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

The current policies for identifying and assessing English Language Learners (ELLs) in Michigan are outlined in the state’s English Language Proficiency Standards (ELPS) and the federal Every Student Succeeds Act (ESSA). These policies dictate the procedures for identifying, assessing, and providing services to ELLs in Michigan.

1. Identification:
– All students must complete a Home Language Survey upon enrollment to determine if a language other than English is spoken at home.
– If a language other than English is reported, the student is screened with an English proficiency test within 30 days of enrollment.
– Students who score below the state-defined cutoff on the initial proficiency test are identified as ELLs and placed in an ELL program.

2. Assessment:
– ELLs are assessed annually with an English proficiency test, currently WIDA ACCESS for ELLs, to measure progress in English language development.
– The initial proficiency test may also be used for ongoing monitoring or reclassification purposes.

3. Services:
– ELLs are provided with appropriate language support services based on their language proficiency level and academic needs.
– Schools must have qualified teachers and instructional materials to provide effective services to ELLs.

4. Reclassification:
– ELLs may be reclassified as fluent English proficient (FEP) when they meet specific criteria, including scoring at or above the state-defined proficient level on the annual English proficiency test.
– Once reclassified, former ELLs receive continued support through monitoring and academic interventions as needed for up to two years.

Overall, Michigan’s policies aim to ensure that all ELLs have equitable access to education and achieve academic success while developing their English language skills.

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

Michigan ensures that all English language learners (ELLs) have access to appropriate language support services through various measures, including:

1. Identification and Placement: Schools in Michigan are required to identify and assess all students for English proficiency upon enrollment. This helps determine if a student qualifies for English language support services.

2. Bilingual Education and ESL Programs: Michigan offers bilingual education programs and English as a Second Language (ESL) programs to ELLs. These programs provide instruction in both the student’s native language and English, helping them acquire academic content while also developing their English skills.

3. Multilingual Support Teams: Schools in Michigan are required to have Multilingual Support Teams (MLSTs) comprised of certified ESL staff, general education teachers, and school administrators who work together to provide comprehensive support for ELLs.

4. Individualized Support Plans: If an ELL requires additional language support beyond what is provided in the regular classroom, an Individualized Support Plan (ISP) may be developed. The ISP outlines the specific language needs of the student and details how these needs will be addressed.

5. Professional Development: Michigan provides ongoing professional development opportunities for educators to improve their instructional strategies for ELLs. This includes training on supporting second language acquisition, cultural competency, and utilizing technology to support language learning.

6. Parent Communication and Involvement: Michigan recognizes the importance of involving parents in their child’s education, especially when it comes to supporting ELLs. School districts are required to communicate with parents/guardians in a language they can understand regarding their child’s progress, educational options, and available resources.

7. Monitoring Student Progress: Schools closely monitor the progress of ELLs through ongoing assessments of their language proficiency and academic growth. This information is used to inform instructional practices and make any necessary adjustments to ensure that students are receiving appropriate language support services.

Overall, Michigan strives to provide equitable access to appropriate language support services for all ELLs to help them succeed academically and develop their English proficiency.

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

The funding allocation for ELL education in Michigan is not a set amount, as it varies each year depending on the state’s overall education budget. However, in the 2021 fiscal year, Governor Gretchen Whitmer proposed a budget that included an increase of $17 million for English language learner programs in K-12 schools.

This funding is typically distributed among school districts based on their student population. Each district receives a certain amount per student enrolled in ELL programs. The exact formula for how this allocation is determined can vary and may take into account factors such as the number of students who are classified as English learners and the district’s budget and resources. Additionally, federal funds such as Title III grants may also support ELL education in Michigan schools.

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 and benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards and benchmarks vary from state to state, but some examples include the WIDA (World-Class Instructional Design and Assessment) English Language Proficiency Standards in states such as California, Colorado, and Illinois; the English Language Development Framework in states such as New York and Texas; and the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) assessment in most states. In general, these standards and assessments measure students’ abilities in reading, writing, speaking, and listening in English at various levels of proficiency. Once a student meets or exceeds the designated level of proficiency on these standards and assessments, they may be considered ready to exit language support programs.

