State Policies on English Language Learner (ELL) Education in Arkansas

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


In Arkansas, the current policies for identifying and assessing English Language Learners (ELLs) are based on the guidelines set by the federal Every Student Succeeds Act (ESSA).

1. Identification:
– All public schools in Arkansas are required to identify and assess all students who may potentially be ELLs.
– The identification process begins with a home language survey that is administered to all students upon enrollment to determine if a language other than English is spoken at home.
– Students who indicate that they speak another language at home are then given an English language proficiency assessment, such as WIDA Screener or ACCESS for ELLs, to determine their level of English proficiency.

2. Assessment:
– Once identified as an ELL, students are assessed annually using either WIDA ACCESS for ELLs or Alternate ACCESS for ELLs, depending on their individual needs and abilities.
– These assessments evaluate students across four domains: listening, speaking, reading, and writing in order to measure their level of English proficiency.
– Results from these assessments are used to place students into appropriate language development programs and to monitor their progress towards English proficiency.

3. Exiting Criteria:
– According to Arkansas state policy, a student can exit the ELL program once they have achieved “proficient” or “fluent” levels on the annual ACCESS assessment.
– In addition to this language proficiency measure, schools also take into consideration teacher observations, grades, classroom performance, and parent input when making a decision about exiting an ELL student from the program.

4. Special Populations:
– In accordance with federal law, special populations within the ELL group such as special education students and homeless students must also be identified and provided with appropriate accommodations during assessments.

5. Parental Rights:
– Parents have the right to refuse ELL services for their child in Arkansas.
– They also have the right to receive information about their child’s placement in the ELL program, access to language assistance for communication with school staff, and involvement in their child’s educational plan.

Overall, Arkansas’ policies for identifying and assessing English Language Learners aim to accurately identify students who may need language support and provide them with appropriate services to help them achieve academic success.

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

All ELLs in Arkansas are identified and assessed for English language proficiency upon enrollment in school. This assessment helps determine the level of language support services needed for each individual student. Based on the results of this assessment, ELLs may receive one or more of the following types of language support services:

1. English as a Second Language (ESL) Classes: These classes are specifically designed to help ELLs develop their English language skills in reading, writing, listening, and speaking. ESL teachers use specialized instructional strategies and materials to make content accessible for ELL students.

2. Bilingual Education Programs: These programs provide instruction in both the student’s native language and English. The purpose is to maintain and develop students’ abilities in their first language while they become proficient in English.

3. Sheltered Instruction: Sheltered instruction is an approach that allows students who are learning English as a second language to understand subject matter while they develop their English-speaking skills.

4. Content-Based ESL Instruction: This type of instruction incorporates both subject matter content and ESL instruction into one integrated curriculum.

In addition to these services, Arkansas has established procedures for monitoring ELL progress and adjusting services as needed. Schools must also provide parents with information about their child’s progress and academic growth within a reasonable amount of time.

The state also offers professional development opportunities for teachers to improve their knowledge and skills in working with ELLs. This includes training on culturally responsive teaching practices, effective instructional strategies for teaching literacy to ELLs, and understanding how culture affects learning.

School districts must also have policies in place that ensure equal access to educational programs and activities for all students, regardless of their language background or proficiency level. This includes providing accommodations on state assessments for ELLs so that they can demonstrate their knowledge without being hindered by possible language barriers.

Overall, Arkansas strives to meet the needs of its diverse population of ELL students by implementing various language support services and monitoring their progress.

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

I was unable to find specific information on the funding allocation for ELL education in Arkansas. However, according to the National Alliance for Multilingual Education’s report on ELL education in Arkansas, the state receives approximately $5.8 million annually from the federal government for language instruction programs for English learners. This funding is distributed to school districts through Title III grants, which are based on the number of English learners in each district. It is up to each district to use these funds to support and enhance their ELL programs.

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 that English Language Learners (ELLs) must meet in order to exit language support programs. These standards and benchmarks vary by state, but they generally include measures of speaking, reading, writing, and listening skills.

