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

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


The Montana Office of Public Instruction (OPI) has established policies and procedures for identifying and assessing English Language Learners in the state. These policies are designed to comply with federal regulations outlined in the Every Student Succeeds Act (ESSA) and the WIDA Consortium’s English Language Proficiency Standards.

Identification:
– All newly enrolled students must complete a Home Language Survey (HLS) upon enrollment, which asks about the student’s first language and exposure to other languages.
– If the HLS indicates that a language other than English is spoken at home or is the primary language of the student, they are then administered an English proficiency test within 30 days of enrollment.
– The OPI uses the WIDA Screener assessment as its primary tool for identifying ELLs.
– If a student scores below designated proficiency levels onthe WIDA Screener, they are classified as an English Language Learner.

Assessments:
– Montana follows the requirements of ESSA and uses the WIDA Assessments to monitor ELLs’ progress in achieving English proficiency each year.
– All ELL students participate in annual statewide assessments for accountability purposes, such as Smarter Balanced Assessments or alternate assessments for those with significant cognitive disabilities.
– Additionally, ELLs are eligible for accommodations on all statewide assessments, including extended time or language supports.

Placement:
– Based on their English proficiency level, students are placed in one of five levels: Entering, Emerging, Developing, Expanding, or Bridging. This level determines the appropriate instructional services and supports necessary for academic success.
– Students in Grades K-12 receive a minimum of 60 minutes per week of English Language Development (ELD) instruction aligned with WIDA’s “Can Do” descriptors.
– For secondary students who have reached an advanced level of proficiency (Expanding or Bridging), they may take sheltered content classes taught by trained teachers who integrate language instruction with content instruction.

Special Education:
– ELL students who have a suspected disability or are identified as having a disability are assessed and provided with appropriate interventions, accommodations, or special education services through an Individualized Education Plan (IEP).

Exit Criteria:
– ELLs are monitored annually for English proficiency progress using the WIDA assessment until they achieve an overall composite score of 4.8 or higher.
– Once students reach this score, they may be considered for exiting from the English Language Learner program.
– Students must also demonstrate academic achievement in core content areas and receive approval from their classroom teachers and EL coordinators before being exited.

Overall, Montana’s policies strive to ensure that all students who are English Language Learners receive the support and resources necessary to achieve proficiency in English and academic success. These policies are reviewed periodically by OPI to ensure compliance with federal regulations and to improve the outcomes for all ELL students.

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


Montana ensures that all ELLs have access to appropriate language support services through the following measures:

1. Identification and Placement: The state requires all schools to implement a valid and reliable screening process to identify ELLs and determine their proficiency levels in English language. Based on this assessment, students are placed in appropriate language support programs.

2. Language Instruction Educational Program (LIEP): Montana offers a variety of LIEP options for ELLs based on their individual needs and proficiency levels. These include ESL programs, bilingual programs, newcomer programs, and dual-language immersion programs.

3. Qualified Teachers: The state requires that all teachers working with ELLs are properly certified by demonstrating knowledge and skills in teaching English as a second language.

4. Sheltered Instruction: Schools are encouraged to provide sheltered instruction for ELLs, which involves adapting lesson plans and instructional materials to make content more comprehensible for students with limited English proficiency.

5. Professional Development: Montana provides ongoing professional development opportunities for educators to improve their knowledge and skills in effectively supporting ELLs’ academic achievement.

6. Parent Communication: The state emphasizes the importance of involving parents in the education of their children who are learning English. Schools are required to communicate regularly with parents about their child’s progress and offer resources for them to support their child’s language development at home.

7. Monitoring Progress: Schools are required to monitor the progress of ELLs on an ongoing basis to ensure they are making academic gains as well as progress in English proficiency.

8. Support Services: To address the unique social-emotional needs of ELLs, schools are encouraged to provide support services such as counseling or mentoring programs.

9. Statewide Standards: Montana has adopted statewide English Language Proficiency Standards that outline what ELLs should know and be able to do at each grade level.

10. Data Collection: The state collects data on ELLs’ enrollment, progress, and performance to inform policies and programs for improving the education of ELL students.

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

According to the Montana Office of Public Instruction, funding for ELL education comes from state and federal sources. The state allocates approximately $4.2 million per year for ELL education. This funding is distributed to school districts based on their percentage of ELL students.

