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

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


The current policies in place for identifying and assessing English Language Learners (ELLs) in Kentucky are outlined by the Kentucky Department of Education (KDE). These policies include:

1. Home Language Survey: All students enrolling in Kentucky schools are required to complete a Home Language Survey. This survey includes questions about the student’s language background, including their home language and any other languages spoken.

2. Initial Language Proficiency Assessment: Once a student is identified as potentially being an ELL based on their Home Language Survey, they are given an initial English language proficiency assessment within 30 days of enrollment. The assessment used is the WIDA Screener, which measures the student’s skills in speaking, listening, reading, and writing.

3. Individual Learning Plan (ILP): Based on the results of the initial language proficiency assessment, each ELL student is given an ILP that outlines their specific needs and goals for their English language development.

4. Annual English Language Proficiency Assessment: Each year, all ELL students must take the ACCESS for ELLs assessment to measure their progress in developing English proficiency.

5. Exit Criteria: ELLs must meet established criteria on both the annual ACCESS for ELLs assessment and state standardized tests before they can be considered proficient enough to exit from ELL services.

6. Parent Notification and Consent: Parents or guardians of potential or enrolled ELLs must receive information about the district’s program for ELL students upon enrollment or designation as a potential ELL student. Additionally, parent/guardian consent is obtained before administering any language assessments.

7. Instructional Services: Districts must provide appropriate instructional services designed to help ELL students meet grade-level academic standards while also addressing their linguistic needs.

8. Data Collection and Reporting: Districts are required to maintain accurate records of all data related to identification, services provided, exit criteria met, and performance on state assessments for each ELL student.

It’s important to note that these policies may vary by district, but the KDE outlines the general guidelines and expectations for identifying and assessing ELLs in Kentucky.

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


Kentucky ensures that all English language learners (ELLs) have access to appropriate language support services through a variety of measures:

1. Identification and Assessment: Kentucky requires all schools to identify and assess potential ELL students for English language proficiency upon enrollment. This helps to identify students who may need language support services.

2. Language Assistance Programs: The state offers various programs designed to provide language support to ELLs, including English as a Second Language (ESL) classes, bilingual education programs, and newcomer programs. These programs are available in both public and private schools.

3. Certified ESL Teachers: Kentucky requires that all teachers providing ESL instruction hold an ESL certification or endorsement. This ensures that ELLs receive quality instruction from qualified educators.

4. Professional Development: The state provides ongoing professional development opportunities for teachers and administrators to enhance their understanding of the needs of ELLs and effective instructional strategies for supporting them.

5. Individualized Instruction: Schools are required to develop individualized Language Learner Plans (ILLPs) for each ELL student. These plans outline specific instructional strategies, accommodations, and services needed to help the student succeed academically.

6. Parent Engagement: Kentucky encourages active engagement of parents in their child’s education by providing resources in their native languages, hosting community events, and offering interpreters during parent-teacher conferences.

7. Monitoring Progress: The state requires schools to regularly monitor the progress of ELL students through formal assessments and other measures. This allows educators to track progress and make necessary adjustments to instruction when needed.

8. Translation/ Interpretation Services: Kentucky provides translation and interpretation services for families who speak languages other than English to ensure effective communication between schools and parents.

9. Accountability Measures: The state holds districts accountable for providing appropriate language support services to ELL students by monitoring compliance with laws, regulations, policies, and guidelines related to the education of these students.

10. Collaboration and Support: Kentucky collaborates with community organizations and agencies to support ELL students in their educational journey. This includes providing resources for families, advocating for the needs of ELLs at the state level, and facilitating partnerships between schools and community organizations to better serve ELL students.

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


According to the Kentucky Department of Education, the total funding allocation for English Language Learners (ELL) education in Kentucky for fiscal year 2021-2022 is $85.6 million. This includes funds from both state and federal sources.

The distribution of ELL funding among school districts in Kentucky is determined by a formula based on the number of identified English Language Learners and their level of proficiency in English. The formula takes into account the following factors:

1. Identified ELL students: Each school district receives funds based on the number of ELL students they have identified as requiring language services.

2. Level of proficiency: Students are also grouped into three levels of proficiency – beginner, intermediate, and advanced – with different weights assigned to each level for funding purposes.

3. Time in language instruction educational programs: Funds may be distributed differently based on how long a student has been enrolled in language instruction educational programs (LIEP).