Some examples of state standards and benchmarks for ELLs include:

1. The California English Language Development Standards: This set of standards outlines progressive levels of English proficiency from beginning to advanced fluency. Students must demonstrate mastery of each level before exiting language support programs.

2. The New York State English as a Second Language Achievement Test (NYSESLAT): This test is used to assess the progress of ELL students in New York State and determine their readiness to exit language support programs.

3. The Texas Essential Knowledge and Skills (TEKS) for English Language Proficiency: These standards outline the knowledge and skills that ELLs should acquire at each grade level in order to develop proficiency in the English language.

4. The Florida Standard Assessment (FSA) for English Language Learners (ELLs): This assessment measures the progress of ELLs in Florida towards mastering the state’s academic content standards in reading, writing, listening, and speaking.

In addition, many states also have specific benchmarks or criteria that schools must use to determine when an ELL is ready to exit a language support program. These may include achievement on standardized tests, teacher evaluations, and other performance criteria.

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


The Arkansas Department of Education monitors and evaluates the effectiveness of its ELL education policies and programs through various methods, including:

1. Annual English language proficiency assessments: The state administers the WIDA ACCESS for ELLs assessment to all ELL students annually to measure their progress in learning English.

2. Data collection and analysis: The state collects data on student outcomes, such as graduation rates, academic achievement, and language proficiency, to evaluate the effectiveness of its ELL programs and policies.

3. Program evaluations: The Arkansas Department of Education conducts regular evaluations of its ELL programs to identify strengths and weaknesses and make necessary improvements.

4. Site visits and monitoring: The state conducts site visits to schools with significant populations of ELL students to ensure that federal and state guidelines for ELL education are being followed.

5. Feedback from stakeholders: The state gathers feedback from teachers, administrators, parents, and other stakeholders through surveys or focus groups to assess the effectiveness of its ELL policies and programs.

6. Collaboration with districts: The Arkansas Department of Education works closely with district leaders to monitor the implementation of ELL policies and provide support when needed.

7. Comparison with national standards: The state compares its ELL education policies and practices with national standards, such as those set by the National Association for Bilingual Education (NABE) or TESOL International Association, to ensure alignment and effectiveness.

Based on these methods, the Arkansas Department of Education regularly evaluates the impact of its ELL education policies and programs on student outcomes and makes changes accordingly to improve their effectiveness.

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


Yes, the Office of English Learner Education within the Arkansas Department of Education is responsible for overseeing ELL education in Arkansas.

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

Yes, according to the Arkansas Department of Education, all teachers in Arkansas are required to have specialized training or certification for working with ELL students. This could include completing a certification program or coursework specifically focused on teaching English as a second language or earning an endorsement in ELL instruction. Additionally, some school districts may have their own requirements for teacher training related to ELL students.

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


According to the Arkansas Department of Education, ELL students are eligible for accommodations on standardized testing. These accommodations may include:

1. Extended time: ELL students can be given extra time to complete the test (typically 50% additional time).

2. Bilingual dictionaries or word-to-word glossaries: ELL students can use bilingual dictionaries or word-to-word glossaries during testing to assist with understanding vocabulary.

3. Scribe or recorder: ELL students who have difficulty writing in English can have a scribe write their responses for them or use a recording device to dictate their responses.

4. Read aloud: For English language arts tests, passages and/or questions can be read aloud to ELL students in their native language.

5. Testing in small groups: This accommodation is intended for ELL students who may be easily distracted by crowded testing environments.

6. Simplified directions and instructions: Test administrators can provide simplified versions of test directions and instructions for ELL students.

7. Translated tests: In some cases, state assessments have been translated into languages other than English for ELL students.

It’s important to note that these accommodations must be determined on an individual basis and must align with the student’s Individualized Education Program (IEP) or Section 504 Plan. Additionally, the decision to use these accommodations is made by a team that includes the student’s teacher, parents/guardians, and other school personnel based on the student’s needs and abilities.

