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

In Oklahoma, the current policies for identifying and assessing English Language Learners (ELLs) are outlined in the state’s Language Instruction Educational Programs (LIEPs) policy. This policy is based on the federal regulations set forth by the Every Student Succeeds Act (ESSA) and Title III, which require states to implement procedures for identifying and assessing ELLs.

1. Identification:
– All students enrolling in Oklahoma schools are required to complete a Home Language Survey (HLS) upon enrollment. The HLS asks questions about the student’s first language and the language spoken at home.
– Students who indicate a language other than English on their HLS are then given an English language proficiency assessment, which is used to determine their ELL status.
– Districts must also annually review the language proficiency of all previously identified ELL students using an approved assessment.

2. Assessment:
– The WIDA Screener or another state-approved assessment must be administered within 30 days of enrollment to determine a student’s English language proficiency level.
– A comprehensive annual English language proficiency assessment, such as WIDA ACCESS for ELLs or alternate ACCESS for ELLs, is administered to all identified ELL students in grades K-12.
– In addition to these state-required assessments, districts may also use formative assessments or classroom-based assessments to gather information about a student’s progress in acquiring English proficiency.

3. Monitoring and Reclassification:
– Identified ELL students must be monitored regularly for progress in acquiring English proficiency through ongoing assessments and teacher observations.
– When an ELL student has reached specific criteria on both the annual English language proficiency assessment and other academic assessments, they may be reclassified as fluent English proficient (FEP).
– Districts must continue monitoring reclassified FEP students for two years following reclassification to ensure continued academic success.

Overall, Oklahoma’s policies aim to identify and provide appropriate supports for ELL students to help them achieve English proficiency and academic success.

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

Oklahoma has specific policies and programs in place to ensure that all ELLs have access to appropriate language support services. These include:

1. Identification and Placement: Oklahoma requires schools to identify all potential ELL students through a home language survey and other assessments. Once identified, these students are placed in appropriate language support programs based on their proficiency levels.

2. English Language Development (ELD) Standards: Oklahoma has adopted the WIDA English Language Development Standards as the basis for its ELD curriculum. These standards outline the language skills and knowledge that ELLs need to achieve academic success.

3. English Learner Advisory Council: Each school district in Oklahoma is required to establish an English Learner Advisory Council (ELAC) composed of parents of ELL students, community members, and educators. The purpose of the ELAC is to provide input on how to best serve ELL students and help families understand the educational process.

4. Bilingual Education Programs: Oklahoma offers bilingual education programs where possible, which provide instruction in both English and the student’s native language. These programs are designed for students who are proficient enough in English to benefit from instruction in both languages.

5. Native Language Instructional Resources: Oklahoma provides schools with resources to support native language instruction for ELLs who are not yet proficient in English, such as materials in their native languages and bilingual dictionaries.

6. Individualized Language Support Plans: Schools in Oklahoma are required to develop individualized language support plans for each ELL student based on their proficiency level and academic needs. This plan outlines the types of services the student will receive, such as pull-out or push-in instruction, collaboration/co-teaching, or sheltered content classes.

7.Standardized Testing Accommodations: To ensure that ELLs have equal access to standardized tests, Oklahoma provides accommodations such as extended time, translated directions, reading assistance, and bilingual dictionaries.

8.Parent Communication and Engagement: Oklahoma requires schools to communicate with parents of ELLs in their preferred language and provide resources to help them support their child’s education. This includes translated materials, interpreter services, and workshops on how to support their child’s language development.

9.Professional Development: Oklahoma provides professional development opportunities for teachers to improve their skills in teaching ELLs. This can include strategies for differentiating instruction, implementing sheltered instruction techniques, and understanding the needs of diverse learners.

10.Monitoring and Performance Assessment: The state of Oklahoma monitors the progress of ELL students annually through the WIDA ACCESS for ELLs assessment. This data is used to evaluate the effectiveness of language support services and make any necessary adjustments to ensure that all ELLs are making academic progress.