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

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

1. Annual Reports: The Michigan Department of Education (MDE) conducts annual evaluations of its ELL education programs, which include data on student performance, access to services, and resources allocated for ELL students.

2. Statewide Assessments: Michigan uses state standardized tests to measure the academic progress of ELL students. These assessments also provide data on the achievement gap between ELL students and their non-ELL peers.

3. Program Evaluation: MDE regularly reviews and evaluates the effectiveness of different language program models used in schools across the state.

4. Monitoring Compliance: The Office of Language and Cultural Education at MDE is responsible for monitoring compliance with laws related to ELL education, including tracking enrollment, participation, and achievement data for ELL students.

5. Stakeholder Feedback: MDE seeks input from stakeholders such as teachers, administrators, parents, and community-based organizations to gather feedback on the effectiveness of ELL policies and programs.

6. Reporting to Federal Agencies: Michigan must report on the progress of its ELL students to federal agencies as part of complying with federal laws such as Title I and Title III.

7. Research Studies: The state may also conduct or commission research studies to evaluate specific aspects of its ELL education policies and programs.

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

Yes, the Office of Field Services within the Michigan Department of Education is responsible for overseeing and supporting ELL education in the state. They work in partnership with local districts to ensure compliance with state and federal laws, provide professional development for teachers, and offer resources and guidance for effective ELL instruction. Additionally, there is a Bilingual Education Advisory Committee that advises and makes recommendations to the State Board of Education on issues related to bilingual and multicultural education in Michigan.

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

Yes, all teachers in Michigan are required to have specialized training or certification for working with ELL students. According to the Michigan Department of Education, teachers must hold an English as a Second Language (ESL) endorsement or English as a Second Language/Bilingual education certificate to work with ELL students. This requires completing specific coursework and passing a certification exam.

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

The state of Michigan offers accommodations for standardized testing to ELL students in the form of English language development supports, as well as modifications and exemptions. These accommodations are available for both state-issued tests, such as the Michigan Student Test of Educational Progress (M-STEP), and national tests, such as the Scholastic Aptitude Test (SAT) and National Assessment of Educational Progress (NAEP).

Some of the specific accommodations that are available to ELL students in Michigan include:

1. English Language Development Supports:
These supports are designed to help ELL students demonstrate their English proficiency while taking standardized tests. They may include:
– Bilingual dictionaries: Students may use a bilingual dictionary during testing if one is provided by their school.
– Grammar/English usage guides: Similar to a bilingual dictionary, grammar or English usage guides can be used during testing to assist students with their understanding of the language.
– Native language translations: For certain portions of the test, students may have access to a translation tool for their native language.

2. Linguistic Simplification:
This accommodation allows for linguistic simplification of test instructions and questions. It may include providing simplified vocabulary words or using shorter sentences.

3. Extended Time:
ELL students who require additional time to complete the test may receive extended time as an accommodation.

4. Small Group Testing:
Students who would benefit from a smaller testing environment can be accommodated with small group testing.

5. Translated Directions:
Written directions on the test can be translated into the student’s native language if needed.

6. Oral Administration:
For some portions of the test, students may request oral administration if they have difficulty reading or understanding written text in English.

7. Scribe/Dictation:
If a student has trouble writing but can communicate effectively orally in English, they may request a scribe or dictation accommodation where someone else writes down their responses.

8. Modified Test Items:
Some ELL students may require modified test items in order to demonstrate their understanding. This may include providing simplified multiple-choice questions or replacing certain types of questions with others that better assess the student’s abilities.

9. Exemptions:
Students who are new to the country and have been in the United States for less than one year are exempt from taking state standardized tests. They will still take an English language proficiency assessment, but the results are not used for accountability purposes.

It is important for parents and teachers of ELL students to work closely with school administrators to determine which accommodations and supports best fit the needs of each individual student during standardized testing.

