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

As of 2021, the policies in place for identifying and assessing English Language Learners in Alabama include the following:

1. Home Language Survey: All students enrolling in Alabama public schools are required to fill out a Home Language Survey, which asks about the language(s) spoken at home.

2. Identification Process: If a student indicates a language other than English on the Home Language Survey, they are then given an English language proficiency assessment called the ACCESS for ELLs test to determine their level of English proficiency. Students may also be identified through teacher or parent referral, or by other means such as previous school records.

3. English Language Proficiency Levels: The ACCESS for ELLs test measures students’ proficiency in reading, writing, speaking, and listening skills in English. Based on their scores, students are classified into one of four proficiency levels: Beginning, Intermediate, Advanced, and Proficient.

4. Exiting ELL Status: Once a student reaches the Proficient level on the ACCESS for ELLs test and meets other criteria set by the state, they may exit from ELL status and no longer receive specialized instruction for English language learning.

5. Annual Assessment: All identified ELLs must take the ACCESS for ELLs test every year until they meet exit criteria and are no longer considered LEP (Limited English Proficient).

6. Parental Notification: Parents or guardians of all newly identified ELL students must be notified with information about their child’s classification and services within 30 days of enrollment.

7. Equal Access to Education: Alabama public schools must ensure that all identified ELLs have equal access to educational programs and services that help them develop both academic content knowledge and simultaneously learn English.

8. Accountability Measures: Under federal law (Title III of Every Student Succeeds Act), states must have accountability measures in place to monitor the progress of ELLs in gaining English proficiency and academic achievement.

9. Accommodations for Testing: ELLs are provided with testing accommodations such as extended time, bilingual dictionaries, and English language support to ensure they can fully demonstrate their knowledge and skills on state assessments.

10. Language Instruction Educational Programs (LIEPs): Based on the level of English proficiency and other factors, schools provide specialized English language instruction to ELLs through LIEPs such as English as a Second Language (ESL) classes, Dual Language Immersion programs, or Sheltered Instruction programs.

Overall, these policies aim to identify and support the unique needs of ELLs in Alabama’s public school system and ensure their success in both language development and academic achievement.

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

Alabama has several policies and programs in place to ensure that all ELLs have access to appropriate language support services.

1. Identification and Placement: Alabama requires that all students who are identified as potentially needing English language support be tested using the state mandated assessment, the W-APT (WIDA ACCESS Placement Test). This test helps determine the student’s English language proficiency level and placement in an appropriate language program.

2. English Language Development (ELD) Standards: Alabama has adopted the WIDA ELD Standards to guide instruction for ELLs. These standards outline the academic language skills necessary for success in school and provide a framework for ELD curriculum and instruction.

3. English as a Second Language (ESL) Programs: ESL programs are available in all Alabama public schools for students who have limited English proficiency. These programs provide designated time each day for explicit instruction in English language development.

4. Sheltered Instruction: In addition to ESL programs, Alabama also encourages sheltered instruction techniques in content-area classes. This approach uses instructional strategies specifically designed for ELLs, such as visuals, hands-on activities, and modified vocabulary, to make academic content more accessible.

5. Bilingual Education Programs: For districts with a high number of ELLs from a specific language group, Alabama offers bilingual education programs which provide academic instruction in both languages. These programs must be approved by the State Department of Education and follow state guidelines.

6. Professional Development: The state provides ongoing professional development for teachers working with ELLs through conferences, seminars, and workshops focused on best practices for supporting second language learners.

7. Parent Involvement: Alabama requires regular communication with parents of ELLs about their child’s progress and available services through translated materials or interpreters when necessary.

8. Monitoring Progress: The state regularly monitors the academic progress of ELLs through assessments like WIDA ACCESS for ELLs to ensure they are making academic progress and receiving appropriate support.

9. English Learner Advisory Committee: Each school district is required to establish an English Learner Advisory Committee (ELAC), which includes parents of ELLs, to provide input and feedback on language support services.

10. State Support: The Alabama State Department of Education provides technical assistance and guidance to schools and districts to ensure compliance with state and federal laws related to language support services for ELLs.

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

According to data from the National Center for Education Statistics, Alabama allocated approximately $38 million for English Language Learner (ELL) education in the 2018-2019 school year.