School districts may also receive additional funds for immigrant students who have arrived in the last three years and are not proficient in English.

Once these factors have been considered, school districts receive an allocation amount per ELL student that ranges from $715 to $1,050 per student, depending on their level of proficiency and time in LIEP programs.

It is important to note that this funding is allocated specifically for providing language services to ELL students and cannot be used for other purposes. School districts must provide documentation and accountability measures to ensure that these funds are being spent on appropriate services for their ELL students.

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


The specific state standards and benchmarks for English language proficiency that ELLs must meet in order to exit language support programs vary by state. Each state has its own set of standards and benchmarks that are aligned with the requirements set forth by the federal government under Title III of the Elementary and Secondary Education Act (ESEA). However, there are some common criteria that many states use to determine whether an ELL is ready to exit language support programs. These may include:

1. Proficiency in all four language skills: Most states will assess a student’s proficiency in listening, speaking, reading, and writing in English. Students must achieve a certain level of competency in all four areas before they can exit language support programs.

2. Performance on standardized tests: Many states use standardized tests, such as the ACCESS for ELLs or WIDA MODEL, to measure students’ progress in English language proficiency. Students must score at a designated level on these tests in order to exit language support programs.

3. Classroom performance and grades: Teachers’ observations of students’ performance in the classroom also play a role in determining whether an ELL is ready to exit language support programs. Students’ grades and overall academic progress may be taken into consideration.

4. Language usage outside of school: Some states may also consider how well students are able to communicate and function in English outside of the classroom, such as interacting with peers or participating in community activities.

5. Parents’ input: Parents are often consulted about their child’s progress and ability to communicate effectively in English, as they can provide valuable insights into their child’s development and usage of the English language outside of school.

It is important for parents or guardians to work closely with their child’s teachers and stay informed about their child’s progress towards meeting these standards and benchmarks for exiting language support programs.

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


Kentucky monitors and evaluates the effectiveness of its ELL education policies and programs in several ways:

1. Statewide Assessments: Kentucky uses statewide assessments, including the English Language Proficiency Assessment (ELPA21), to measure the progress of ELL students in mastering English language skills.

2. Data Analysis: The Kentucky Department of Education collects and analyzes data on ELL student performance on state assessments, graduation rates, and other academic indicators to monitor progress and identify areas for improvement.

3. Program Monitoring: Kentucky conducts regular monitoring of ELL programs at the district level to ensure compliance with state and federal regulations, as well as to evaluate program quality and effectiveness.

4. Program Evaluations: The state also conducts periodic evaluations of its ELL programs to assess their impact on student achievement and determine areas for improvement.

5. Stakeholder Feedback: Kentucky encourages feedback from stakeholders, including teachers, parents, and community members, to inform its evaluation of ELL programs.

6. Professional Development: The state provides professional development opportunities for educators working with ELL students to strengthen their instructional practices and support student learning.

7. Use of Research-Based Practices: Kentucky regularly reviews research on effective strategies for teaching ELL students and incorporates these practices into its policies and programs.

8. Collaboration with Districts: The Kentucky Department of Education works closely with districts to provide technical assistance and support in implementing effective programming for ELL students.

9. Reporting Requirements: Kentucky must report annually to the U.S. Department of Education on the progress of its ELL students in meeting standards under Title III of the Elementary and Secondary Education Act (ESEA).

10. Continuous Improvement Planning: Based on evaluation findings, Kentucky creates a continuous improvement plan aimed at improving outcomes for ELL students across the state.

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


Yes, the Kentucky Department of Education (KDE) is responsible for overseeing ELL education in Kentucky. Within the KDE, the Division of Learning Services oversees English as a Second Language (ESL) programs and services for ELL students. The division works closely with school districts to provide support and resources for ELL education, and also leads statewide initiatives related to language instruction and assessment for ELL students.

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

Yes, teachers in Kentucky are required to have training and certification for working with ELL students. Teachers must complete a program that includes at least 12 semester hours of coursework in TESOL (Teaching English to Speakers of Other Languages), or they can also take an alternate route to certification if they have a valid teaching license and at least three years of documented experience working with ELL learners.

Additionally, all teachers who work with ELL students in Kentucky must hold an ESL (English as a Second Language) endorsement, which requires completing a state-approved program that includes at least 24 semester hours focused on second language learning and teaching strategies. This endorsement is included on the teacher’s professional certificate or license.