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


There are a few state initiatives and programs in Arkansas aimed at promoting bilingualism and biliteracy among ELLs:

1. English Language Learners (ELL) Program: The Arkansas Department of Education (ADE) has an ELL program that provides support for schools and districts to meet the academic and language development needs of ELL students.

2. Bilingual Education Act (BEA): This federal program provides funding for school districts with significant numbers of ELL students to implement bilingual education programs. Arkansas uses BEA funds to support bilingual instruction in Spanish and Marshallese.

3. Dual Language Programs: Some schools in Arkansas offer dual language programs, where both ELL and native English-speaking students receive instruction in two languages (usually English and Spanish) to develop their biliteracy skills.

4. Seal of Biliteracy: The Seal of Biliteracy is a recognition program that awards high school graduates who demonstrate proficiency in two or more languages with a special seal on their diploma. Arkansas began offering this program in 2017.

5. Foreign Language Awards Program: The ADE’s Division of Learning Services offers recognition awards for high school students who have excelled in foreign language studies, including bilingual students.

6. Professional Development Opportunities: The ADE offers professional development opportunities for educators working with ELLs, such as the English Language Proficiency Standards training and other workshops focused on improving instruction for ELLs.

7. Parent Engagement Programs: Several organizations, such as the Arkansas Indian Parent Committee, provide resources and support for parents of ELLs, helping them become more involved in their child’s education and supporting biliteracy at home.

8. Multilingual Support Resources: The ADE also provides various resources for schools and teachers to support multilingual instruction and promote biliteracy, such as the Model Bilingual Procedures Manual and the Translated Documents Toolkit.

Source:

Arkansas Department of Education. (2020). English Language Learners. Retrieved from https://www.arkansased.gov/divisions/learning-services/english-language-learners

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


Yes, there have been some recent policy changes regarding the inclusion of immigrant and undocumented students in ELL education programs. One significant change was the rescission of the Deferred Action for Childhood Arrivals (DACA) program in 2017, which allowed undocumented individuals who arrived in the US as children to receive temporary protection from deportation and work permits. This had a direct impact on many immigrant and undocumented students who may have qualified for DACA protections and gained access to educational opportunities.

In addition, the Trump administration implemented policies that discourage or limit immigration, including strict enforcement of immigration laws and increased detention and deportation efforts. This has created fear and uncertainty among immigrant communities, which can lead to reluctance to enroll in schools or participate in educational programs.

At the same time, some states and school districts have implemented policies aimed at protecting the rights of immigrant students. For example, several states have passed legislation allowing undocumented students to pay in-state tuition rates at public universities, making higher education more accessible for this population. Some school districts have also adopted policies to protect student privacy and prevent ICE raids on school grounds.

Overall, there is ongoing debate and legal challenges over how best to support immigrant and undocumented students in accessing quality education opportunities while navigating complex immigration policies.

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

Some potential resources for supporting parents of ELL students and promoting their involvement in their child’s education include:

1. Multilingual School Materials: Providing translated versions of school materials, such as newsletters and handouts, can help ensure that all parents are able to access important information about their child’s education.

2. Bilingual Staff and Interpreters: Having staff members who speak the languages of the ELL students in your school can be extremely beneficial in communicating with parents. Additionally, having interpreters available for parent-teacher conferences or school events can help facilitate communication.

3. Parent Education Workshops: Hosting workshops specifically tailored for ELL parents on topics such as navigating the education system, understanding school policies and procedures, and ways to support their child’s learning at home can help empower them to be more involved in their child’s education.

4. Community Liaisons: Designating community liaisons from within the school or hiring a cultural liaison can help bridge communication gaps between teachers and non-English speaking parents.

5. Language Assistance Programs: Some schools may offer language assistance programs for parents to learn English while also learning about the American education system.

6. Inviting Parents into the Classroom: Encouraging parents to come into the classroom during special events or volunteer opportunities not only allows them to see what their child is learning, but it also provides opportunities for meaningful interaction between teachers, students, and parents.

7. Online Resources: Many schools have online platforms where parents can access information about their child’s grades, attendance, and assignments. Making these platforms available in multiple languages can help ELL parents stay informed about their child’s progress.