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

The Michigan Department of Education’s Office of Field Services provides training and technical assistance to school districts on best practices for English language learning and promoting bilingualism among ELLs. Additionally, there are several state-funded programs and initiatives aimed at supporting bilingualism and biliteracy among ELLs, including:

1. The Bilingual Education Program: This program provides funding to school districts to develop and implement bilingual education programs for ELLs.
2. The Title III Language Instruction for English Learners and Immigrant Students Program: This federal grant program supports the development of language instruction programs that serve ELLs.
3. Dual Language Immersion Programs: These programs offer a structured approach to developing proficiency in two languages by providing instruction in both the native language and English.
4. Translated materials and resources: The Michigan Department of Education provides translated materials, including parent guides, resources for teachers, and assessments in various languages commonly spoken by ELL students in the state.

Particularly relevant during the COVID-19 pandemic, the Michigan Department of Education has also developed guidance and resources for supporting multilingual families and students during remote learning.

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

There have been several recent policy changes regarding the inclusion of immigrant and undocumented students in ELL education programs. Some notable examples include:

1. Deferred Action for Childhood Arrivals (DACA): In 2012, the Obama administration implemented DACA, which provided temporary relief from deportation and work authorization for certain undocumented individuals who came to the US as children. This allowed some undocumented students to access ELL education programs without fear of deportation.

2. Every Student Succeeds Act (ESSA): In 2015, ESSA was signed into law, reauthorizing the Elementary and Secondary Education Act of 1965. ESSA includes provisions that require states to include English language proficiency assessments in their accountability systems and provide language instruction educational programs for English learners.

3. Executive Order on Border Security and Immigration Enforcement: In 2017, President Trump signed an executive order on border security and immigration enforcement that expanded the definition of “criminal alien” to include any individual who has “engaged in fraud or willful misrepresentation” in connection with any official matter or application before a government agency. This could potentially impact immigrant students’ ability to participate in ELL education programs.

4. Department of Education Guidance on Civil Rights Protections: In 2018, the Department of Education issued guidance on civil rights protections for students, including protections for immigrant and limited English proficient students. The guidance reaffirmed that all students are entitled to equal access to education regardless of immigration status.

5. Proposed Changes to Public Charge Rule: In 2019, the Trump administration proposed changes to the public charge rule, which would make it harder for immigrants who use or are likely to use public benefits (such as Medicaid or food stamps) to obtain legal permanent residency in the US. This could deter some immigrant families from accessing ELL education programs out of fear of jeopardizing their immigration status.

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

There are several resources available to support parents of ELL students and promote their involvement in their child’s education:

1. Parent-Teacher Conferences: Schools typically hold parent-teacher conferences to discuss a student’s progress and areas for improvement. These conferences can be a great opportunity for ELL parents to meet with their child’s teacher, ask questions, and learn about ways to support their child’s learning at home.

2. Multilingual Communication: Schools should strive to communicate with parents of ELL students in their native language whenever possible. This can include providing information through translated materials, interpreters during meetings, and using translation software or services for written communication.

3. Bilingual Parent Liaisons: Some schools have bilingual staff members or volunteers who act as liaisons between the school and ELL families. These individuals can assist with communication, connect families with school resources, and help build relationships between parents and school staff.

4. Workshops and Classes: Many schools offer workshops or classes specifically designed for parents of ELL students. These may cover topics such as understanding the American education system, supporting language development at home, or advocating for your child’s needs.

5. Online Resources: There are various online resources available to support parents of ELL students, including websites and social media groups dedicated to this purpose. These platforms often provide valuable information on how parents can best support their child’s education.

6. Community Organizations: In addition to school-based resources, there may be community organizations that offer support and resources for ELL families. These organizations may provide services such as language classes, tutoring, or after-school programs that can benefit both the student and the family.

7. Parent Workshops at School Events: Schools often host events such as back-to-school nights or family engagement nights where they may offer workshops specifically geared towards supporting ELL families. Parents can attend these sessions to learn about important topics related to their child’s education.

8. ELL Programs and Services: Schools may offer specific programs and services for ELL students and their families, such as language support classes or cultural orientation sessions. These can be great opportunities for parents to learn more about their child’s education and become more involved in the school community.

9. Parent Support Groups: Some schools may have parent support groups focused on ELL families. These groups provide a safe space for parents to connect with others facing similar experiences, share resources, and receive support from one another.

