it is not common for elective courses or extracurricular activities to be offered in students’ native languages. However, schools may offer English language support or bilingual programs to help ELL students participate in elective courses and activities with their peers. It is important for families to communicate with their child’s school about their language needs and preferences to ensure that they have access to all relevant opportunities.

20. How does New Mexico support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?

New Mexico supports ELL students during their transition to a new school or district in several ways:

1. Language Proficiency Assessment: When a new ELL student enrolls in a New Mexico school, they are given a language proficiency assessment to determine their level of proficiency in English. This assessment helps the school understand the student’s language abilities and identify any additional support they may need.

2. Bilingual Education Programs: New Mexico offers bilingual education programs for ELL students which provide instruction in both English and the student’s native language. These programs help ELL students maintain and strengthen their first language while also learning English.

3. ESL Support Services: Schools in New Mexico provide English as a Second Language (ESL) support services for ELL students, which include small group instruction, one-on-one tutoring, and other specialized services to help develop their English proficiency.

4. Cultural Competency Training: Teachers and staff in New Mexico schools receive training on cultural competency to better understand and support the linguistic and cultural needs of ELL students. This includes learning about students’ cultures, customs, beliefs, and family backgrounds.

5. Multicultural Resources: New Mexico provides multicultural resources for schools, teachers, and families to promote understanding and appreciation of diverse cultures within the school community.

6. Counselors and Social Workers: Schools in New Mexico have counselors and social workers who work with ELL students to address any social-emotional issues they may face during their transition to a new school or district.

7. Peer Mentorship Programs: Some schools in New Mexico have peer mentorship programs that pair ELL students with native English-speaking peers who can provide academic support and help them acclimate to the new school environment.

8. Parent Involvement: Schools in New Mexico involve parents of ELL students by providing them with information on how they can support their child’s academic success at home through activities such as reading with their child in their native language.

9. Specialized Transition Programs: Some schools in New Mexico have specialized programs to support the transition of new ELL students, such as newcomer centers that provide intensive English language instruction and cultural orientation.

10. Collaboration with Community Organizations: Many schools in New Mexico collaborate with community organizations to provide additional support for ELL students and their families, such as after-school programs, tutoring, and resources for immigrant families.