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

The current policies in place for identifying and assessing English Language Learners (ELLs) in Maryland are outlined by the Maryland State Department of Education (MSDE) in their English Language Development (ELD) Program. These policies include:

1. Identification: ELLs are identified through a Home Language Survey completed at the time of enrollment, which asks about the student’s primary language and language spoken at home. If a language other than English is indicated, the student is then given an English proficiency assessment.

2. Initial Assessment: ELLs are given an initial assessment to determine their level of English proficiency within 10 days of enrollment. In Maryland, this assessment is the WIDA Screener, which assesses listening, speaking, reading, and writing skills.

3. Ongoing Monitoring: ELLs’ progress is monitored regularly through district-wide assessments and classroom observations to determine if they continue to require specialized support services.

4. Annual Assessment: All ELLs in Maryland participate in an annual English Language Proficiency Assessment (ELPA). This assessment measures their growth in English language proficiency throughout the year.

5. Exit Criteria: ELLs can exit from the ELD program when they meet specific criteria based on their performance on multiple language proficiency assessments and teacher recommendations.

6. Parent Notification: Parents or guardians are notified about their child’s identification as an ELL, placement in an English Language Development program, and their progress towards achieving fluency in English.

Additionally, MSDE also offers resources for school districts and educators to support the identification and assessment of ELLs, such as training modules on appropriate testing accommodations for bilingual students. The goal of these policies is to ensure that all ELLs are accurately identified and provided with appropriate support to experience academic success.

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

Maryland ensures that all ELLs have access to appropriate language support services through various measures, including:

1. Identification and Assessment: Maryland requires all schools to identify and assess students’ English language proficiency levels using a state-approved assessment, such as the English Language Proficiency Test (ELPT). This allows schools to determine which students require language support services.

2. Bilingual Education Programs: The state offers bilingual education programs for ELLs who need instruction in both their native language and in English. These programs are staffed by certified bilingual teachers and provide instruction in both languages to support students’ academic and linguistic development.

3. ESOL (English for Speakers of Other Languages) Programs: ESOL programs are offered in Maryland schools for ELLs who need additional support with their English language skills. These programs use specially designed curriculum and instructional strategies to help students develop proficiency in listening, speaking, reading, and writing in English.

4. Support Staff: Schools are required to have trained ESOL teachers or ESOL content teachers who hold an ESOL certification or endorsement. These professionals work closely with classroom teachers to provide appropriate support and accommodations for ELLs.

5. Individualized Education Plans (IEPs): ELLs with disabilities may also qualify for services under the Individuals with Disabilities Education Act (IDEA). Schools must develop individualized education plans that address both the student’s academic needs and their language development.

6. Professional Development: Maryland provides professional development opportunities for educators on how to effectively teach ELL students, differentiate instruction, implement appropriate accommodations, and integrate language learning into the content areas.

7. Parental Involvement: The state encourages parental involvement by providing resources and information in multiple languages so that parents can better understand the educational process and participate actively in their child’s education.

8. Monitoring Progress: Schools are required to monitor the progress of ELL students regularly using formative assessments to ensure they are making academic and linguistic progress. If a student is not progressing, the school must provide additional support or modify the program as needed.

9. Evaluation and Accountability: Maryland evaluates and holds schools accountable for their ELL programs through annual assessments, program reviews, and federal reporting requirements.

Overall, Maryland has established a comprehensive system to ensure that all ELLs have access to appropriate language support services in order to achieve academic success.

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

As of the 2020-2021 academic year, Maryland’s total education budget is $7.8 billion and it includes funding for English Language Learners (ELLs). However, the specific funding allocation for ELL education is not specified in the state’s budget documents.

The distribution of funds for ELL education in Maryland is primarily based on a school district’s overall student population. Each school district receives a per-pupil amount from the state, which includes funding for ELL students. Districts with a higher proportion of ELL students will receive more funding than districts with lower proportions.