10. Title III Funds: Title III of the Every Student Succeeds Act (ESSA) provides grants to states and districts to help support ELL students’ academic achievement. Schools can use these funds to provide resources and programs for parents of ELL students.

11. Parent Advisory Councils: Some schools may have parent advisory councils that include representatives from various linguistic and cultural backgrounds, including ELL families. These councils give parents a voice in school policies and decision-making processes, allowing them to advocate for their child’s needs and contribute to the school community.

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

Yes, Michigan does offer cultural competency training for educators working with ELL students. The Michigan Department of Education offers online courses and professional development opportunities focused on cultural competency and supporting diverse learners. Many school districts also offer their own training programs for staff to better serve ELL students from different cultural backgrounds. Additionally, the state’s English Learner Toolkit provides resources and strategies for promoting culturally responsive instruction in the classroom.

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

Michigan has several initiatives and programs in place to address the unique needs of long-term English Language Learners (ELLs) who have not yet reached proficiency. These include:

1. English Learner Program Requirements: Michigan’s Department of Education has established specific requirements for the identification, placement, instruction, and monitoring of ELLs. This includes ensuring that ELLs receive language support services and are included in general education classes with their English-speaking peers.

2. Individualized Learning Plans (ILPs): Schools in Michigan develop ILPs for ELLs which outline the student’s language proficiency level, academic strengths and weaknesses, specific learning goals, and strategies for achieving those goals.

3. Structured English Immersion Programs: Michigan offers Structured English Immersion programs specifically designed for long-term ELLs who are struggling to reach proficiency. These programs focus on intensive language instruction, using research-based methods such as sheltered instruction and explicit teaching of vocabulary and grammar.

4. Support from Language Specialists: Schools in Michigan may also provide support from language specialists, such as ESL or bilingual teachers, to help long-term ELLs improve their language skills through individual or small group instruction.

5. Professional Development for Teachers: Michigan provides ongoing professional development for teachers on effective strategies for teaching ELLs, including how to differentiate instruction, use visual aids and technology to assist with learning, and promote cultural sensitivity in the classroom.

6. Family Engagement: Engaging families is crucial for supporting the academic success of long-term ELLs. Michigan promotes family involvement by providing resources for parents on how to support their child’s language development at home and offering translation services to communicate with non-English speaking families.

7. Monitoring Progress: In addition to regular assessments of academic progress, schools in Michigan also monitor the progress of long-term ELLs’ language proficiency using annual proficiency tests such as ACCESS (Assessing Comprehension and Communication in English State-to-State).

Overall, Michigan’s approach to supporting long-term ELLs focuses on a combination of targeted instruction, ongoing monitoring and support, and collaboration between teachers, students, and families to ensure academic success for these students.

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

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

1. English Language Learner Institutes: The Michigan Department of Education hosts annual ELL institutes to provide professional development for educators working with ELL students.

2. M-STEP Accommodations for ELL Students: The Michigan Student Test of Educational Progress (M-STEP) offers accommodations for ELL students, such as translated test directions and extended time.

3. ACCESS for ELLs Assessment: This assessment, administered by the Michigan Department of Education, measures the English language proficiency of ELL students in reading, writing, speaking, and listening.

4. Partnerships with Community Organizations: Many schools and districts partner with local organizations that offer resources and support for ELL students and their families, such as language classes, after-school programs, and cultural events.

5. Bilingual/ESL Programs: Some school districts have bilingual or ESL programs specifically designed to support the academic needs of ELL students.

6. Dual Language Programs: These programs offer instruction in both English and another language to promote biliteracy and academic success for both native English speakers and ELL students.

7. Family Engagement Programs: Schools often partner with community organizations to offer family engagement programs that help parents understand their role in supporting their child’s education and involve them in their child’s learning process.

8. Newcomer Centers/Educational Centers for new immigrants: These centers offer specialized programs and support services to newly arrived immigrant students, including those who are not proficient in English.

9. Professional Development Opportunities: Various organizations offer professional development opportunities for educators working with ELL students to improve their instructional strategies and knowledge about supporting these students’ unique needs.

