State Policies on English Language Learner (ELL) Education in New Hampshire

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


In New Hampshire, schools are required to identify and assess all students who may be eligible for English as a Second Language (ESL) services. The following policies outline the procedures for identifying and assessing ELLs in the state:

1. Identification of Eligible Students: Students may be identified as potential ELLs through several methods, such as parent/guardian or teacher referral, enrollment information, language surveys, or assessment results.

2. Language Proficiency Screening: Within 30 days of enrollment, all students whose primary language is not English or who speak a language other than English at home must be given a Home Language Survey (HLS). If the HLS indicates that the student may need ESL services, they must undergo further testing to determine their level of English proficiency.

3. ACCESS for ELLs Assessment: All identified ELLs in grades K-12 are required to take the annual ACCESS for ELLs assessment, which measures their English language proficiency in reading, writing, listening, and speaking. This assessment also determines their eligibility for ESL services.

4. Parental Notification: Once a student has been identified as an ELL and assessed with the ACCESS for ELLs test, parents or guardians must receive written notification of their child’s results and eligibility for ESL services within 15 days.

5. Individualized Education Plan (IEP): If an ELL student is also eligible for special education services, they will have an Individualized Education Plan (IEP) that includes appropriate accommodations and supports for both their English language learning needs and any other educational disabilities.

6. Exit Criteria: ELL students can exit from ESL services once they meet specific criteria demonstrating that they have reached proficient levels of English proficiency in all language domains. State law requires that school districts retest former EL students annually until Grade 12 and again every three years thereafter to ensure continued progress towards integrated academic excellence.

7. Annual Progress Monitoring: All ESL students must have their English proficiency levels monitored annually. Once an ELL student is deemed proficient in English, they are no longer considered ELL and do not require further ESL services.

8. Additional Support: New Hampshire also provides additional support for schools with a significant number of ELL students, including funding for ESL programs and professional development opportunities for teachers.

9. Policy Updates: The New Hampshire Department of Education regularly reviews policies and procedures to ensure compliance with state and federal regulations regarding the identification and assessment of ELLs.

Overall, the policies in place aim to identify and assess ELLs accurately and efficiently to ensure that they receive appropriate support for their language learning needs. Schools are responsible for following these policies and providing high-quality instruction to help ELLs achieve academic success.

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


In order to ensure that all English Language Learners (ELLs) in New Hampshire have access to appropriate language support services, the state has implemented a number of initiatives and policies:

1. Identification and Assessment: The state requires schools to carefully identify and assess all students who may need language support services. Schools are required to complete a home language survey for all incoming students in order to determine if they speak another language at home.

2. Language Assistance Plans: Once identified, ELLs receive an Individualized Language Support Plan (ILSP) which outlines the specific supports and services they will receive. These plans are reviewed annually and can be updated as needed.

3. ESL Programs: New Hampshire offers both pull-out and push-in ESL programs for ELLs at all proficiency levels. In addition, some schools offer bilingual education programs for students with limited English proficiency.

4. Qualified Staff: The state requires that all teachers providing instruction to ELLs hold a valid ESL certification or endorsement. This ensures that these teachers have the necessary skills and knowledge to effectively support their ELL students.

5. Professional Development: The New Hampshire Department of Education provides ongoing professional development opportunities for teachers working with ELLs, including workshops, conferences, and trainings on topics such as second language acquisition, cultural competency, and strategies for supporting ELLs.

6. Multilingual Resources: The state provides multilingual resources for schools, such as translated documents and interpretation services, to help ensure effective communication between schools and families of ELL students.

7. Monitoring and Accountability: The New Hampshire Department of Education closely monitors the academic progress of ELLs and holds schools accountable for meeting their needs through annual assessments and reviews of ILSPs.

8. Equal Opportunities: All ELL students in New Hampshire have equal opportunities to participate in extracurricular activities, school events, and any other programs or supports available to non-ELL students.