In addition to state funds, districts may also use federal grants, such as Title III funds under the Every Student Succeeds Act (ESSA), to support their ELL programs.

Overall, it is difficult to determine an exact funding allocation for ELL education in Maryland as it varies by district and may also be affected by factors such as district size and student demographics.

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, each state has its own specific standards and benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are typically aligned with the WIDA (World-class Instructional Design and Assessment) English Language Development (ELD) Standards, which outline five proficiency levels for English language learners: entering, emerging, developing, expanding, and bridging. Individual states may have additional or more specific criteria for exiting language support programs. It is important to check with the local school district or state department of education for the specific requirements and guidelines in your area.

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

Maryland monitors and evaluates the effectiveness of its ELL education policies and programs through a variety of methods, including:

1. Standardized testing: Maryland administers standardized tests such as the ACCESS for ELLs to assess the language proficiency and academic progress of ELL students.

2. Data collection and analysis: The state collects data on ELL students’ enrollment, attendance, graduation rates, and performance on state assessments. This data is analyzed to identify areas for improvement and inform policy decisions.

3. Program evaluations: The Maryland State Department of Education (MSDE) conducts regular evaluations of its ELL programs to assess their effectiveness in meeting the needs of ELL students.

4. Stakeholder feedback: MSDE solicits feedback from teachers, parents, and community members through surveys and focus groups to gather perspectives on the strengths and weaknesses of existing programs and policies.

5. Regular reporting: The state publishes annual reports on the progress of ELL students’ academic achievement and graduation rates.

6. Collaboration with local districts: MSDE works closely with local school districts to monitor the implementation of state policies and provide support and resources for meeting the needs of ELL students.

7. Policy reviews: The state regularly reviews its policies related to English language learners to ensure they align with best practices and meet the changing needs of this student population.

Overall, these measures allow Maryland to continually monitor the effectiveness of its policies and programs for ELL students, identify areas for improvement, and make informed decisions about how to better support this diverse population in achieving academic success.

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

Yes, the Maryland State Department of Education (MSDE) has a Division of Curriculum, Assessment, and Accountability that is responsible for overseeing programs and policies related to English language learners in the state. The division’s Office of Multilingual Curriculum and Programs provides guidance and support to school districts on ELL education, while the Office of Performance Monitoring and Results collects data on student performance and monitors compliance with federal laws related to ELL education.

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

Yes, all teachers in Maryland are required to have specialized training or certification for working with ELL students. The state requires that all teachers have a valid certificate in ESOL (English for Speakers of Other Languages) at the appropriate level or an endorsement in ESOL added to their existing certificate. This ensures that teachers have the necessary knowledge and skills to effectively support ELL students in their classrooms. Additionally, many school districts in Maryland also require their teachers to participate in ongoing professional development and training related to working with ELL students.

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

The Maryland State Department of Education (MSDE) provides accommodations for limited English proficient students on state standardized tests. These accommodations are intended to help ELL students demonstrate their true academic abilities and provide equal access to testing.

Some examples of accommodations that may be available for ELL students in Maryland include:

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

2. Bilingual dictionaries: Students can use a bilingual dictionary during testing if they are still developing their English language skills.

3. Read-aloud or repeat instructions: For listening and reading sections, an adult can read the prompts and instructions aloud in English or repeat them as needed.

4. Extended breaks: ELL students may be permitted to take breaks during testing, depending on their individual needs.

5. Word-to-Word Dictionary: Students may use a word-to-word dictionary for word translation only during the test.

6. Simplified language: In some cases, questions and texts may be simplified for ELL students who are still acquiring English proficiency.

7. Translation glossaries: Some language-specific glossaries or translation aids may be available for specific tests, allowing students to refer to translations of certain key words or phrases during the test.

It is important to note that not all accommodations are appropriate for every student, and decisions about which accommodations to use must be made on a case-by-case basis by Individualized Education Program (IEP) teams or Multidisciplinary Teams (MDTs). Parents or guardians should work with school personnel responsible for administering the test to determine which accommodations will best support their child’s academic achievement and progress on state assessments.