10. Parent Advisory Committees/Special Education PTOs: These committees bring together parents of ELL students to discuss concerns about their children’s education and provide feedback to schools and districts.

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

Yes, there are several grants and funding opportunities in Michigan specifically targeted towards improving English Language Learner (ELL) education outcomes. Some of these include:

1. Title III Language Instruction for English Learners and Immigrant Students Grant: This federal grant program provides funding to local educational agencies (LEAs) to support effective instruction for ELL students, strengthen family engagement, and improve the language skills of immigrant students.

2. Improving Language Instruction Educational Program (ILEP) Grant: This state-funded grant program aims to improve the academic achievement and English language proficiency of ELL students by providing professional development opportunities for educators, developing resources and curricula, and supporting family involvement.

3. Education Alliance of Michigan: This non-profit organization offers competitive grants to schools and districts in Michigan to support initiatives that promote the integration and success of ELLs in academic settings.

4. Refugee School Impact Grants: These grants are designed to assist schools in meeting the needs of refugee students by providing additional resources for academic achievement, social integration, cultural awareness, and other services.

5. Early Literacy Grant Program: This state-funded grant program supports local initiatives aimed at improving early literacy skills among emerging bilingual children from birth through kindergarten.

6. Bilingual/Multilingual Pilots Grants: The Michigan Department of Education offers this pilot grant program to explore innovative ways to provide a quality bilingual/multilingual education for ELLs with limited previous formal schooling.

7. Tech Hub Initiative Grants: These grants provide funds to schools or districts seeking to develop innovative approaches to integrating technology into instruction for ELLs and other diverse learners.

8. Targeted Support & Improvement Schools – Comprehensive Support & Improvement Schools (TSI-CSI) Competitive Grant System Application Requirements Package: This grant provides funding for LEAs with TSI or CSI schools that serve a high percentage of ELLs.

9. Local Foundations/Non-Profit Organizations: There may be local foundations or non-profit organizations in Michigan that offer grants specifically aimed at supporting ELL education. Schools and districts can inquire about such opportunities in their community.

Overall, these grants and funding opportunities are aimed at improving the academic achievement, English language proficiency, and integration of ELL students in Michigan schools. You can find more information about each grant on the Michigan Department of Education website.

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?

It depends on the state. Some states may have mandates or guidelines that local school districts must follow in regards to serving English Language Learners (ELLs), while others may give more autonomy to districts in developing their own policies. States such as California, New York, and Texas have comprehensive statewide guidelines for serving ELLs, while others may have less specific guidelines or leave it up to districts to determine policy. It’s important for educators and administrators to be aware of their state’s policies regarding ELL education and ensure that they are following them.

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 prevent disproportionate placement of ELL students in special education programs.

1. Multidisciplinary Team Approach: Special education evaluations for ELL students must involve a multidisciplinary team that includes professionals who are familiar with second language acquisition and cultural considerations, such as ESL teachers, bilingual educators, and interpreters.

2. Culturally Responsive Assessment: When assessing ELL students for special education services, culturally responsive practices should be used to ensure that the evaluation process considers the student’s cultural and linguistic background.

3. Alternative Assessments: Alternative forms of assessment, such as portfolios or observation-based assessments, may be used to evaluate ELL students’ academic progress instead of standardized tests, which may not accurately reflect their abilities due to language barriers.

4. Response to Intervention (RTI): RTI is a framework that provides an alternative process for identifying learning disabilities through an intensive research-based intervention approach before labeling a student as having a disability.

5. Parent Communication: Parents of ELL students should be actively involved in the identification and referral process for special education services. Schools must provide translated documents and interpretive services to ensure effective communication with parents who do not speak English.

6. Professional Development: School staff should receive ongoing professional development on cultural competence, equity, and working with ELL students to ensure they have the necessary skills to support diverse learners effectively.

7. Data Tracking: Schools should track data on referrals and placements of ELL students into special education programs to identify any patterns of disproportionate representation and take corrective measures if necessary.

8. Collaborative Decision-Making: The decision-making process for placing ELL students in special education programs should involve dialogue and collaboration between all stakeholders, including teachers, parents, administrators, and bilingual specialists.