In addition, federal Title III funds are allocated to states based on the number of English learners and the poverty level of their families. In Montana, the Title III funds are distributed among school districts based on their share of total enrollment and their share of poverty among English learners.

Overall, the amount and distribution of funding for ELL education in Montana varies from year to year depending on budget allocations and the number of English learners in each district. However, state and federal funding combined provide significant support for ELL education in Montana schools.

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


Yes, each state sets its own standards and benchmarks for English language proficiency for ELLs. These standards are often based on the WIDA (World-Class Instructional Design and Assessment) model, which outlines five levels of language proficiency: entering, beginning, developing, expanding, and bridging. States may also have specific exit criteria that students must meet in order to be considered proficient in English and to exit language support programs. These criteria may include test scores on assessments such as the ACCESS for ELLs or teacher evaluations of students’ language abilities in speaking, listening, reading, and writing.

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


The Montana Office of Public Instruction (OPI) monitors and evaluates the effectiveness of its ELL education policies and programs through several means:

1. Data Collection and Reporting: The OPI collects data on ELL students, including their identification, proficiency levels, academic performance, and graduation rates. This data is used to track trends and progress over time.

2. Annual Performance Report: The OPI produces an Annual Performance Report that includes data on the performance of ELL students in the state. This report provides an analysis of student outcomes and highlights any disparities or areas for improvement.

3. Program Reviews: The OPI conducts regular reviews and audits of ELL programs in districts to ensure compliance with state and federal requirements. These reviews also provide feedback to districts on their program effectiveness.

4. Student Assessments: Montana administers annual assessments to measure English language proficiency and academic progress of ELL students. Results from these assessments are used to evaluate the effectiveness of instructional practices and identify areas for improvement.

5. Focus Groups and Surveys: The OPI conducts focus groups with educators, administrators, students, parents, and community members who have experience with ELL programs. Additionally, surveys are administered to gather feedback on the effectiveness of current policies and programs.

6. Grant Monitoring: The OPI provides grants to districts for the purpose of implementing effective ELL programs. These grants are monitored for compliance with state guidelines as well as for evidence-based practices.

7. Stakeholder Engagement: The OPI engages with various stakeholders such as educators, policymakers, community leaders, and families to gather input on the effectiveness of current policies and obtain recommendations for improvement.

8. Collaboration with Education Agencies: The OPI collaborates with other education agencies such as local school boards, regional education service agencies, and higher education institutions to assess the impact of collective efforts in improving outcomes for ELL students.

Through these monitoring processes, Montana ensures that its ELL education policies and programs are effective in providing quality education for its linguistically diverse students.

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


Yes, the Office of Public Instruction (OPI) is responsible for overseeing ELL education in Montana.

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


Yes, Montana requires all teachers working with ELL students to have specialized training or certification. According to the Montana Office of Public Instruction, teachers must possess a valid Montana teaching license and also complete a program in English language instruction methods, meet employment criteria in another state for ESOL specialists or Bilingual Education Specialists, or pass the appropriate Praxis II exam (ESOL). In addition, school districts are required to provide professional development opportunities for teachers working with ELL students.

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


According to the Montana Department of Public Instruction, students who are English language learners (ELLs) may receive accommodations during standardized testing in order to provide them with equal access and opportunity to demonstrate their knowledge and skills. Some of the accommodations available for ELL students in Montana include:

1. Bilingual dictionaries: ELL students may be allowed to use bilingual dictionaries during the test if they have been actively using one in classroom instruction.

2. Extended time: ELL students may receive additional time to complete the test, typically up to 50% more time than other students.

3. Small group or individual testing: Some ELL students may benefit from taking the test in a smaller group setting or individually, instead of with their whole class.

4. Use of a scribe or recording device: If an ELL student has difficulty with writing, they may be allowed to dictate their responses or use a recording device.

5. Read aloud accommodations: In certain cases, the test instructions and questions can be read aloud in English to an ELL student.

6. Use of translation glossaries: This accommodation allows for key words and phrases on the test to be translated into the student’s native language.

7. Flexible start time: ELL students who may need additional time for completing pre-test activities (such as filling out demographic information) can begin the test at a different time than their peers.

8. Simplified language instructions: The test administrator may simplify the language used in instructions if needed.

It’s important for schools and educators to work closely with ELL students and their families to determine which accommodations will best support their learning needs during standardized testing. These accommodations should also align with each student’s Individualized Education Plan (IEP) if applicable.