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


The Kentucky Department of Education allows for accommodations to be made for ELL students taking standardized tests. These accommodations may include extended time, bilingual dictionaries, and translation tools. In some cases, an oral or written language exemption may be granted if the student’s proficiency level is below a certain threshold. Additionally, students with individualized education plans (IEPs) or 504 plans may also receive accommodations such as small group testing or use of assistive technology. It is important for schools to ensure that all necessary accommodations are provided in a manner that does not compromise the validity and reliability of the test results.

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


Yes, there are several state initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs in Kentucky:

1. Dual Language Immersion (DLI) program: This program provides students with the opportunity to learn academic content in two languages, English and a target language (Spanish or Chinese). The program is available in select schools across the state.

2. Seal of Biliteracy: The Kentucky Department of Education offers a Seal of Biliteracy for high school graduates who demonstrate proficiency in two or more languages. This recognizes and rewards students who have achieved a high level of proficiency in speaking, reading, writing, and listening in English as well as another language.

3. English Learner Program: This program offers resources and support for schools and teachers working with ELLs. It includes professional development opportunities, instructional materials, and assessments to help students build their English proficiency.

4. Migrant Education Program (MEP): The MEP provides educational support services to children from migrant families who have moved from one school district to another in search of agricultural work. Services include academic support; assistance with enrollment, transportation, and health care; and enrichment activities.

5. Newcomer Program: This program is designed specifically for recent immigrant students with limited or interrupted formal education. It focuses on building English language skills while also providing cultural orientation and academic support.

6. Family Literacy Program: This program aims to promote bilingualism and biliteracy by involving families in their children’s education. It provides resources for families to improve their own literacy skills while also supporting their children’s learning.

7. World Language Proficiency Certificate: High school students can earn this certificate by demonstrating proficiency in any world language other than English through coursework or approved exams.

8. International Student Exchange Program (ISEP): The ISEP brings international students to Kentucky high schools for one year to study alongside native English speakers while living with American host families. This program promotes cultural exchange and language learning.

9. National Board for Professional Teaching Standards (NBPTS) World Languages Standards: Kentucky teachers can pursue the NBPTS certification in World Languages, which requires them to demonstrate proficiency in a second language and knowledge of intercultural communication. This certification recognizes and promotes bilingualism among educators.

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 students or undocumented students in ELL education programs.

In 2014, the U.S. Department of Education’s Office for Civil Rights issued guidance stating that all students, regardless of their immigration status, have a right to a public education. This means that undocumented students cannot be denied enrollment in school or access to educational services based on their immigration status.

In 2015, President Obama created the Deferred Action for Childhood Arrivals (DACA) program, which allows certain undocumented individuals who came to the U.S. as children to receive temporary protection from deportation and work authorization. This program helped to provide ELL education opportunities for many immigrant students.

However, in 2017, the Trump administration rescinded DACA and implemented stricter immigration policies that have made it more difficult for immigrant and undocumented students to access ELL education programs. This has included proposed budget cuts for English language acquisition programs and stricter enforcement of immigration laws in schools.

Recently, there has also been a growing debate over whether or not schools should collect data on student immigration status. Some argue that this could lead to discrimination and fear among immigrant families, while others argue that it is necessary for identifying and providing proper support for ELL students. Ultimately, the policies surrounding the inclusion of immigrant and undocumented students in ELL education programs remain highly contentious.

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


1. Bilingual Parent Liaisons: Many schools have staff members who are specifically assigned to work with parents of ELL students. These liaisons can communicate with families in their native language, provide resources and support, and connect parents with school personnel.

2. English as a Second Language (ESL) Programs: Schools may offer ESL classes or programs for parents to improve their English language skills. This can help them better understand and participate in their child’s education.

3. Workshops and Classes: Schools may offer workshops or classes for parents on topics such as navigating the education system, supporting their child’s learning at home, and understanding academic expectations.

4. Home-School Communication Tools: Schools may use tools such as translation services, newsletters, emails, phone calls, and parent-teacher conferences to keep parents informed about their child’s education and progress.

5. Community Organizations: Local community organizations can offer resources and support for immigrant families, including assistance with language barriers and navigating the education system.

6. Online Resources: There are many online resources available for ELL families to help them understand the education system and support their child’s learning at home.

7. Volunteer Opportunities: Schools may have volunteer opportunities for parents to get involved in school activities such as tutoring or assisting in classrooms.