By implementing these measures, the state of New Hampshire strives to ensure that all ELL students have access to appropriate language support services and are able to fully participate in their education.

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


In New Hampshire, the funding for ELL education is included in the general education funding and is allocated through a formula known as Adequate Education Aid (AEA). This formula takes into account student enrollment, poverty levels, and other factors to determine the amount of funding each school district receives.

The total allocation for general education funding in the 2020-2021 fiscal year was $3.7 billion. It is estimated that around 4% of this funding, or $148 million, was designated for ELL programs.

As for how this funding is distributed among school districts, it largely depends on the number of ELL students enrolled in each district. The AEA formula includes a factor for “additional educational needs” which specifically addresses the needs of ELL students and directs more funding to districts with a higher concentration of these students.

Additionally, there are state grants available for schools with high numbers of ELL students that may need additional support beyond what is provided through AEA. These grants are awarded based on an application process and schools must demonstrate a specific need for ELL services.

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


It varies by state, as each state has their own standards and benchmarks for English language proficiency for ELLs. Some states have specific exit criteria that students must meet before exiting language support programs, while others rely on ongoing assessments and progress monitoring to determine when a student is ready to exit. It is important to consult the state or local education department website for specific information.

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


New Hampshire uses several methods to monitor and evaluate the effectiveness of its ELL education policies and programs, including:

1. Data collection: The state collects data on English language proficiency and academic progress of ELL students through the ACCESS for ELLs assessment, which is administered annually to all ELL students in grades K-12. This data is used to track progress over time and identify areas for improvement.

2. Performance indicators: New Hampshire has established performance indicators for ELL students that are aligned with federal requirements and state goals. These include measures such as English language proficiency growth, academic achievement, graduation rates, and lifelong learning skills.

3. Program evaluation: The state conducts regular evaluations of its ELL education programs to assess their impact on student outcomes. These evaluations may include surveys, focus groups, classroom observations, and other methods to gather feedback from educators, parents, and students.

4. Review of instructional materials and resources: New Hampshire reviews instructional materials and resources used in ELL education programs to ensure they are culturally relevant and aligned with state standards.

5. Collaborative review process: The state works closely with school districts, community organizations, families, and other stakeholders to collect feedback and review the effectiveness of its ELL policies and programs.

6. Reporting: New Hampshire publishes annual reports on the progress of its ELL students, including their performance on standardized tests as well as graduation rates.

7. Continuous improvement efforts: Based on the results of data analysis and program evaluations, the state makes changes to its policies and programs as needed to improve outcomes for ELL students.

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


Yes, the New Hampshire Department of Education (NHDOE) oversees ELL education in the state.

NHDOE’s Office of Multilingual Programs is responsible for implementing, monitoring, and evaluating programs and services for English language learners. This office provides support and resources to school districts, administers state funding for ELL programs, and ensures compliance with federal and state laws related to ELL education.

Additionally, the NHDOE has a team of Education Consultants who specialize in bilingual education and work directly with schools to provide technical assistance, professional development, and support for ELL students.

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


Yes, teachers in New Hampshire are required to have specialized training or certification for working with ELL students. The state requires all teachers who have ELL students in their classrooms to hold a valid ESOL (English for Speakers of Other Languages) endorsement or certification. This endorsement is available for both elementary and secondary teachers and requires completing specific coursework and passing a state-approved assessment. Additionally, teachers who do not have an ESOL endorsement but have an ELL student in their classroom must complete 30 hours of professional development in ESOL strategies and techniques within three years of the student entering their classroom.

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


In New Hampshire, accommodations are available for standardized testing for ELL students. These accommodations may include:

1. Extended Time: ELL students can be given additional time (usually 50% more) to complete the test.

2. Flexible Setting: Students can request to take the test in a separate or smaller group setting to reduce distractions and anxiety.

3. Bilingual Dictionaries: ELL students are allowed to use a bilingual dictionary during certain portions of the test, typically on sections that require understanding of vocabulary.