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


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

1. Bilingual Education Program: The Montana Office of Public Instruction offers a Bilingual Education Program to provide support and resources for schools and districts serving ELL students. This program aims to promote biliteracy by providing professional development opportunities for teachers, developing curriculum materials, and offering technical assistance to schools.

2. Native American Languages Preservation Program: The Montana Legislature has established the Native American Languages Preservation Program to support the preservation and revitalization of Native American languages in the state. This program offers grants for language immersion programs, teacher training, curriculum development, and other activities aimed at promoting bilingualism among Native American students.

3. Dual Language Immersion Programs: Some school districts in Montana offer Dual Language Immersion (DLI) programs that provide instruction in both English and another language to all students. This approach promotes bilingualism by giving students the opportunity to learn academic content in two languages.

4. Migrant Education Program: The Migrant Education Program serves migrant students who have moved with their families for seasonal agricultural work. This program helps these students maintain academic progress while they move between states and school districts, including by promoting bilingualism through access to resources in their native language.

5. Tribal Consultation Initiative: The Montana Office of Public Instruction works closely with tribal communities through their Tribal Consultation Initiative, which aims to improve education outcomes for Native American students. Through this initiative, OPI develops partnerships with tribes to address educational needs specific to their communities, including promoting bilingualism among Native American students.

6 . Seal of Biliteracy: In 2017, Montana became one of the first states in the country to offer a Seal of Biliteracy program. The Seal is awarded upon graduation from high school to students who have demonstrated proficiency in at least two languages, one being English.

Overall, these state initiatives and programs in Montana demonstrate a commitment to promoting bilingualism and biliteracy among ELLs in the state.

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 affecting the inclusion of immigrant and undocumented students in ELL education programs.

1. Deferred Action for Childhood Arrivals (DACA) Program: In 2012, the DACA program was established by President Obama to provide temporary relief from deportation for young immigrants who were brought to the U.S. as children. This allowed these individuals to work legally and attend school, including ELL programs.

2. Trump Administration’s Decision to Rescind DACA: In 2017, the Trump administration announced its decision to rescind DACA, which has since been met with legal challenges. As of November 2020, the program is still accepting renewal applications but not new applicants.

3. Public Charge Rule: In 2019, the Department of Homeland Security published a new rule expanding the types of public benefits that could be considered when determining whether someone is likely to become a “public charge.” This has created a chilling effect among immigrant families, leading some to withdraw their children from educational programs like ELL out of fear that it could affect their immigration status.

4. Equal Access to Education Memorandum: In March 2017, Secretary of Education Betsy DeVos issued a memo reaffirming that all students, regardless of their immigration status or language proficiency, have a right to equal access to education. The memo also clarified that schools must provide English language instruction and other necessary services to support non-English speaking students.

5. Executive Order on Enhancing State and Local Involvement in Refugee Resettlement: In September 2019, President Trump issued an executive order allowing state and local governments to opt-out of receiving refugees for resettlement. This could potentially impact refugee students participating in ELL programs if they are not resettled in communities with robust ELL services.

6.Appropriations for ELL Programs: The increased focus on immigration and the DACA program has led to more attention and debate on funding for ELL education programs. In fiscal year 2020, Congress increased funding for the Title III Language Instruction for English Learners and Immigrant programs by $50 million, bringing total funding to $787 million.

These policy changes have had a significant impact on the inclusion of immigrant and undocumented students in ELL education programs, creating both challenges and opportunities for these students. It is important for educators and policymakers to stay informed about these policies and their impact on ELL students to ensure their rights are protected and they have access to quality education.

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


1. Bilingual/ Multilingual Services: Many schools and districts have bilingual support staff or translators who can communicate with parents in their native language and facilitate parent-teacher conferences, meetings, and communication.

2. Parent Workshops: Schools often offer workshops specifically designed for parents of ELL students to help them understand the education system and how they can support their child’s learning at home.

3. Family Engagement Coordinators: Some schools have designated staff members, such as family engagement coordinators, who work to involve parents in their child’s education. They can provide resources, organize events, and connect families with community resources.

4. Multicultural Liaisons: Some districts employ multicultural liaisons or community liaisons who act as a bridge between schools and families of different cultural backgrounds.

5. ELL Programs: Schools may offer specific programs for ELL students and their families, such as English language classes for parents or cultural enrichment activities.