In Alabama, ELL education funding is distributed among school districts through a formula known as the Flexible Spending for Student Success (FSSS) distribution formula. This formula takes into account various factors such as student enrollment, poverty levels, and special education needs of students in each district. The goal of this formula is to distribute funds equitably among districts based on their unique needs and characteristics.

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, most states have specific standards and benchmarks for English language proficiency that students must meet in order to exit language support programs. These standards are often developed in accordance with the WIDA (World-Class Instructional Design and Assessment) framework, which outlines five levels of proficiency in English: entering, emerging, developing, expanding, and bridging. Students are expected to demonstrate language proficiency at the expanding or bridging level in order to exit language support programs and fully participate in mainstream classes.

In addition to these general proficiency levels, many states also have specific criteria that must be met in areas such as oral language, reading, writing, and academic vocabulary. These benchmarks may vary slightly from state to state, but they generally focus on a student’s ability to understand and produce spoken and written English at a level that allows them to engage fully in grade-level academic content.

To determine whether an ELL has reached the necessary proficiency levels to exit language support programs, schools may use a combination of measures such as standardized tests (e.g. ACCESS for ELLs), classroom observations, portfolios of student work, and teacher evaluations. In some states, parent input may also be considered when making decisions about exiting ELLs from language support programs.

It is important for educators to regularly monitor the progress of ELLs towards meeting these state standards and benchmarks for English language proficiency. This allows them to provide appropriate support and resources as needed and ensure that ELLs are on track to successfully exit these programs and thrive academically.

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

The Alabama Department of Education monitors and evaluates the effectiveness of its ELL education policies and programs through a variety of methods, including data collection and analysis, program evaluations, and ongoing communication with stakeholders. Some specific ways in which Alabama evaluates its ELL education policies and programs include:

1. Data Collection and Analysis: The Alabama Department of Education collects and monitors data on ELL student enrollment, proficiency levels, academic achievement, graduation rates, and other indicators to track progress and identify areas for improvement.

2. Program Evaluations: The state conducts regular evaluations of its ELL education programs to assess their effectiveness in meeting the needs of ELL students. This includes evaluating the instructional materials, resources, and training provided to educators.

3. Monitoring Compliance: The state also conducts regular compliance reviews to ensure that schools are implementing required policies and procedures for serving ELL students.

4. Feedback from Stakeholders: The Alabama Department of Education seeks input from various stakeholders, including parents, educators, community members, and ELL students themselves, to gather feedback on the effectiveness of its policies and programs.

5. Continuous Improvement: Based on the data collected and input from stakeholders, the state makes adjustments to its policies and programs as needed to improve outcomes for ELL students.

Overall, Alabama is committed to regularly monitoring and evaluating its ELL education policies and programs to ensure they are effective in supporting the academic success of ELL students.

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

Yes, the Alabama State Department of Education (ALSDE) is responsible for overseeing ELL education in Alabama. Specifically, the Office of English Learner Services within ALSDE is responsible for providing support and guidance to school districts in meeting the educational needs of English language learners. They also administer state programs related to ELL education and monitor compliance with federal and state guidelines.

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

Yes, according to the Alabama State Department of Education, teachers who work with ELL students are required to have a valid teaching certificate in their content area as well as an ESL (English as a Second Language) certification. Additionally, they must complete specific professional development hours related to working with ELLs every five years.

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

Standardized testing accommodations for ELL students in Alabama include linguistic accommodations and testing modifications. These may include:

1. Extra time: ELL students may be given additional time to complete the test, typically up to 50% more than the regular time.

2. Bilingual dictionaries: Students may be allowed to use bilingual dictionaries during the test to look up words they do not understand.

3. Translated directions: Directions on the test may be translated into the student’s native language.

4. Use of a scribe: A trained person (either a teacher or another student) can write down answers as dictated by the student.

5. Test in native language: In certain situations, students may be allowed to take standardized tests in their native language instead of English.

6. Simplified instructions and vocabulary: For students with limited English proficiency, instructions and vocabulary on tests can be simplified and adapted for easier understanding.

7. Separation from other students: Some students may benefit from taking tests in a separate room with fewer distractions or with fewer students speaking their native language.