For more information about standardized testing accommodations in Maryland, including eligibility criteria and guidelines, parents can refer to MSDE’s Accommodations Manual for Assessments at http://marylandpublicschools.org/programs/Documents/Specialized/Accommodations-Manual.pdf. They can also contact their child’s school or the local school district for further guidance and clarification.

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

Yes, there are several state initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs in Maryland. These include:

1. Seal of Biliteracy Program: The Maryland State Department of Education (MSDE) offers the Seal of Biliteracy program to recognize high school graduates who have attained a high level of proficiency in one or more languages in addition to English. This program encourages students to continue studying languages throughout their academic career and promotes bilingualism and biliteracy.

2. Dual Language Immersion Programs: Maryland offers dual language immersion programs in schools across the state, where students receive instruction in both English and another language, typically Spanish or Chinese. These programs aim to promote bilingualism and biliteracy by providing students with the opportunity to develop strong skills in both languages.

3. English for Speakers of Other Languages (ESOL) Programs: MSDE offers ESOL programs in schools with significant populations of ELLs. These programs provide specialized instruction in English language development and support the academic success of ELLs while also promoting bilingualism by valuing students’ home languages and cultures.

4. World Language Credit for High School Graduation: Maryland allows high school students who meet certain criteria to earn world language credits towards graduation by demonstrating proficiency in a language other than English, either through course work or an assessment such as AP exams or the STAMP 4S test.

5. Professional Development Opportunities for Bilingual Educators: MSDE provides professional development opportunities for teachers who work with ELLs, including workshops on supporting bilingual learners and integrating students’ home languages into instruction.

6. Partnership with Latin American Youth Center (LAYC): The MSDE partners with LAYC to provide after-school language enrichment classes for middle school students from Spanish-speaking families who attend Baltimore City public schools. These classes aim to help students maintain their heritage language skills while also improving their English proficiency.

7. Parent Outreach and Engagement Programs: MSDE has various programs and initiatives in place to support parent outreach and engagement for families of ELLs, such as the Parent Outreach Project which provides resources and support for parents to help their children succeed academically and linguistically.

8. Bilingual Education Research Program: MSDE collaborates with language education experts, researchers, and educators to conduct research on bilingual education practices that could inform policy decisions and improve instructional practices for ELLs in Maryland.

9. Advisory Council on Latino Affairs (ACLA): The ACLA provides recommendations to the governor and other state policymakers on ways to improve services and programs that support Latino communities in Maryland, including issues related to bilingualism and biliteracy.

Overall, these initiatives aim to promote bilingualism and biliteracy among ELLs by valuing students’ home languages, providing opportunities for them to develop strong skills in multiple languages, and supporting their academic success.

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 several recent policy changes regarding the inclusion of immigrant students and undocumented students in ELL education programs. In September 2017, the Trump administration rescinded the Deferred Action for Childhood Arrivals (DACA) program, which provided legal protections for undocumented immigrants who were brought to the United States as children. This decision has significant implications for undocumented students’ access to ELL education programs.

Additionally, there have been changes to policies surrounding the collection of data on immigrant and English language learner (ELL) students. In October 2016, the U.S. Department of Education eliminated a requirement that schools report the number of immigrant students they enroll and their proficiency levels in English. This change could make it more difficult to accurately track and support immigrant and ELL students’ progress in school.

Moreover, many states have adopted their own policies regarding the inclusion of undocumented students in ELL programs. For example, California’s AB 699 law allows undocumented students to participate in ELL services and receive state-funded bilingual instruction.

In summary, recent policy changes have both limited and expanded opportunities for immigrant and undocumented students to access ELL education programs, highlighting ongoing debates about immigration and diversity in American education.