8. Culturally Relevant Programming: Including culturally relevant programming in school events or curriculum can help make families feel more included and respected within the school community.

9. Parent Support Groups: Creating support groups for ELL parents where they can share experiences and tips with each other can provide a sense of community and support.

10. Home-School Communication: Foster open communication between teachers and parents, encouraging them to reach out with any concerns or questions they may have about their child’s education. Regular check-ins can also help keep parents informed and involved in their child’s learning.

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


Arkansas does offer cultural competency training for educators working with ELL students. The Arkansas Department of Education provides professional development opportunities for educators on topics such as engaging diverse learners, addressing cultural differences in the classroom, and promoting equity and inclusivity. Additionally, the state offers workshops and conferences specifically focused on meeting the needs of English language learners in Arkansas classrooms. Some school districts also have their own trainings and resources available for teachers to help them better understand and support ELL students.

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


Arkansas provides support for long-term English Language Learners (ELLs) through several initiatives and programs, including:

1. Extended Learning Opportunities: The Arkansas Department of Education offers extended learning opportunities for ELLs who have not yet reached proficiency in English. These opportunities may include after-school programs, summer school programs, and extended day programs that focus on language development and academic support.

2. Specific Academic Interventions: Schools identify struggling students early on and provide them with specific interventions to help them succeed academically. For ELLs, these interventions may focus on developing language skills while also addressing academic needs.

3. English as a Second Language (ESL) Programs: Arkansas schools offer ESL programs that provide targeted instruction in English language development and academic content areas to help ELLs catch up with their peers.

4. Sheltered Instruction Observation Protocol (SIOP): A framework used by many schools in Arkansas to support the academic success of ELLs. SIOP promotes teachers’ use of differentiated instruction strategies to support second language acquisition while also delivering grade-level curriculum.

5. Individualized Education Plans (IEPs): If a student qualifies for special education services, they will work with an IEP team to develop individualized goals and accommodations to address their unique needs, including their language development needs.

6. Culturally Responsive Teaching: Schools in Arkansas are encouraged to use culturally responsive teaching practices that incorporate students’ cultural backgrounds and experiences into their lessons. This approach helps create a positive learning environment for ELLs and supports their academic success.

7. Professional Development: Teachers in Arkansas have access to professional development opportunities focused on working with ELLs, such as training on effective instructional strategies for linguistically diverse classrooms.

Overall, Arkansas aims to provide comprehensive support for long-term English Language Learners, ensuring they receive the necessary resources and interventions to reach proficiency in English while also achieving academic success.

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


Yes, there are several initiatives and partnerships in Arkansas that support the academic success of ELL students:

1. Arkansas Department of Education (ADE) offers a variety of resources and programs for ELL students, such as the English Learner Parent Involvement Project and the Multicultural Resource Center. These resources aim to provide support and guidance to families and educators of ELL students.

2. The University of Arkansas at Little Rock (UALR) has a partnership with the Springdale School District to provide professional development opportunities for teachers who work with ELL students. This program, called “Confluence: A Partnership for Teacher Development,” focuses on improving instruction for ELL students and promoting cultural awareness among teachers.

3. The Northwest Arkansas Council works closely with local school districts in the northwest region of the state to ensure that they have adequate resources and support for their growing population of ELL students. They also organize workshops and trainings for teachers on best practices for instructing ELLs.

4. The J.A. Fair High School in Little Rock has a partnership with the University of Arkansas at Little Rock where UALR education students serve as tutors and mentors to help ELL students improve their academic skills.

5. The Mosaic Templars Cultural Center in Little Rock offers an after-school program called “Elevate” which helps newcomer refugee students build academic skills through tutoring, mentoring, and cultural enrichment activities.

6. EAST Initiative partnered with Springdale School District to create an app called “Bilingual Buddy” to assist communication between Spanish-speaking parents/guardians and teachers.

7. The Rogers Public Library offers a bilingual storytime program designed specifically for Spanish-speaking families in the community, which aims to promote literacy skills among children from Hispanic backgrounds.