6. Parent Teacher Associations (PTAs): PTAs are a great way for parents to get involved in their child’s education and advocate for their needs. Many PTAs also have ESL parent liaisons who can provide support and resources.

7. Online Resources: There are many online resources available to support parents of ELL students, including websites with tips on how to help your child learn English at home, videos on educational topics, and translation tools.

8. Community Organizations: Local community organizations often offer services and resources to immigrant families, such as legal aid, health services, job training, etc., which can indirectly support children’s education by addressing other needs within the family.

9. Home-school Communication Tools: Schools may utilize communication tools such as newsletters, emails or text messages in multiple languages to keep parents informed about school events or updates on their child’s progress.

10. Culturally Responsive Teaching Practices: Schools that promote culturally responsive teaching practices create a welcoming environment for families of diverse backgrounds, which can facilitate parent involvement.

11. Personalized Support: Some schools offer personalized support to parents, such as assigning a staff member or volunteer to work directly with the family and help them navigate the education system.

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


Yes, Montana does offer cultural competency training for educators working with ELL students. The Montana Office of Public Instruction offers professional development opportunities for educators to gain knowledge about cultural competency and best practices for working with diverse student populations. These trainings cover topics such as cultural awareness, understanding immigration and refugee experiences, bilingual education strategies, and effective communication with families from diverse backgrounds. Additionally, the Montana Migrant Education Program provides resources and support for educators working with migrant ELL students, including access to culturally relevant curriculum materials and workshops on culturally responsive instructional practices.

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


Montana addresses the unique needs of long-term English Language Learners (ELLs) by providing specialized programs, services and resources to support their language development and academic success. These include:

1. English Language Development Programs: Montana offers English as a Second Language (ESL) programs designed specifically for ELLs to provide them with language instruction and support in accessing the academic curriculum.

2. Sheltered Instruction: Some schools in Montana also offer sheltered instruction classes, where ELLs are placed together with other English learners and receive instruction in content areas such as math, science and social studies using modified language and visuals to make the content more accessible.

3. Native Language Support: In some cases, ELLs may also receive support in their native language through bilingual programs or through translation and interpretation services.

4. Specialized Resources: Montana provides specialized resources such as textbooks, workbooks, dictionaries, visual aids and technology tools to help ELLs build their language skills.

5. Teacher Training: Educators in Montana undergo specialized training on how to effectively teach and support ELLs in the classroom. This includes strategies for differentiating instruction, scaffolding learning, and using culturally responsive teaching practices.

6. Individualized Education Plans (IEPs): If an ELL has a disability that affects their ability to learn English or access the curriculum, they may be eligible for an individualized education plan which outlines specific accommodations and modifications for their learning needs.

7. Family Engagement: Montana promotes family involvement and engagement by providing translated materials, offering parent education workshops on how to support ELLs’ education at home, and providing opportunities for families to participate in cultural events.

Overall, Montana strives to create a supportive environment that meets the unique needs of long-term English language learners and helps them reach proficiency in both language acquisition and academics.

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


Yes, there are several initiatives and partnerships in place to support the academic success of ELL students in Montana.

1. Migrant Education Program: This program provides supplementary educational services to migrant students, including ELLs, to help them achieve proficiency in academic subjects. The program also offers social and cultural support services to ensure the overall success of these students.

2. Dual Language Program: In partnership with local community organizations, some schools in Montana offer dual language immersion programs where ELL students learn academic content in both English and their home language. This helps these students maintain their native language while acquiring English proficiency.

3. Montana Association for Bilingual Education (MABE): MABE is a non-profit organization that collaborates with schools and community organizations to promote bilingual education and advocate for ELLs’ educational needs. They provide professional development opportunities for educators and facilitate networking among professionals working with ELLs.

4. National Coalition of Advocates for Students (NCAS): Montana is a member of NCAS, a coalition of state-level advocacy groups who work together to advocate for underserved student populations, including ELLs. NCAS aims to improve policies and practices that affect these students’ education.

5. ESL Summer Institute: This annual summer institute hosted by the Office of Public Instruction provides professional development opportunities for educators working with ELLs. Community organizations also participate by providing resources, expertise, and networking opportunities for teachers.

6. Higher Education Partnerships: Several universities and colleges in Montana have partnerships with K-12 school districts to support ELLs’ academic success through mentoring programs, tutoring services, and college access workshops.