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

1. Local Parent-Teacher Associations (PTAs): Many schools have active PTAs that provide opportunities for parents of ELL students to get involved and support their child’s education.

2. Parent Centers: Some schools have special Parent Centers or Family Resource Centers that offer resources specifically for ELL families, such as translated materials, workshops, and information about community resources.

3. Bilingual/ Multilingual Services Coordinators: Many schools have staff members who serve as liaisons between the school and ELL families, providing support and resources in the families’ native language.

4. Language Assistance Programs: These programs provide interpretation and translation services for languages other than English to facilitate communication between school staff and ELL families.

5. English as a Second Language (ESL) Classes: Some schools offer ESL classes not only for students but also for parents, enabling them to improve their own English skills and better support their child’s learning.

6. Parent Workshops/Information Sessions: Schools may hold workshops or information sessions on various topics related to supporting ELL students, such as understanding the education system, navigating college or career pathways, and utilizing technology for learning.

7. Online Resources: Websites such as Colorín Colorado offer a wealth of information and resources for parents of ELL students, including articles, videos, tools, book lists, webinars, and more.

8. Home-School Communication Tools: Some schools use digital platforms such as ClassDojo or Remind to facilitate communication between teachers and families who speak different languages.

9 . Cultural Events/Celebrations: Schools may organize events throughout the year to celebrate diversity and promote cultural exchange among students and families, which can help create a welcoming environment for all parents.

10. Collaborative Learning Opportunities: School-led activities that bring together parents of ELL students with those whose children are fluent in English can help break down barriers and build bridges between cultures within the larger school community.

11. Community Partnerships: Local organizations, businesses, and universities may offer programs and resources for ELL families, such as mentoring opportunities, after-school programs, or workshops on various topics. Schools can establish partnerships with such organizations to expand support for parents of ELL students.

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

Yes, Maryland offers cultural competency training for educators working with ELL students through various programs and initiatives. This includes the Cultural Proficiency Journey program, which provides training to educators on understanding and valuing diversity in the classroom. Additionally, the Maryland State Department of Education’s Division of Curriculum, Assessment, and Accountability offers resources and professional development opportunities related to cultural competency and supporting ELL students. The department also provides guidance for developing culturally responsive teaching practices through its English Language Learner Master Plan.

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

Maryland addresses the unique needs of long-term English Language Learners (ELLs) in the following ways:

1. Identification and Tracking: The state requires all school districts to identify and track long-term ELLs, who are defined as students who have received English language services for more than six years without achieving proficiency on the state’s English Language Proficiency Assessment.

2. Individualized Education Plans (IEPs): Long-term ELLs are eligible for an IEP, which outlines specific goals and strategies to support their language development.

3. Targeted Instructional Support: Maryland has developed a tiered system of support to address the diverse needs of all ELLs, including long-term ELLs. This includes additional instructional support, targeted interventions, and specialized programs such as English-as-a-Second-Language (ESOL) classes and bilingual education.

4. Professional Development: Teachers who work with long-term ELLs receive ongoing professional development to help them understand their unique needs and implement effective strategies to support their language development.

5. Focus on Literacy: Maryland emphasizes literacy development for all ELLs, including long-term ELLs, through a variety of programs and initiatives that promote reading comprehension, vocabulary building, and writing skills.

6. Collaboration with Families: Schools are encouraged to involve families of long-term ELLs in their child’s education by providing information about resources and opportunities available for their child’s language development.

7. Monitoring Progress: The state regularly monitors the progress of long-term ELLs on both academic content areas and English proficiency standards to ensure they are making progress towards proficiency.

8. Graduation Pathways: Maryland offers alternative graduation pathways for long-term ELLs who may not meet traditional graduation requirements due to their language proficiency status.

9.Joint Planning Between EL Teachers and Content Area Teachers: To better support the needs of long-term ELLs in academic subjects, teachers collaborate closely to plan and implement instruction that integrates English language development with content area instruction.