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

In Oklahoma, the funding allocation for ELL education is determined by the state’s school funding formula. This formula takes into account factors such as student population, district size, and local property tax revenue.

According to the Oklahoma State Department of Education, the per-pupil funding amount for ELL students is $1,392. This means that for every ELL student enrolled in a public school, the school district receives an additional $1,392 in funding.

In addition to this base funding amount, there are also supplemental funds available for schools with higher numbers of ELL students or those with high concentrations of poverty. Districts can apply for these supplemental funds through grant applications.

The distribution of ELL education funds among school districts in Oklahoma is based on each district’s individual needs and demographics. The goal is to ensure that districts with a higher number or concentration of ELL students receive adequate funding to provide them with necessary resources and support.

4. ¿Existen estándares estatales o puntos de referencia específicos para el dominio del idioma inglés que los ELL deben cumplir para salir de los programas de apoyo lingüístico?

Yes, each state has its own set of standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are typically based on the WIDA (World-Class Instructional Design and Assessment) framework, which outlines the four language domains of listening, speaking, reading, and writing and provides specific performance indicators at each proficiency level.

For example, California’s English Language Development (ELD) Standards outline four levels of proficiency (emerging, expanding, bridging, and reclassified fluent), which correspond with the WIDA levels 1-4. In order to exit language support programs in California, students must demonstrate proficiency at the bridging level in all four language domains.

Other states may have similar standards or benchmarks, but the specific requirements for exiting language support programs may vary. Some states also consider additional factors such as academic achievement and standardized test scores in determining when a student is ready to exit language support programs.

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

Oklahoma monitors and evaluates the effectiveness of its ELL education policies and programs through various methods, including:

1. Data Collection and Analysis: The Oklahoma State Department of Education (OSDE) collects data on ELL students’ academic progress, language proficiency, and program participation, which is used to evaluate the effectiveness of ELL policies and programs.

2. Standardized Testing: The state administers the English Language Proficiency Assessment for the 21st Century (ELPA21) to all ELL students annually to assess their English language proficiency. This data is used to track student progress and inform instructional practices.

3. Program Evaluation: OSDE conducts periodic evaluations of school district ELL programs to ensure compliance with state and federal requirements and measure the impact of these programs on student achievement.

4. Compliance Monitoring: OSDE also conducts on-site monitoring visits to schools and districts to ensure they are implementing appropriate services for ELL students as outlined in state laws and regulations.

5. Stakeholder Feedback: Oklahoma also seeks feedback from stakeholders, including teachers, parents, community members, and students themselves, to gather input on the effectiveness of ELL policies and programs.

6. Research Studies: The state supports research studies on ELL education conducted by universities or independent organizations to assess program effectiveness.

Based on these monitoring and evaluation measures, Oklahoma identifies areas for improvement in its ELL policies and programs and makes necessary changes to better support ELL students’ academic success.

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

In Oklahoma, the designated state office responsible for overseeing ELL education is the Office of English Learners and Migrant Education within the Oklahoma State Department of Education (OSDE). This office provides resources, technical assistance, and professional development to school districts and stakeholders to support English Language Learners. They also oversee compliance with federal and state laws related to ELL education and collaborate with other agencies and organizations to ensure the academic success of ELL students.

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

Yes, teachers in Oklahoma are required to have specialized training or certification for working with ELL students. According to the Oklahoma State Department of Education, all teachers who work with ELLs must hold a valid state teaching certificate and an ESL endorsement or a Bilingual/ESL certification. They must also complete 15 hours of professional development specific to English language acquisition every five years.

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

In Oklahoma, accommodations may be provided for ELL students during standardized testing in order to ensure equal opportunities for success. Some available accommodations for ELL students in Oklahoma include:

1. Extended Time: ELL students may receive additional time to complete the test if needed.

2. Bilingual Dictionaries: ELL students may use a bilingual dictionary during testing if they have difficulty understanding the language used in the test.

3. Oral or Written Translations: ELL students may receive oral or written translations of test instructions or questions to aid their understanding.