9. Monitoring Progress: Once an ELL student is placed in a special education program, their progress should be monitored closely through frequent assessments that consider their unique linguistic and cultural needs.

10. Ongoing Support: ELL students in special education programs should continue to receive appropriate language support in addition to their special education services to address both their academic and language learning needs.

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

1. Expanding teacher certification programs: Michigan has increased the number of university programs that offer ESL endorsements or certification, allowing more educators to receive specialized training in teaching English as a second language.

2. Increasing funding for professional development: The state has allocated additional resources to support professional development opportunities for current ESL teachers, helping them stay up-to-date on best practices and strategies for working with English language learners.

3. Providing incentives for teachers to become ESL certified: Michigan offers financial incentives, such as loan forgiveness and tuition reimbursement, to encourage teachers to pursue ESL certification and teach in high-need areas.

4. Recruiting foreign language and bilingual professionals: The state actively recruits individuals with fluency in languages other than English, both domestically and internationally, to enter the teaching workforce in Michigan schools.

5. Partnering with local colleges and universities: Michigan has established partnerships between school districts and local colleges or universities to provide intensive ESL training for current teachers seeking certification or endorsement.

6. Supporting alternative pathways for certification: The state offers alternative routes to teacher certification, allowing individuals with non-traditional backgrounds to earn their teaching credentials while also receiving training specific to teaching English as a second language.

7. Offering online resources and courses: Michigan provides online resources and course offerings for current ESL teachers seeking professional development opportunities, making it easier for them to access training from anywhere in the state.

8. Creating mentorship programs: Some districts have implemented mentorship programs where experienced ESL teachers provide guidance and support to new or inexperienced colleagues who are teaching English language learners.

9. Implementing school district initiatives: School districts across the state have developed their own initiatives aimed at addressing the shortage of qualified ESL teachers, including offering signing bonuses or partnering with nearby districts to share resources and expertise.

10. Promoting cultural competency among all educators: Michigan ensures that all educators receive training on cultural competency and diversity so they can better support students from diverse linguistic backgrounds in the classroom.

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

There is no statewide policy in Michigan regarding access to elective courses and extracurricular activities in students’ native language. Each school district may have their own policies and practices for accommodating ELL students in these areas. Some districts may offer elective courses or extracurricular activities specifically for ELL students in their native language, while others may provide support or accommodations for participation in English-language courses and activities. It is important to contact the specific school district to inquire about their policies and practices for ELL students.

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

1. Bilingual and Multilingual Programs: Michigan provides various bilingual and multilingual programs to support ELL students as they transition to a new school or district. These programs include transitional bilingual education, dual language immersion, and English as a second language (ESL) instruction.

2. Language Assessment: Upon enrolling in a new school or district, ELL students are given language proficiency assessments to determine their level of English proficiency. These assessments help educators create appropriate instructional plans for the students.

3. Individualized Instructional Plans: Based on the results of language proficiency assessments, ELL students are provided with individualized instructional plans that address their specific linguistic needs and support their academic success.

4. Language Support Services: Schools and districts in Michigan offer various language support services to ELL students, such as ESL classes, tutoring, after-school programs, and peer mentoring programs.

5. Cultural Support Services: Michigan also provides cultural support services to help ELL students adapt to their new school environment. This may include cultural orientation sessions for parents and guardians, cultural diversity training for teachers and staff, and cultural sensitivity workshops for peers.

6. Student Mentoring Programs: Some schools in Michigan have established student mentoring programs where current ELL students are paired with native English-speaking peers to help them navigate their new school culture and make friends.

7. Parent Involvement: Schools in Michigan involve parents of ELL students in the transition process by providing resources in their native languages, conducting bilingual parent-teacher conferences, and encouraging parental involvement in school activities.

8. Counseling Services: Transitioning to a new school or district can be a stressful experience for ELL students. In Michigan, schools provide counseling services to help these students cope with any emotional challenges they may face during this period.

9. Professional Development for Educators: Teachers and staff members receive ongoing professional development on how to effectively support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district.

10. Collaboration with Community Organizations: Schools in Michigan collaborate with community organizations that serve immigrant and refugee populations to provide additional support and resources for ELL students during their transition period.