10. Cultural Competency Training: Educators in Maryland are encouraged to participate in cultural competency training to increase their awareness and understanding of the unique experiences and needs of long-term ELLs.

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

Yes, there are various initiatives and partnerships with community organizations to support the academic success of ELL students in Maryland. Some examples include:

1. English Learners Outreach Team: The Maryland State Department of Education (MSDE) has an English Learners Outreach Team that works closely with community organizations, advocacy groups, and other stakeholders to support ELL students and their families. This team provides resources, professional development, and information on best practices for supporting ELL students.

2. Community Schools Initiative: The Community Schools Initiative in Maryland works to partner with community-based organizations to provide a range of services and supports to ELL students and their families. These services may include after-school programs, health and social services, language support, and more.

3. ESOL Parent Centers: Many schools in Maryland have established ESOL Parent Centers that serve as a hub for families of ELL students. These centers provide resources, workshops, and connections to community organizations to support the academic success of ELL students.

4. Partnerships with Refugee Organizations: Several school districts in Maryland have formed partnerships with refugee organizations such as the International Rescue Committee (IRC), Catholic Charities, and World Relief to provide educational support and services to newly arrived refugee students.

5. Multicultural Resource Centers: Some schools also have multicultural resource centers that partner with community organizations to provide culturally responsive resources for ELL students and their families.

6. Collaborations with Universities: Many universities in Maryland have partnerships with local schools to provide resources such as tutoring programs, mentorship opportunities, language immersion camps, and scholarships for ELL students.

7. Immigrant Rights Advocacy Organizations: Organizations like CASA de Maryland and United We Dream work alongside schools in Maryland to advocate for the rights of immigrant students and ensure they receive equal access to education.

Overall, these initiatives promote collaboration between schools and community organizations in order to support the academic success of ELL students by providing linguistic, cultural, and social support.

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

Yes, Maryland offers a variety of grants and funding opportunities specifically targeted towards improving ELL education outcomes. Some examples include:

– English Language Acquisition grant program: This program provides funding to local education agencies (LEAs) for creating or enhancing language instruction educational programs for ELL students.
– Title III Immigrant Children and Youth formula grant: This grant provides funding to LEAs with a high concentration of immigrant students for the purpose of supporting the successful transition of immigrant children and youth into school in order to meet state academic content and student academic achievement standards.
– State Consolidated Grant Application: LEAs can apply for funding through this grant opportunity to support various initiatives, including those that improve the academic achievement of ELLs.
– Professional development grants: Maryland offers various grants to support professional development opportunities for teachers and school staff who work with ELL students, such as the Multilingual Pathways Teacher Leader Network Grant Program.

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. In some states, local school districts have more autonomy to develop their own policies for serving English Language Learners (ELLs), while in others they are required to comply with statewide guidelines. Some states may have a combination of both, where certain aspects of serving ELLs are mandated at the state level, while others are left up to each individual district. It is important to research the specific policies and regulations in place in your particular state and school district.

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

There are a few strategies in place to prevent disproportionate placement of ELL students in special education programs. These include:

1. Multidisciplinary Evaluation: Schools are required to conduct a multidisciplinary evaluation (MDE) before placing a student in special education. This involves assessing the student’s abilities and disabilities from different perspectives, such as cognitive, physical, social-emotional, and linguistic. This ensures that the student’s language barrier is not mistaken for a disability.

2. Culturally Responsive Assessments: Schools should use culturally responsive assessments that take into account the cultural background and language proficiency of ELL students. This type of assessment ensures that language barriers do not affect the validity and reliability of the results.

3. Pre-referral Interventions: Before referring an ELL student for evaluation for special education services, schools must provide interventions and accommodations to support the student’s language needs in the general education setting. This can help address any gaps in academic progress that may be related to language barriers rather than a learning disability.

4. Collaboration Between General Education and Special Education Teachers: Regular collaboration between general education and special education teachers can help identify potential issues related to placement, intervention, or instruction for ELL students early on.