8. Alternative formats: Tests can also be administered using alternative formats such as oral exams or visual aids for students who have difficulty reading or writing in English.

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

Yes, Alabama does have state initiatives and programs aimed at promoting bilingualism and biliteracy among English Language Learners (ELLs). Some of these include:

1. Dual Language Immersion Program: The Alabama State Department of Education (ALSDE) offers a dual language immersion program for students in kindergarten through 12th grade. This program pairs English-speaking students with non-English speaking students in order to promote biliteracy and cross-cultural understanding.

2. Seal of Biliteracy: In 2017, the ALSDE launched the Seal of Biliteracy program, which recognizes and rewards high school graduates who have attained a high level of proficiency in two or more languages. This seal is affixed to diplomas and indicates to employers and universities that the graduate is proficient in another language besides English.

3. English as a Second Language (ESL) Programs: The ALSDE provides funding and support for ESL programs in schools throughout the state. These programs offer specialized English instruction for ELLs to help them acquire language skills necessary to succeed academically.

4. Interpreter Services: The ALSDE also provides interpreter services for ELLs who need assistance understanding classroom instruction or communicating with teachers, administrators, or other school personnel.

5. Professional Development for Educators: Alabama offers ongoing professional development opportunities for educators working with ELLs. These trainings provide strategies for promoting language acquisition, culturally responsive instruction, and creating an inclusive learning environment.

6. ESOL Endorsement: Educators can also obtain an ESOL (English for Speakers of Other Languages) endorsement through the Alabama State College of Education. This endorsement equips teachers with specialized knowledge and skills needed to effectively teach ELLs.

7. Parent Engagement Programs: Several organizations, such as the Alabama Immigration Coalition and Hispanic Interest Coalition of Alabama, offer parent engagement programs that aim to help immigrant families navigate education systems and support their children’s academic success.

8. Statewide ELL Coordinator: The ALSDE also has a Statewide ELL Coordinator who provides guidance and support for district and school-level ELL programs.

Overall, Alabama has several initiatives and programs in place to promote bilingualism and biliteracy among ELLs and support their academic success.

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

In recent years, there have been several policy changes regarding the inclusion of immigrant and undocumented students in ELL education programs:

1. Equal Access to Education: Under the Plyler v. Doe Supreme Court ruling in 1982, all children, regardless of their immigration status, are entitled to a free public education. This means that schools cannot deny enrollment or discriminate against students based on their immigration status.

2. Deferred Action for Childhood Arrivals (DACA): In 2012, the Obama administration implemented DACA, which allows certain undocumented youth who came to the United States as children to receive temporary protection from deportation and work authorization. This policy has allowed many immigrant students to continue their education and access ELL programs.

3. English Learner Identification and Support: In 2016, the Every Student Succeeds Act (ESSA) was passed, replacing No Child Left Behind (NCLB). ESSA requires states to develop clear criteria and processes for identifying English learners (ELs) and providing them with appropriate language support services.

4. Language Instruction for Limited English Proficient Students (LIEP): Under ESSA, Title III provides funding for LIEP programs that aim to help ELs achieve proficiency in English and meet academic content standards.

5. Bilingual Education Programs: Some states have also implemented policies promoting bilingual education programs as an effective way to support ELs’ language development while also learning academic content.

6. Inclusion of Undocumented Students in Federal Financial Aid: In 2015, President Obama announced that undocumented students who meet certain criteria can now receive federal financial aid for higher education through the Deferred Action for Childhood Arrivals program.

7. Sanctuary Schools: Some school districts have declared themselves as “sanctuary schools,” meaning they will not assist federal authorities in enforcing immigration laws on school grounds or ask about a student’s immigration status when enrolling them.

8. Withdrawal of Federal Guidance on Transgender Students: In 2017, the Trump administration withdrew an Obama-era guidance that allowed transgender students to use bathrooms and locker rooms that corresponded with their gender identity. This change could affect immigrant and undocumented transgender students who are already facing discrimination in accessing education.

Overall, these policy changes have provided more protections and opportunities for immigrant and undocumented students to access ELL education programs. However, the ongoing debate over immigration policies and the current administration’s stance on immigration may continue to impact these policies in the future.