4. Test Instructions in Native Language: Test instructions may be provided in the student’s native language if needed.

5. Use of Technology: Some ELL students may benefit from having access to technology such as text-to-speech software or translation software during testing.

6. Scribing Assistance: For ELL students who have difficulty writing, a scribe may be provided to write down their answers as dictated.

7. Small Group Testing: Some ELL students may perform better in a smaller group setting rather than taking the test with their entire class.

8. Interpreter Services: If an interpreter is necessary for communication with school staff during testing, this can be arranged by the school or district.

It should be noted that these accommodations are determined on a case-by-case basis and must be requested by the student’s parent or legal guardian through their school’s Special Education Department prior to testing day.

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

As of 2021, the state of Oklahoma has not implemented any specific initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs. However, the state does have certain policies and programs in place that support bilingual education for ELLs.

According to the Oklahoma Department of Education, school districts are encouraged to offer appropriate instructional strategies to assist English language learners in acquiring English proficiency while maintaining their native language. Additionally, schools with a high number of ELLs are required to design a program that meets their needs, including offering English as a Second Language (ESL) instruction and other supports.

Furthermore, the Oklahoma State Department of Education offers resources and professional development opportunities for educators working with ELLs, including webinars specifically focused on supporting dual language learners.

In 2012, a pilot program called Dual Language Immersion was launched in select schools across the state. This program utilizes research-based practices to promote bilingualism and biliteracy among students by providing instruction in both English and another language. While this program is not currently being expanded statewide, it serves as a model for potential future initiatives aimed at promoting bilingualism among ELLs in Oklahoma.

Overall, while there are no specific statewide initiatives solely focused on promoting bilingualism and biliteracy among ELLs in Oklahoma, the state’s existing policies and programs demonstrate a commitment to supporting the diverse linguistic needs of its students.

10. ¿Ha habido algún cambio de política reciente con respecto a la inclusión de estudiantes inmigrantes o estudiantes indocumentados en los programas educativos ELL?

There have been several recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs.

1. Deferred Action for Childhood Arrivals (DACA): In 2012, the Obama administration implemented DACA, which allows undocumented immigrants who entered the country as minors to receive a renewable two-year work permit and protection from deportation. This has allowed many immigrant students to pursue higher education and participate in ELL education programs without fear of being deported.

2. Every Student Succeeds Act (ESSA): In December 2015, ESSA was signed into law, replacing the No Child Left Behind Act. ESSA requires states to develop plans to identify and support English language learners in schools, including specialized instruction and assessments for these students.

3. Executive Order on Immigration Enforcement: In January 2017, President Trump signed an executive order that expanded immigration enforcement priorities to include anyone in the country illegally, regardless of whether they had committed a crime. This has caused fear and uncertainty among undocumented immigrant families and potentially impacted their participation in ELL education programs.

4. Proposed Changes to Public Charge Rule: The Department of Homeland Security has proposed changes to the “public charge” rule, which could impact eligibility for legal status or a green card for immigrants who use certain public benefits like housing assistance or Medicaid. This could discourage immigrant families from accessing public services, including ELL education programs.

5. Family Separation Policy: In April 2018, a controversial policy was implemented that separated children from their parents at the U.S.-Mexico border as they attempted to enter the country without proper documentation. This has impacted many immigrant families and may affect their ability or willingness to enroll their children in ELL education programs.

Overall, there is ongoing debate and discussion about how best to support and include immigrant students and undocumented students in ELL education programs while also balancing national security concerns and immigration policies.

11 . ¿Qué recursos están disponibles para apoyar a los padres de estudiantes ELL y promover su participación en la educación de sus hijos?

Some resources that are available to support parents of ELL students and promote their involvement in their child’s education include:

1. Bilingual Parent Advisory Councils: Some schools have a dedicated group of parents from diverse backgrounds who meet regularly to discuss the needs of ELL students and provide a platform for parents to voice their concerns and suggestions.

2. Multilingual/Translation Services: Schools should provide access to translation services, either through school staff or by partnering with community organizations, to ensure that parents can receive important school communication in their native language.