8. Parent Support Groups: Some schools or community organizations offer support groups for immigrant families, where they can connect with other parents facing similar challenges and receive guidance from experienced mentors.

9. Parent Empowerment Programs: These programs are designed to empower parents of ELL students by providing them with the necessary skills to advocate for their child’s education.

10. Parent Workshops on Cultural Differences: Organizing workshops that focus on educating parents about cultural differences can help promote understanding between school staff and ELL families.

11.Parent Involvement Policies/Plans: Some schools have specific plans or policies in place to promote parent involvement among all families, including those of ELL students. These policies may outline clear expectations and procedures for involving parents in their child’s education.

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

Yes, Kentucky offers cultural competency training for educators through the Office of Teaching and Learning in the Kentucky Department of Education. The training is designed to help educators understand and value the diversity of ELL students, their families, and their cultures. This includes providing information on language acquisition, understanding cultural differences, creating an inclusive classroom environment, and developing strategies for effectively teaching ELL students.

In addition to state-level training opportunities, individual school districts may also offer their own cultural competency training programs for educators working with ELL students. It is important for educators to check with their local district or school for specific training opportunities.

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


Kentucky addresses the unique needs of long-term English Language Learners (ELLs) through various approaches and strategies, such as:

1. Individualized Instruction: Kentucky ensures that long-term ELLs receive individualized instruction based on their specific needs and language proficiency level. This includes targeted instruction in reading, writing, speaking, and listening skills.

2. Supportive Services: Schools in Kentucky offer supportive services to long-term ELLs, including counseling, mentoring, and tutoring to help them catch up with their peers.

3. Sheltered Instruction: Teachers use sheltered instruction strategies to make content more accessible to long-term ELLs by using simplified language, visual aids, and hands-on activities.

4. Co-teaching: Some schools in Kentucky use a co-teaching model where an ELL specialist works alongside a content-area teacher to support long-term ELLs in the mainstream classroom.

5. Language Development Courses: Schools may offer separate classes focused solely on developing English language skills for long-term ELLs who require extra support.

6. Extended School Day or Year: To accelerate the progress of long-term ELLs, some schools in Kentucky may offer extended school days or years so that these students can receive intensive instruction and practice time.

7. Communication with Parents/Guardians: Kentucky emphasizes the importance of building strong partnerships with parents/guardians of long-term ELLs. Schools provide regular communication about their child’s progress and offer resources to support their continued learning at home.

8. Cultural Competency Training: Teachers in Kentucky are provided with cultural competency training to better understand the unique cultural backgrounds of their long-term ELL students and adapt instructional practices accordingly.

9. Monitoring Progress: The state has implemented systems for tracking the progress of all ELL students over time, including those who have been identified as long-term ELLs. This allows educators to monitor student growth and determine when additional interventions or adjustments are needed.

10. Professional Development: Teachers and staff in Kentucky receive ongoing training and professional development opportunities to better serve the unique needs of long-term ELLs. This may include strategies for fostering language development, creating inclusive classrooms, and understanding the linguistically diverse population.

In summary, Kentucky takes a comprehensive and individualized approach to support long-term ELLs, providing targeted instruction, support services, collaboration between teachers, cultural competency training, monitoring progress, and ongoing professional development for educators.

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


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

1. English as a Second Language (ESL) Programs: The Kentucky Department of Education provides ESL programs in schools across the state to help ELL students learn English and succeed academically.

2. Migrant Education Program: The Migrant Education Program (MEP) provides supplemental educational services to migrant children and their families, including those who speak languages other than English.

3. Community-Based Organizations: There are various community-based organizations in Kentucky that provide support and resources for ELL students and their families. These include organizations such as the Hispanic/Latino Leadership Council, which offers mentoring programs and college readiness workshops for ELL students.

4. Partnerships with Colleges and Universities: Several colleges and universities in Kentucky have partnerships with local school districts to provide tutoring, mentorship, and other support services for ELL students.

5. Family Engagement Programs: Many schools in Kentucky have family engagement programs specifically designed for ELL families, which offer resources, workshops, and events to help parents navigate the education system and support their children’s academic success.

6. ESL/Bilingual Parent Liaisons: Some schools have designated staff members who serve as liaisons between school staff, ELL students, and their families to facilitate communication and information-sharing.

7. Dual Language Programs: Some school districts in Kentucky offer dual language programs where both English-speaking students and ELL students learn together in bilingual classrooms.