5. Professional Development: School staff should receive professional development on recognizing and addressing potential language barriers in ELL students to avoid misidentification for special education services.

6. Monitoring Data: Schools should monitor data on enrollment, placement, and progress of ELL students in special education programs to ensure equity and equitable representation across groups.

7. Parental Involvement: Parents play an essential role in identifying their child’s unique needs and advocating for appropriate educational services for their child. Therefore, schools should involve parents from linguistically diverse backgrounds in decision-making processes regarding their child’s educational placement and services.

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

Some steps that Maryland has taken to address the shortage of qualified ESL teachers include:

1. Providing financial incentives: Maryland offers recruitment and retention incentives for hard-to-staff schools, including those with high populations of English language learners (ELLs). This includes signing bonuses, loan forgiveness programs, and salary supplements.

2. Offering alternative certification programs: The state offers alternative routes to obtaining teacher certification for individuals with a bachelor’s degree and content knowledge in ESL. These programs provide intensive training and classroom experience for aspiring ESL teachers.

3. Expanding ESL endorsement requirements: Maryland has expanded the requirements for obtaining an ESL certification to include courses in second language acquisition theory and cross-cultural understanding. This ensures that teachers are equipped with the necessary knowledge and skills to effectively teach ELLs.

4. Collaborating with universities: The state works closely with local colleges and universities to develop effective teacher education programs for English language instruction.

5. Partnering with community organizations: Maryland partners with community organizations to recruit bilingual individuals who may be interested in becoming ESL teachers. These partnerships also provide support and resources for these individuals as they navigate the teaching profession.

6. Professional development opportunities: The state offers professional development opportunities for current teachers to become certified in ESL or improve their skills in teaching ELLs.

7. Encouraging retired educators: The Maryland State Department of Education actively encourages retired educators who have experience in teaching English as a second language to return to the workforce through flexible scheduling options or part-time positions.

8. Focusing on retention efforts: In addition to recruitment efforts, the state also focuses on retaining qualified ESL teachers through mentorship programs, ongoing professional development, and other support services.

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

It depends on the specific school and district policies. Some schools may offer elective courses in students’ native languages, while others may not have the resources or demand to do so. Similarly, some extracurricular activities may be available in different languages, depending on the student population and interest. It is important for schools to provide language support and inclusion for ELL students in all aspects of their education, whether it be through academic courses or extracurricular activities.

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

Maryland provides support for ELL students during their transition to a new school or district by offering a variety of programs and services designed to meet their linguistic, cultural, and social-emotional needs. These include:

1. English Language Development (ELD) program: This program is specifically designed for ELL students and focuses on helping them develop proficiency in listening, speaking, reading, and writing in English.

2. Bilingual Education Program: For students who speak a language other than English at home, this program provides instruction in both English and the student’s native language to help them maintain their language skills while acquiring English proficiency.

3. Newcomer Centers: Some districts in Maryland have specialized centers for new immigrant students, where they receive intensive English instruction and support in adjusting to their new school environment.

4. Multicultural Education: Maryland schools incorporate multicultural education into their curriculum to promote understanding and respect for the diverse backgrounds of all students.

5. Cultural Liaisons: Many school districts have bilingual staff members who serve as liaisons between the school, families, and communities to provide support and resources for ELL students.

6. Professional Development: Teachers in Maryland receive training on how to support the linguistic, cultural, and social-emotional needs of ELL students. This helps ensure a smooth transition for these students as they move into a new school or district.

7. Counseling Services: Schools provide counseling services to help ELL students cope with any emotional or cultural challenges they may face during their transition.

8. Family Engagement: Schools encourage family involvement through workshops and other activities that help families understand the American education system and become more involved in their child’s education.

9. Peer Support Programs: Some schools have peer support programs where native English-speaking students are paired with ELLs to help them adjust socially and academically.

Collectively, these programs and services aim to create an inclusive environment that supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district in Maryland.