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

1. Bilingual/ESL Departments: Many schools have dedicated departments that specialize in supporting ELL students and their families. These departments can provide resources and assistance for parents, such as interpreter services, parent workshops, and bilingual materials.

2. Parent Liaisons: Some schools have parent liaisons who are specifically trained to work with parents of ELL students. They can serve as a bridge between the school and the family, offering guidance and support for parents to be involved in their child’s education.

3. Translated Materials: It is important for schools to have translated materials available for non-English speaking parents, including newsletters, report cards, and other important documents. This allows parents to stay informed about their child’s education.

4. Parent Workshops: Schools can offer workshops specifically designed for parents of ELL students to help them understand the education system, how they can support their child’s learning at home, and how they can effectively communicate with teachers.

5. Volunteer Opportunities: Encouraging parents to participate in volunteering opportunities at school is a great way for them to be involved in their child’s education and also get a better understanding of the school system.

6. Home Visits: Some schools organize home visits where teachers or staff members visit the homes of ELL students’ families. This helps build a strong relationship between the school and families and provides an opportunity for parents to voice any concerns or ask questions related to their child’s education.

7. Technology Resources: Schools can use technology resources such as online translations services or provide online access to learning resources that both students and parents can access at home.

8.Volunteer Training Programs: Training programs for parent volunteers can be beneficial as it provides them with an understanding of what is expected from them while they volunteer at school events or assist in classrooms.

9.Educator Support Programs: Many organizations offer educator support programs that aim at creating awareness around culture-specific communication styles, ways to involve parents in student learning programs and strategies to build a strong relationship with students’ families..

10.Community Resources: Local community organizations or libraries may offer resources and classes for parents of ELL students to learn English and better understand the school system.

11.Parent-Teacher Conferences: Schools should have designated translators available during parent-teacher conferences so non-English speaking parents are able to effectively communicate with their child’s teacher and understand their progress.

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

Yes, Alabama does offer cultural competency training for educators working with ELL students. One example is the state-sponsored professional development program “Newcomer Academy”, which provides training to teachers and school staff on topics such as understanding cultural differences, meeting the needs of diverse learners, and promoting cross-cultural communication. Additionally, the Alabama State Department of Education offers a variety of resources and workshops for educators to build their cultural competency skills and better support ELL students in the classroom.

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

The Alabama State Department of Education has developed several strategies to address the unique needs of long-term English Language Learners (ELLs) who have not yet reached proficiency. These include:

1. Providing targeted interventions: Schools are required to identify ELLs who have been in the US for more than five years and have not yet reached proficiency. These students are then provided with targeted interventions, such as additional language instruction or tutoring, to help them reach proficiency.

2. Implementing a Language Instruction Educational Program (LIEP): LIEP is designed specifically for ELLs and provides them with specialized instruction in English language development and academic content areas.

3. Offering bilingual services: For ELLs who speak a language other than English, schools may offer bilingual services, such as bilingual education programs or language support classes.

4. Providing professional development for teachers: Teachers who work with ELLs receive training on how to effectively support long-term ELLs. This includes strategies for differentiated instruction and creating a culturally responsive classroom environment.

5. Engaging families: Schools work to involve families of long-term ELLs in their child’s education and provide resources for supporting their child’s language development at home.

6. Monitoring progress: Schools regularly assess the progress of long-term ELLs to determine if the interventions being implemented are effective and make adjustments as needed.

7. Collaborating with community organizations: The Alabama State Department of Education works closely with community organizations that serve immigrant families to provide support and resources for long-term ELLs and their families.

Overall, Alabama strives to create inclusive and supportive learning environments that meet the unique needs of long-term ELLs in order to help them achieve academic success.

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

There are several initiatives and partnerships in Alabama that support the academic success of ELL students. Some examples include:

1) The Migrant Education Program, which serves eligible migrant children and helps them overcome educational disruption, mobility, cultural and language barriers.

2) The Alabama State Department of Education’s (ALSDE) English Learners’ Outreach Initiative, which provides resources and support to schools to improve services for English Language Learners.

3) The Alabama Bilingual/Bicultural Community Based Organization Network (ALBIAC), a network of community organizations that collaborate with the ALSDE to provide outreach, advocacy, and services to ELLs and their families.