8. Refugee Resettlement Agencies: There are several refugee resettlement agencies in Kentucky that work closely with schools to provide educational support for newly arrived refugee students.

9- After-School Programs: Many after-school programs cater specifically to ELL students, providing them with additional academic support outside of regular school hours.

10- Cultural Exchange Programs: Some schools participate in cultural exchange programs with international schools or organizations, which can benefit ELL students by offering opportunities for cultural immersion and language practice.

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

Yes, Kentucky offers several grants and funding opportunities targeted towards improving ELL education outcomes. These include:

1. Title III English Language Acquisition (ELA) Grant: This grant is funded by the U.S. Department of Education and provides funds to improve the education of English learners by helping them attain fluency in English and meet state academic content and achievement standards.

2. Migrant Education Program: This program provides financial support to schools to help meet the unique educational needs of migrant children, including those who are English learners.

3. Comprehensive Literacy State Development (CLSD) Grant: This grant aims to improve literacy outcomes for all students, including ELLs, by providing support for the development, implementation, and evaluation of comprehensive literacy instruction programs.

4. English Learner Leaders Network Mini-Grant: This mini-grant supports professional development opportunities for teachers and administrators working with ELLs.

5. Immigrant Academic Achievement Initiative Grant: This grant provides funding to support immigrant students’ academic achievement through supplemental services, such as bilingual or ESL instruction and parent engagement activities.

6. Federal Foreign Language Assistance Program Grants: These grants provide funding for foreign language education programs in schools that have a high percentage of students from low-income families or a large number of non-English proficient speakers.

7. Early Childhood Kentucky Preschool Partnership Grant: This grant provides funding for high-quality preschool programs that serve low-income families and English learners.

8. Targeted Improvement Grant: Schools with a high percentage of ELLs can apply for this grant, which provides funding for initiatives aimed at improving student performance in core academic areas and increasing graduation rates.

9. School-Based Budgeting Initiative Grants (SBBI): These grants provide funds to individual schools to create innovative projects aimed at improving student achievement, including projects focused on serving ELLs.

10. Governor’s Minority Student College Preparation Program Grants: These grants provide funding for eligible programs that assist minority students in preparing for and succeeding in college, including programs that offer support for ELLs.

11. Innovative Instructional Materials Mini-Grant: This mini-grant supports the development of innovative instructional materials that include resources and strategies for teaching ELLs.

12. Gear up Kentucky Grant: This grant provides funding to support academic preparation, tutoring services, mentoring, college and career counseling, and other activities aimed at preparing low-income students, including ELLs, for postsecondary education.

13. Kentucky Educational Technology System (KETS) Grants: These grants provide funding for technology hardware, software, and network infrastructure to support effective teaching and learning for all students, including ELLs.

14. Special Education English Learner Support (SEELS) Grants: These grants provide funds to help schools identify English learners with disabilities and provide appropriate special education services.

15. Race To The Top – District (RTT-D) Program Grant: This grant provides funding to develop innovative programs that improve student achievement and prepare students for success in college and careers, including initiatives aimed at supporting ELLs.

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


It depends on the state. Some states have specific guidelines and requirements for school districts to follow when serving English Language Learners (ELLs), while others may allow more autonomy at the local level. It is important to check with your state’s department of education to understand the guidelines and requirements in your area.

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 (English Language Learners) students are not disproportionately placed in special education programs.

1. Culturally responsive instruction: This approach recognizes and values the cultural backgrounds and experiences of ELL students and incorporates them into the curriculum. It aims to create a more inclusive learning environment for ELL students and reduce the need for special education services.

2. Early identification and intervention: Schools have processes in place to identify ELL students who may need additional support due to language barriers. By identifying and providing targeted interventions at an early stage, schools can help prevent delays in academic progress that could lead to a later referral for special education services.

3. Bilingual evaluations: In order to determine if an ELL student has a disability or is struggling due to language barriers, bilingual evaluations are conducted by qualified professionals who are proficient in the student’s native language. This ensures that language differences do not result in an inappropriate referral for special education services.

4. Individualized Education Program (IEP) accommodations: For ELL students who have been identified as needing special education services, IEPs are designed to provide individualized accommodations and modifications based on their specific needs, including their language proficiency level. This helps ensure that they can access content and demonstrate their knowledge fairly.

5. Data monitoring: Schools regularly review data on special education referrals and placements to monitor for any disproportionate representation of ELL students. If there is evidence of disproportionality, schools will investigate the reasons behind it and take steps to address it.