7. Non-Profit Organizations: There are various non-profit organizations such as Intercultural Development Research Association (IDRA) and Center for Applied Linguistics (CAL) that collaborate with schools and community organizations to provide resources, tools, and technical assistance on best practices for supporting the academic success of ELL students.

8. Parent and Family Engagement Programs: Schools in Montana often partner with community organizations to provide parent and family engagement programs for ELL families. These programs aim to involve parents and families in their child’s education and support them in navigating the school system.

Overall, through these partnerships and initiatives, Montana works towards creating a supportive and inclusive environment for ELL students to thrive academically.

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


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

1. Title III Grants: These grants are federally funded and available to states for the purpose of supporting English Language Acquisition programs in schools with high numbers or percentages of ELL students. Montana receives approximately $3 million per year in Title III funds.

2. Indian Education for All (IEFA) Enhancement Grants: These grants support the implementation of IEFA curriculum and resources in schools with significant Native American student populations, including ELLs who are also Native American.

3. Rural Education Achievement Program (REAP) Rural and Low-Income Schools Grants: Montana is considered a rural state, and these grants provide additional funding to eligible schools to help ensure that all students have access to a quality education, including ELLs.

4. Office of Public Instruction (OPI) Consolidated Grant Funding: This grant provides funding for a range of educational initiatives, including ELL programs, professional development for teachers working with diverse learners, and family engagement efforts aimed at supporting the academic achievement of ELL students.

5. STEM Accelerator Mini-Grants: These grants support innovative approaches to delivering science, technology, engineering, and math (STEM) education to culturally and linguistically diverse students, including the use of translation and interpretation services when appropriate.

6. Literacy Professional Development Grants: OPI also offers competitive grant opportunities for schools to enhance literacy instruction and improve outcomes for struggling readers across grades K-12, which can benefit ELLs as well.

7. Title I Grants: While not specific to ELLs, these federal funds are allocated based on poverty levels in individual districts and can provide supplemental instructional services to at-risk students, including those who are English language learners.

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?

Local school districts are required to comply with statewide guidelines, but they may also have some autonomy in developing policies for serving English Language Learners (ELLs). This is because each state has its own laws and regulations for serving ELLs, which may vary in terms of specific requirements and implementation. However, all states must comply with federal regulations such as the Every Student Succeeds Act (ESSA) and the Civil Rights Act of 1964, which provide guidelines for ensuring that ELLs receive appropriate educational services. Therefore, while local school districts may have some flexibility in developing policies for serving ELLs, they must still adhere to these federal and state guidelines.

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. Collaborative Problem-Solving: Schools can implement a collaborative problem-solving approach, using a team of teachers, school psychologists, interpreters, and other specialists to identify the specific needs of an ELL student and determine appropriate interventions. This team-based approach can help prevent misdiagnoses and unnecessary referrals to special education programs.

2. Multidisciplinary Evaluations: Federal law requires schools to use a multidisciplinary evaluation process for determining eligibility for special education services. This involves gathering information from multiple sources, including language assessments, observations of the student’s classroom behavior and performance, and input from parents and other professionals who work with the student in various settings.

3. Culturally Responsive Assessments: Schools should use culturally responsive assessments that take into account the cultural and linguistic background of ELL students. These assessments should be administered in the student’s primary language when possible to get a more accurate understanding of their abilities.

4. Cross-Referencing Data: Schools can cross-reference data between special education and ELL programs to identify any potential disproportionality. If there is evidence of disproportionality, schools can investigate further to determine its source and address it appropriately.

5. Professional Development: Teachers should receive training on cultural competency and how to differentiate between language acquisition difficulties and learning disabilities in ELL students. This can help prevent misidentification or inappropriate placement in special education programs.

6. Monitoring Data: Schools should monitor data regularly to track the academic progress of ELL students receiving both special education services and English language support services. This helps identify any discrepancies or disproportionate numbers in these populations, leading to early intervention as needed.

Overall, it is crucial for schools to have policies and procedures in place that support fair evaluation processes for all students, regardless of their language or cultural background. Collaboration among teachers, administrators, parents, and community members can also help prevent the overrepresentation of ELL students in special education programs.

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


1. Recruitment initiatives: Montana has implemented various recruitment initiatives aimed at attracting more qualified ESL teachers to work in the state. This includes targeted outreach efforts, job fairs, and partnerships with universities to encourage students to pursue ESL teaching careers.