4) The U.S. Department of Education’s Office of English Language Acquisition (OELA) provides grant funding to projects aimed at improving academic opportunities for ELLs in Alabama.

5) Various school district partnerships with local community organizations, such as after-school programs or tutoring programs specifically geared towards supporting ELL students’ academic success.

6) ESL parent liaisons or ESL family advocates who work directly with families to ensure their understanding of the education system and provide support for their children’s academic success.

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

Yes, Alabama offers a variety of programs and funding opportunities to enhance the education outcomes for English language learners (ELLs):

1. Title III Language Instructional Programs: This federally funded program provides money to states for supporting ELL students’ educational needs.

2. English as a Second Language Program Grants: These grants are available to local education agencies (LEAs) with high concentrations of ELL students. The funds can be used for providing ESL instruction, training teachers, and purchasing instructional materials.

3. Bilingual Education Program Grants: Similar to the ESL program grants, these grants are available for LEAs that have a significant number of students from non-English speaking backgrounds. They can use the funds for bilingual instruction, teacher training, and materials.

4. Consortium Incentive Grants: Provided by the State Department of Education, this grant aims to improve the quality of instruction for ELLs by supporting collaborations between school districts serving similar student populations.

5. Migrant Education Program: This program provides financial support to help migrant children, including immigrant children learning English or having difficulty in school because they frequently move with their families.

6. Immersion Program Grant: Offered by the Alabama State Department of Education, this grant provides resources and support for LEAs that offer Southeast Asian language immersion programs.

7. Career Technical Dual Enrollment Program (CTDEP): This program allows ELL students enrolled in high school to take career technical courses at their local community college free of cost and earn college credit while completing high school credits.

8. Early Childhood Collaboration Grant: Through this grant, Alabama supports partnerships between K-12 schools and community-based organizations to provide early childhood education and services for ELL students from low-income families.

9. Quality Professional Development Grant: Funded by the U.S Department of Education’s Office of English Language Acquisition (OELA), this grant is targeted towards enhancing the professional development opportunities for educators working with ELL students.

In addition to these grants, Alabama also offers other funding opportunities and initiatives, such as the Alabama Reading Initiative, to improve educational outcomes for all students, including ELLs.

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?

The answer to this question can vary depending on the state where the local school district is located. In some states, there may be statewide guidelines or laws that require all schools to follow specific policies and procedures for serving English Language Learners (ELLs). In other states, there may be more autonomy for local school districts to develop their own policies for serving ELLs. It is important to research and understand the specific laws and guidelines in the state where the local school district is located to determine their autonomy in this matter.

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

The following are some strategies that may be in place to ensure that ELL students are not disproportionately placed in special education programs:

1. Screening and evaluation processes: Schools may have specific screening procedures designed to identify potential learning disabilities or other special needs in ELL students. These procedures should take into account the student’s language proficiency and cultural background.

2. Cultural competency training for educators: Educators should receive training on culturally responsive teaching practices and understanding the cultural backgrounds of their ELL students. This can help prevent misinterpretations of behavior or academic performance that could lead to unnecessary referrals for special education.

3. Collaboration between ESL/bilingual and special education teams: Collaborating with teachers who specialize in working with ELLs can help ensure that evaluations and referrals for special education are appropriate and considerate of the student’s linguistic and cultural background.

4. Use of multiple assessments: Instead of relying on just one teacher’s observation or standardized test scores, schools may use a variety of measures such as student portfolios, teacher input, parent interviews, and informal assessments conducted by ESL specialists to evaluate the language proficiency and academic progress of ELL students.

5. Use of evidence-based interventions: Before referring an ELL student for special education services, schools should try interventions that are appropriate for English learners first. These interventions should be research-based and take into account the student’s language learning needs.

6. Parent involvement: Schools must actively involve parents or guardians in decisions about their child’s educational placement. This includes providing information about evaluations for special education and seeking input from parents on their child’s educational needs.

7. Language support services: Schools should provide specialized language support services for ELLs who struggle with learning disabilities or other challenges. This can include both pull-out instruction during non-academic times as well as co-taught classes that integrate language support into content instruction.