3. Cultural events and workshops: Schools can organize cultural events and workshops that celebrate diversity and involve parents in their children’s education. These can include heritage fairs, international food festivals, and family literacy nights.

4. Parent-Teacher Conferences: Regular parent-teacher conferences are an excellent opportunity for parents to meet with teachers and discuss their child’s progress and any concerns they may have.

5. Parent Resource Centers: Some schools have designated areas where parents can access resources such as books, computers, and educational materials in different languages.

6. English classes for Parents: Offering ESL classes specifically designed for parents of ELL students can help them improve their own English skills and better support their child’s education at home.

7. Community Outreach Programs: Partnering with community organizations can help schools reach out to immigrant families who may not be aware of the resources available to them.

8. Online Resources: There are many online tools available that can help ELL parents stay connected with their child’s education, such as websites offering tips on how to support learning at home or apps that allow for translation between languages.

9. Parent Liaisons/Translators: Some schools employ a bilingual staff member or work with outside agencies to serve as a liaison between the school and non-English speaking families.

10. Parent Education Workshops/Seminars: Hosting workshops or seminars on topics relevant to ELL parents, such as navigating the American education system or understanding standardized testing, can help parents feel more confident in supporting their child’s education.

11. Volunteer Opportunities: Encouraging and welcoming parent volunteers at the school can provide them with a sense of belonging and involvement in their child’s education. This could include helping out in the classroom, chaperoning field trips, or organizing fundraising events.

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

Yes, the Oklahoma State Department of Education offers cultural competency training for educators working with ELL students through various professional development opportunities. This includes workshops, conferences, and online courses focused on understanding and meeting the needs of culturally and linguistically diverse students. Additionally, schools and districts may also offer their own cultural competency training programs for their staff.

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

Oklahoma addresses the unique needs of long-term English Language Learners (ELLs) through a variety of programs and resources.

1. English Language Development (ELD) Programs: Oklahoma offers ELD programs for students who are not yet proficient in English. These programs provide targeted instruction in language skills, vocabulary development, and academic content to help ELLs improve their English proficiency.

2. Sheltered Instruction: Many schools in Oklahoma use sheltered instruction methods, which provide language support for ELLs while they learn content material in different subjects such as math, science, and social studies.

3. Professional Development for Teachers: The state provides professional development opportunities for teachers to ensure they have the knowledge and skills necessary to effectively teach ELLs. This includes strategies for working with long-term ELLs and understanding their specific needs.

4. Individualized Education Plans (IEPs): IEPs are created for ELL students who need extra support. These plans outline specific goals and accommodations that will help these students make progress towards proficiency.

5. Bilingual/ESL Resource Centers: Oklahoma has bilingual/ESL resource centers that offer support and resources to parents, teachers, and administrators working with ELL students.

6. Parent Engagement: The state encourages parent engagement by providing translated materials and resources to help parents support their child’s learning at home.

7. Cultural Competency Training: Oklahoma provides cultural competency training to teachers so they can better understand the cultural backgrounds of their ELL students and how this may impact their education.

8. Progress Monitoring and Support Services: The state conducts progress monitoring of all ELL students to track their language development over time. If a student is not making sufficient progress, additional support services may be provided.

In addition to these specific programs and resources, Oklahoma also promotes an inclusive and supportive school environment for all students, regardless of their language proficiency level. Schools are encouraged to provide additional support and services to long-term ELLs, such as peer tutoring and mentoring programs, to help them reach proficiency.

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

Yes, there are several initiatives and partnerships with community organizations in Oklahoma that support the academic success of ELL students. Some examples include:

1. The Oklahoma Department of Education partners with the Oklahoma State Department of Health to provide language translation services for families of ELL students. This helps to ensure effective communication between schools and families, promoting better understanding and support for academic success.

2. The Oklahoma City Public Schools has a partnership with the Mosaic Community Development Corporation, which offers programs and resources specifically tailored to the needs of immigrant and refugee families, including ELL students. These programs aim to improve educational opportunities and outcomes for these students and their families.