6. Professional development: Teachers and staff receive training on cultural competency, effective instructional strategies for ELL students, and how to differentiate between a language barrier versus a learning disability in order to make appropriate referrals for special education services.

7. Family involvement: Schools involve families of ELL students in the decision-making process for special education referrals and placements, ensuring that linguistic and cultural factors are taken into consideration and that families feel empowered to advocate for their child’s needs.

Overall, these strategies aim to promote equity and prevent disproportionate representation of ELL students in special education programs.

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


1. Identification and recruitment of ESL teachers: Kentucky has implemented targeted recruitment efforts to attract qualified candidates for ESL teaching positions. This includes participating in job fairs, advertising in national publications, and working with universities and colleges to increase the number of teacher education graduates with ESL certification.

2. Alternative certification pathways: Kentucky also offers alternative routes for individuals to obtain ESL certification, including the Kentucky Interim Certification for Completion of Search Institute Basic Education Program (BEP), which allows non-certified individuals to teach while completing the BEP requirements.

3. Collaboration with universities: The state works closely with universities in Kentucky to ensure that their teacher education programs include coursework and field experiences focused on teaching English language learners (ELLs). This helps prepare future teachers to work effectively with diverse populations.

4. Professional development opportunities: Kentucky provides ongoing professional development opportunities for current ESL teachers through conferences, workshops, and webinars. The state also offers specialized training on effective strategies for teaching ELLs.

5. Mentoring support: New ESL teachers in Kentucky are offered a mentor who is an experienced educator with expertise in teaching ELLs. These mentors provide guidance and support to new teachers as they navigate the challenges of working with linguistically diverse students.

6. Loan forgiveness programs: To attract more teachers into the field of ESL, Kentucky offers loan forgiveness programs for educators who commit to teach in high-need schools or shortage subject areas, including ESL.

7. Partnership with local school districts: The state collaborates closely with local school districts to identify and address specific needs related to the shortage of ESL teachers. This could include offering incentives or creating partnerships between districts and universities to develop more certified ESL teachers.

8. Support for cultural competency: Kentucky has also implemented initiatives focused on promoting cultural competency among educators, understanding diverse cultures and backgrounds can help them better support ELL students in the classroom.

9. Targeted funding: The state provides targeted funding for ESL programs and services, ensuring that schools have the necessary resources to support ELL students and their language development.

10. Collaboration with community organizations: To address the shortage of ESL teachers in high-need areas, Kentucky works closely with community organizations and advocacy groups to raise awareness of the need for ESL teachers and recruit potential candidates from diverse backgrounds.

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


Yes, ELL students in Kentucky are given access to elective courses and extracurricular activities in their native language when possible. The Kentucky Department of Education requires school districts to provide opportunities for ELL students to participate in activities and courses that support and enhance their native language skills. This may include dual language programs or partnering with community organizations to offer extracurricular activities in the student’s native language.

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


Kentucky supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district by providing various resources and support services. These include:

1. ESL programs: Kentucky offers English as a Second Language (ESL) programs in most schools to help ELL students develop their language skills.

2. Bilingual education: For students who are new to the country or whose first language is not English, Kentucky provides bilingual education programs to help them learn academic content in both English and their native language.

3. Newcomers’ centers: Some districts have newcomers’ centers where newly arrived ELL students are placed for an intensive program that helps them adjust to the new culture and learn English quickly.

4. Cultural sensitivity training: Teachers and school staff receive training on how to effectively work with diverse student populations, including ELL students. This helps create a welcoming and inclusive environment for ELL students.

5. Translator/interpreter services: Schools provide translation and interpretation services for families who speak limited English. This ensures that parents can actively participate in their child’s education.

6. Multilingual materials: Schools provide learning materials in different languages to facilitate the understanding of academic content for ELL students.

7. Peer support programs: Some schools have peer support programs where native English-speaking students are paired with ELL students to help them socially and academically adjust to the new environment.

8. Counseling services: Schools have counselors trained in working with diverse populations who provide emotional support to ELL students during their transition.

9. Parent engagement activities: Schools organize events and workshops specifically geared towards engaging parents of ELL students and helping them understand the American educational system.

10. Collaborative partnerships: Kentucky also partners with community organizations, such as cultural associations, religious institutions, and immigrant advocacy groups, to provide further support for ELL students and their families during their transition period.