8. Individualized Education Plan (IEP) accommodations: If an ELL student does qualify for special education services, their IEP should reflect accommodations and modifications that take into account their language learning needs. This may include providing additional supports such as extended time for assessments or access to bilingual instructional materials.

9. Monitoring and reviewing data: Schools should regularly review data on special education referrals and placements to ensure there are no patterns of disproportionate representation of ELL students. If any discrepancies are found, schools should investigate the reasons and make necessary adjustments to their processes.

10. Ongoing professional development: Educators should continually receive training on working with diverse learners, including ELLs who may have a range of different backgrounds and needs. This can help teachers better understand and support the academic progress of their ELL students in inclusive settings.

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

1. Increasing ESL teacher certification: Alabama has made efforts to increase the number of ESL teachers by offering alternative pathways to certification, such as the ESL endorsement for certified teachers and the Special Service License for non-certified teachers.

2. Recruitment programs: The state has implemented recruitment programs, such as Teach in Alabama and the Alabama Teacher Shortage Task Force, to attract qualified candidates to fill vacant ESL teaching positions.

3. Collaboration with colleges and universities: The Alabama State Department of Education (ALSDE) collaborates with colleges and universities to develop new teacher preparation programs that focus on preparing future ESL teachers.

4. Professional development opportunities: ALSDE provides professional development opportunities for current educators to obtain their ESL certification or endorsement, ensuring a well-qualified pool of teachers.

5. Online resources and training: The state provides online resources and training for both current educators and prospective ESL teachers, including webinars, conferences, courses, and workshops.

6. Partnerships with community organizations: ALSDE partners with community organizations to recruit qualified individuals who may not have considered teaching before.

7. Incentives for service in high-need areas: The state offers incentives, such as loan forgiveness or tuition assistance programs, for individuals willing to teach in high-need areas with a shortage of qualified ESL teachers.

8. Increased funding for ESL programs: In recent years, the state has increased funding for ESL programs in schools facing staffing shortages or serving large populations of English Language Learners (ELLs).

9. Providing support and resources for current ESL teachers: ALSDE provides support and resources to current ESL teachers through networking opportunities with other professionals, mentoring programs, grants for classroom materials, and guidance on instructional best practices.

10. Collaboration with federal agencies: The state collaborates with federal agencies such as the Office of English Language Acquisition (OELA) to access financial resources and technical assistance in addressing the shortage of qualified ESL teachers.

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

It is not a requirement for schools to provide elective courses or extracurricular activities in a student’s native language in Alabama. However, some districts may offer bilingual programs or have staff available to support students in their native language during these activities. It is ultimately up to each individual school or district to determine the resources they can provide for ELL students.

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

There are several ways in which Alabama supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district:

1. Language Support: The state provides language support for ELL students through its English as a Second Language (ESL) program. This program offers specialized instruction in English language development, allowing ELL students to improve their language skills while also learning academic content.

2. Cultural Sensitivity: Schools in Alabama are encouraged to promote cultural sensitivity and diversity by creating welcoming and inclusive environments for ELL students. This includes incorporating culturally relevant materials into the curriculum and providing opportunities for students to share their own cultures with their peers.

3. Social-Emotional Support: Alabama has a Multicultural Education Specialist who works with schools to promote social-emotional well-being among ELL students. This specialist provides training and resources to help educators understand the unique needs of ELL students and create a supportive learning environment for them.

4. Parental Involvement: The state encourages parental involvement in the education of ELL students. Schools offer translation services and hold parent-teacher conferences in languages other than English to facilitate communication between parents and teachers.

5. Peer Mentorship: Some schools may have peer mentorship programs where fluent English-speaking students are paired up with newly arrived ELLs to provide academic and social support.

6. Transition Planning: When transitioning to a new school or district, the student’s previous educational records are reviewed to determine appropriate placement and necessary support services. Additionally, guidance counselors or other staff members may work with the student to develop an individualized plan for academic success.

7. Community Partnerships: Many schools in Alabama partner with community organizations that provide after-school programs, tutoring, and mentoring for ELL students. These partnerships can help ELL students feel more connected to their community and provide additional support outside of the classroom.

Overall, Alabama strives to create a supportive and inclusive environment for ELL students during their transition to a new school or district, taking into consideration their linguistic, cultural, and social-emotional well-being.