3. Several local non-profit organizations in Tulsa, such as Tulsa County Library and English Partners in Communication (EPIC), offer after-school programs and tutoring services for ELL students. These programs help students improve their English language skills and provide academic support in various subjects.

4. The Oklahoma State University Cooperative Extension Service has partnered with local schools to provide family literacy workshops for Spanish-speaking parents of ELL students. These workshops focus on building parents’ English proficiency and helping them support their child’s education at home.

5. Many schools also partner with community-based organizations, like soccer clubs or churches, to offer mentoring or tutoring programs specifically for ELL students.

6. The Sooner Reading program, sponsored by the University of Oklahoma’s Jeannine Rainbolt College of Education, provides literacy instruction to children living in low-income communities, including those who are ELLs.

7. There are also various volunteer-based programs that work with ELL students in Oklahoma, such as Sheetz Halley Tutoring Program (SHTP) in Enid or Volunteer English Program (VEP) in Norman.

Overall, these partnerships between public schools and community organizations help provide additional resources and support for the academic success of ELL students in Oklahoma.

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

There are a few state-funded grants and opportunities in Oklahoma that are specifically targeted towards improving ELL education outcomes. These include:

1. Bilingual/ESL Education Program Grants: The Oklahoma State Department of Education (OSDE) offers competitive grants to schools or districts for the purpose of improving educational outcomes for English language learners. These grants can fund initiatives such as hiring ESL teachers, implementing bilingual education programs, providing cultural competency training for staff, and more.

2. Title III Grant: This grant is funded by the federal government and administered by the OSDE. It provides funding to eligible schools or districts with high numbers or percentages of ELL students. The grant aims to improve language instruction services for these students and help them meet academic achievement standards.

3. Native American Student Support Grant: This grant, also administered by the OSDE, provides funds to support Native American students’ educational needs, including ELL instruction services.

4. TLE School Improvement Grant: Targeted towards Title I schools with low-performing subgroups, this grant can be used to provide additional support and resources for English language learners.

5. Child-Centered Teaching and Learning Initiative (CCTLI): This initiative aims to develop culturally responsive practices in classrooms across the state through workshops, professional development opportunities, coaching, and more. Although not specifically targeted towards ELLs, it can help educators better serve their diverse student populations.

Overall, while there are some state-funded grants available for improving ELL education outcomes in Oklahoma, the funding may vary from year to year depending on the budget allocated by the state legislature.

16. ¿Tienen los distritos escolares locales autonomía para desarrollar sus propias políticas para atender a los estudiantes que aprenden inglés, o están obligados a cumplir con las pautas estatales?

Local school districts are required to comply with statewide guidelines for serving English Language Learners, as determined by state education agencies. However, some states may allow room for districts to develop their own policies within the broader state requirements. It is important for districts to consult with their state education agency when developing policies for serving English Language Learners to ensure compliance and best practices.

17. ¿Existen estrategias implementadas para garantizar que los estudiantes ELL no sean colocados de manera desproporcionada en programas de educación especial?

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

1. Language Proficiency Assessments: Schools use language proficiency assessments to determine a student’s level of English proficiency. These assessments help identify students who need additional support in learning English as a second language. This ensures that ELL students are not identified as having a learning disability or other special needs due to their lack of English proficiency.

2. Culturally Responsive Instruction: Educators are trained to provide culturally responsive instruction, which takes into account the cultural background and experiences of ELL students. This helps prevent misinterpretation of behavior or communication differences as symptoms of a learning disability.

3. Collaboration between ESL and Special Education Teachers: Collaboration between ESL and special education teachers can help identify if a student’s struggles are due to their limited English proficiency or an actual learning disability. This also helps plan appropriate interventions and accommodations for ELL students with special needs.

4. RTI (Response to Intervention) Process: The RTI process is designed to provide early intervention for struggling learners before referring them for special education services. This process involves multiple levels of interventions, including adjusting instructional strategies, providing targeted support, and progress monitoring, before considering placement in special education.