8. Literacy Action of Central Arkansas partners with schools in central Arkansas to offer an adult literacy program specifically for immigrant parents so they can better communicate with their children’s schools.

9. The Immigrant Resource Center in Fort Smith has partnered with the Literacy Council of Western Arkansas to provide language and literacy classes for adults, including parents of ELL students.

10. The Governor’s Commission on Practice shines spotlight and awards a “Seal Of Biliteracy” to students who graduate from high school with proficiency in two or more languages.

11. The International Student Services (ISS) Office at the University of Arkansas provides resources, support, and networking opportunities for international students enrolled at the university, including English Language Learners.

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


Yes, Arkansas provides several special grants and funding opportunities specifically targeted towards improving ELL education outcomes:

1. English Language Acquisition Division Grant: This grant is offered by the Arkansas Department of Education (ADE) to support districts in implementing evidence-based instructional programs and strategies to improve the English language proficiency of ELL students.

2. Title III, Part A – English Language Acquisition, Language Enhancement, and Academic Achievement Act Grant: This federal grant provides funding to eligible districts to support the development and implementation of high-quality language instruction programs for ELL students.

3. Bilingual Paraprofessional Incentive Program: ADE offers this program to provide financial incentives to paraprofessionals who provide direct instructional services to ELL students in bilingual classrooms.

4. Innovative Projects Grant: Through this ADE grant, districts can seek funding for innovative projects that target the needs of their ELL students, such as developing curriculum or providing professional development for teachers.

5. ESL Professional Development Grants: The Arkansas Teachers of English to Speakers of Other Languages (ARKTESOL) offers annual grants for K-12 ESL educators to attend conferences or workshops related to ESL teaching and learning.

6. Migrant Education Program: This federal program aims to help migrant students overcome educational disruptions and other challenges by providing supplemental academic and supportive services, including those related to ESL instruction.

7. Federal Title I-A School Improvement Grants: These grants are provided by the U.S. Department of Education to support schools with a large population of economically disadvantaged students, including ELLs. Funds can be used for a variety of purposes, such as supporting teacher training in effective instructional strategies for ELLs.

8. Individualized Learning Plans (ILPs): The Arkansas Charter Authorizing Panel awards available ILPs on a competitive basis to charter schools that propose innovative strategies for improving student outcomes, including those for ELLs.

Overall, these grants and funding opportunities are designed to support districts and schools in providing high-quality instruction and services that help ELLs succeed academically and linguistically.

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 may vary depending on the state and specific laws and policies in place. Some states may allow individual school districts to develop their own policies for serving English Language Learners (ELLs), while others may have statewide guidelines that all districts must follow. It is important to research the laws and policies of your particular state to determine the level of autonomy that local school districts have in regards to serving ELLs.

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


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

1. Screening and Identification: Schools often use a multi-tiered approach to identify students who may need additional support. This includes language proficiency assessments, academic screenings, and observation of the student’s performance in the classroom.

2. Culturally Responsive Assessments: It is important for schools to use culturally and linguistically appropriate assessments for ELL students to accurately measure their abilities. This can help avoid misclassification as having a learning disability.

3. Special Education Referral Guidelines: Schools have specific guidelines and protocols for referring students for special education evaluation. These guidelines often include strategies for ensuring cultural and linguistic competency in the evaluation process.

4. Individualized Education Plans (IEPs): If an ELL student is determined to be eligible for special education services, the IEP team must consider how the student’s language needs will be addressed within the educational plan.

5. Parental Involvement: Schools must involve parents in the decision-making process when it comes to evaluating and placing their child in special education programs. Parents can provide valuable insights into their child’s language background and offer input on appropriate instructional strategies.

6. Ongoing Monitoring and Support: Once a student is placed in special education, regular monitoring of progress should occur to ensure that appropriate supports and accommodations are being provided. This can help avoid over- or under-identification of ELLs in special education programs.

7. Teacher Training: Schools should provide professional development opportunities for teachers on how to effectively support ELLs with disabilities in their classrooms.