2. Alternative certification programs: Montana offers alternative routes to teacher certification for individuals who have a bachelor’s degree but do not have a formal background in education. These programs allow individuals to become certified as ESL teachers while working full-time and completing coursework.

3. Scholarships and loan forgiveness programs: The state offers financial incentives such as scholarships and loan forgiveness programs to attract and retain qualified ESL teachers in the state. These include the Quality Educator Loan Assistance Program and the Rural Educator Scholarship program.

4. Professional development opportunities: The Montana Office of Public Instruction provides professional development opportunities for current ESL teachers through workshops, conferences, and online resources. This helps improve their teaching skills and effectiveness in the classroom.

5. Collaboration with regional organizations: Montana works closely with regional organizations such as the Rocky Mountain TESOL (Teaching English to Speakers of Other Languages) Association to provide resources, support, and networking opportunities for ESL teachers in the state.

6. Offering ESL endorsements: Montana offers an endorsement for teaching English language learners (ELLs) that can be added onto an existing teaching license or obtained through a separate certification process. This encourages current educators to gain additional qualifications to teach ESL.

7. Partnerships with cultural centers and immigrant communities: The state has formed partnerships with cultural centers, refugee resettlement agencies, and other community organizations serving immigrant populations. These collaborations help identify potential candidates for becoming ESL teachers and provide support for them throughout their career.

8. Collaborative planning time: Schools are encouraged to schedule collaborative planning time for general education teachers and ESL specialists so they can work together on lesson planning, curriculum development, instructional strategies, and student progress monitoring.

9. Emphasizing cultural competence: The Montana Office of Public Instruction provides training and resources for teachers to develop cultural competence and better understand the diverse backgrounds of their ELL students.

10. Online and distance learning options: Montana offers online and distance learning options for ESL endorsement courses, providing more flexibility for current educators to gain the necessary qualifications without having to attend traditional classes on campus.

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

The laws and policies regarding access to elective courses and extracurricular activities in a student’s native language vary by district in Montana. Some districts may offer elective courses in a student’s native language, particularly for languages commonly spoken in the community. Extracurricular activities such as clubs and sports teams may also provide opportunities for ELL students to engage with their peers in their native language.

However, there is no statewide mandate that requires schools to offer these options. It ultimately depends on the resources and support available at each individual school district.

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


Montana has a number of programs and resources 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 Language Development (ELD) classes: Montana offers ELD classes for non-native English speakers, where they receive language instruction tailored to their proficiency level. ELL students can attend these classes while they are transitioning to a new school or district, allowing them to continue learning and developing their language skills.

2. Bilingual education programs: Montana also offers bilingual education programs in various languages such as Spanish, Mandarin, German, French, etc. This allows ELL students to continue learning academic content in their native language while learning English.

3. Cultural diversity training: Teachers and staff in Montana schools undergo cultural diversity training to better understand the needs of ELL students and support them during their transition. This training helps educators develop culturally responsive teaching practices that promote inclusivity and respect for diverse cultures.

4. Support from ELL specialists: Many schools in Montana have dedicated ELL specialists who work directly with ELL students and families. These specialists provide academic support, monitor progress, and offer guidance on socio-emotional issues that may arise during the transition process.

5. Family involvement: Schools in Montana actively involve families of ELL students in their academic journey. Family events are organized where parents can meet with teachers and administrators to discuss their child’s progress and receive information on how they can support their child’s learning at home.

6. Multicultural clubs/activities: Many schools in Montana have multicultural clubs or activities that celebrate diverse cultures and promote cross-cultural understanding among students. These provide a safe space for ELL students to connect with peers who share similar cultural backgrounds while also getting involved in fun activities outside of the classroom.

7. Peer mentoring/buddies: Some schools use peer mentoring or buddy systems where established students are paired with new ELL students to provide academic and social support. This helps ELL students feel more comfortable in their new environment and can greatly aid in their transition.

8. Mental health support: Schools in Montana also make mental health resources available to ELL students, recognizing that transitioning to a new school or district can be challenging and may affect their well-being. These resources can include counseling services, support groups, or referrals to outside agencies.

Overall, Montana recognizes the importance of supporting the linguistic, cultural, and social-emotional well-being of ELL students during their transition and has a variety of resources and programs in place to ensure they have a positive and successful experience.