5. Equitable Identification Practices: Schools must ensure that all ELL students have equal access to assessment procedures and appropriate accommodations during assessments to accurately identify any learning needs.

6. Legal Protections: Federal laws such as the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act protect against discrimination based on linguistic or cultural differences during the identification process for special education services.

7. Data Analysis: Regular data analysis is crucial in identifying potential disproportionality in the serving of ELL students in special education programs. School districts monitor data on the representation of ELL students in special education compared to non-ELL students to address any disparities.

8. Parent Involvement: Schools involve parents or guardians in the identification and placement process, ensuring that they understand the reasons for any potential placement in special education and have a say in their child’s educational decisions.

Overall, these strategies aim to prevent misidentification of ELL students as having a learning disability and ensure that appropriate support is provided to help them succeed academically.

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

Oklahoma has taken several steps to address the shortage of qualified ESL teachers.

1. Offering ESL endorsement programs: The state offers a program for current teachers to obtain an ESL endorsement, which allows them to teach English language learners in their classroom. This program includes coursework and professional development opportunities.

2. Collaborating with universities: The State Department of Education works closely with universities to develop and enhance ESL teacher preparation programs. These programs offer courses that provide the necessary skills and knowledge for teaching English language learners.

3. Recruiting bilingual educators: Oklahoma actively recruits bilingual educators who are fluent in English and another language, as they can be valuable assets in helping students who are learning English.

4. Providing financial incentives: The state offers financial incentives, such as loan forgiveness or scholarships, for prospective ESL teachers who commit to teaching in areas with high need for these teachers.

5. Alternative certification options: Oklahoma offers alternative certification options for individuals seeking to become ESL teachers, including online training programs and accelerated certification pathways.

6. Professional development opportunities: The state provides professional development opportunities for current ESL teachers to continue developing their skills and stay up-to-date on best practices in teaching English language learners.

7. Collaborating with local communities: The State Department of Education works closely with local communities to understand their specific needs and develop targeted solutions for addressing the shortage of qualified ESL teachers.

8. Encouraging teamwork: Oklahoma promotes collaboration among general education and ESL teachers through co-teaching models, job-sharing arrangements, and other strategies that help build a strong team of educators supporting English language learners.

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

There is no specific mandate or requirement for ELL students to have access to elective courses and extracurricular activities in their native language in Oklahoma. However, schools are encouraged to provide support and resources for ELL students’ academic and social-emotional needs, which may include offering elective courses or extracurricular activities in their native language. This decision would ultimately depend on the resources and capabilities of each individual school district.

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

Oklahoma implements several strategies to support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district. Some of these strategies include:

1. Bilingual Programs: Oklahoma offers bilingual programs in various languages such as Spanish, Vietnamese, and Chinese for ELL students. These programs provide instruction in both English and the student’s native language, helping them maintain their academic progress while transitioning to a new school or district.

2. English as a Second Language (ESL) Programs: Oklahoma also offers ESL programs that provide targeted instruction in English language skills to help ELL students improve their listening, speaking, reading, and writing abilities. These programs focus on building the language skills necessary for academic success in mainstream classrooms.

3. Cultural Support: The state has developed cultural competence training for educators working with ELL students to increase awareness and understanding of different cultures. This training helps teachers create a welcoming environment for ELL students and promotes cross-cultural understanding.

4. Translators and Interpreters: Schools in Oklahoma have access to translation services for important documents such as report cards, progress reports, and parent-teacher conference forms. They also have access to interpreters who can facilitate communication between teachers, students, and parents who speak different languages.

5. Social-Emotional Support: Oklahoma recognizes the importance of addressing the social-emotional well-being of ELL students during their transition period. Schools may offer counseling services or connect students with resources within their community to help them adjust to their new environment.

6. Parental Involvement: The state encourages parental involvement by providing translated materials and offering workshops on how parents can support their child’s academic progress at home. This involvement helps ELL students feel more connected to their home culture while integrating into the larger school community.

Overall, Oklahoma prioritizes creating a supportive learning environment for ELL students during their transition period with culturally responsive and language-supportive programs, resources, and services.