By implementing these strategies, schools can work towards ensuring that ELL students are not disproportionately placed in special education programs and receive appropriate support for their unique needs.

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


The state of Arkansas has taken several steps to address the shortage of qualified ESL teachers, including:

1. Offering ESL endorsement programs: The Department of Education in Arkansas offers a pathway for current teachers to obtain an ESL endorsement through a series of courses and exams.

2. Providing professional development opportunities: The department also offers various professional development opportunities for current ESL teachers to improve their skills and knowledge in teaching English to non-native speakers.

3. Collaborating with universities: The state collaborates with local universities to develop and implement ESL teacher preparation programs to increase the number of qualified ESL teachers.

4. Recruiting bilingual individuals: Schools in Arkansas actively recruit bilingual individuals, such as native Spanish speakers, to become certified ESL teachers and help meet the demand for bilingual educators.

5. Offering financial incentives: The state offers financial incentives, such as loan forgiveness programs and stipends, to attract and retain qualified ESL teachers in underserved areas or schools with high populations of English language learners (ELLs).

6. Implementing alternative certification programs: Arkansas has implemented alternative certification routes for individuals who have a bachelor’s degree in any field but want to become certified as an ESL teacher.

7. Increasing awareness and recruitment efforts: The state has increased efforts to raise awareness about the need for qualified ESL teachers and actively recruits new educators through job fairs, conferences, and partnerships with professional organizations.

8. Supporting collaboration between ELL specialists and content area teachers: Arkansas encourages collaboration between ELL specialists and content area teachers by providing training opportunities and guidance on how best to support ELLs in the classroom.

9. Collecting data on teacher shortages: The Department of Education collects data on teacher shortages in different subject areas every year, including data on the shortage of qualified ESL teachers. This information is used to inform future recruitment efforts and policy decisions related to teacher preparation programs.

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


It ultimately depends on the specific school district and the resources available. However, it is not a common practice in Arkansas to offer elective courses and extracurricular activities in a student’s native language. The focus is typically on providing English language support for ELL students so that they can fully participate in all courses and activities. In some cases, schools may have language-specific clubs or organizations, but these are usually student-led and not officially offered by the school.

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


Arkansas has several programs and initiatives in place to support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district. These include:

1. English as a Second Language (ESL) programs: Arkansas has ESL programs in place in all public schools to help ELL students develop their English language proficiency. These programs provide instruction specifically tailored to the needs of ELL students, helping them acquire academic vocabulary and language skills necessary for achievement in other subject areas.

2. Bilingual Education Program: Some districts in Arkansas offer a bilingual education program for students who speak limited English. This program provides instruction in both the student’s native language and English, making content more accessible while also supporting the development of both languages.

3. Newcomer Programs: Many schools in Arkansas have specialized newcomer programs specifically designed to assist newly arrived ELL students as they adjust to a new country, culture, and school system. These programs provide additional support such as intensive English language instruction, cultural orientation, and social-emotional support.

4. Multicultural Instructional Services: This program provides professional development training for educators on how to work effectively with diverse student populations and promote culturally responsive teaching practices.

5. Family Engagement: Arkansas emphasizes the importance of involving parents and families of ELL students in their education. Schools are encouraged to involve parents through parent-teacher conferences, family events, translation services, and other means of communication.

6. Cultural Competency Training: The state offers training opportunities for educators on cultural competency so they can better understand and meet the needs of culturally diverse students.

7. Support through District Level Coordinators: Each school district has an assigned coordinator responsible for overseeing ESL/Bilingual programs and providing guidance and support to teachers working with ELL students.

8. Language Assessment: Upon enrollment, all ELL students are assessed using WIDA (World-Class Instructional Design & Assessment) to determine their English language proficiency level and ensure appropriate placement in programs.

9. District-to-District Transfer Support: If an ELL student moves to a different district within the state, transfer records are sent along with the student to ensure continued support in the new district.

Overall, Arkansas recognizes the importance of providing comprehensive support for ELL students during their transition period and has implemented various programs and services to address their linguistic, cultural, and social-emotional needs.