4. Simplified Language: The language of the test can be translated into simpler language so that it is easier for ELL students to understand.

5. Clarifications and Translations: Test administrators are allowed to explain any confusing terms or directions in the student’s native language.

6. Scribe/Reader Assistance: Students with limited writing skills may be allowed to have someone else write down their responses as they dictate them.

7. Accommodations for Special Needs: Students with disabilities who also happen to be ELLs can receive additional accommodations such as large print versions or Braille materials.

8. Use of Tutors/Interpreters: Students may use tutors or interpreters to help them better understand test questions and directions.

It is important for ELL students and their families to communicate with their school about these accommodations and make sure they are provided during testing. Parents should also request these accommodations if they feel it would benefit their child’s performance on standardized tests. Additionally, teachers can work with ELL students throughout the year to ensure that they are prepared and comfortable with the format and content of standardized tests.

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

I couldn’t find any specific state initiatives or programs aimed at promoting bilingualism and biliteracy specifically among ELLs in New Hampshire. However, there are a few general initiatives that may indirectly support these goals:

1) The New Hampshire Department of Education has partnered with WIDA (World-Class Instructional Design and Assessment), a nationally recognized organization that provides resources and training for educators working with multilingual learners.

2) New Hampshire also has an English Language Acquisition Program (ELAP) which serves as the primary program for supporting English Language Learners in developing English proficiency and academic achievement. This program offers language instruction, supports social and emotional development, and works to establish equitable learning opportunities for ELLs.

3) The state also has a Seal of Biliteracy program, which allows students to demonstrate proficiency in two or more languages on their high school diplomas. This may incentivize students to continue developing their home language skills and promote biliteracy among ELLs.

4) There are also various community-based organizations that provide support for bilingualism and biliteracy among immigrant communities in New Hampshire, such as the International Institute of New England, which offers English classes and resources for refugees and immigrants.

Overall, while there may not be specific initiatives targeting bilingualism/biliteracy among ELLs in New Hampshire, there are programs in place that support language development among all students, including ELLs.

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


In the United States, there has been recent policy changes regarding the inclusion of immigrant and undocumented students in ELL education programs.

1. Deferred Action for Childhood Arrivals (DACA): In 2012, the Obama administration announced the DACA program, which allowed undocumented immigrants who arrived in the US as children to receive a renewable two-year period of deferred action from deportation. This policy change opened up opportunities for these individuals to enroll in ELL education programs and continue their studies.

2. Every Student Succeeds Act (ESSA): In 2015, the ESSA was signed into law, replacing No Child Left Behind (NCLB). This law includes provisions that specifically address the needs of English language learners, including requirements for states to set clear standards and goals for English proficiency and to provide appropriate support and services for ELL students.

3. Title III: Title III is a section of the ESSA that provides funding to states and schools to support English language instruction for immigrant and limited English proficient students. This funding can be used for a variety of purposes, including developing and implementing language instruction programs and supporting professional development for teachers working with ELLs.

4. Executive Order on Protecting Immigrant Children: In April 2021, President Biden issued an executive order addressing issues related to immigration, including protections for undocumented students who may be eligible for DACA or other forms of temporary relief. The order also directs federal agencies to review policies that may have reduced immigrant access to public benefits or educational resources.

Overall, these recent policy changes aim to provide more support and opportunities for immigrant and undocumented students, including access to ELL education programs, in order to promote their academic success and integration into American society.

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


1. English as a Second Language (ESL) Classes: Schools may offer ESL classes specifically for parents of ELL students to improve their own English language skills.

2. Parent Liaisons: Many schools have bilingual parent liaisons or family engagement coordinators who can serve as a resource for parents of ELL students and help them navigate the school system.

3. Migrant Education Programs: These programs provide supportive services to migrant families, including those with limited English proficiency, to promote parental involvement in education.

4. Language Support Materials: Schools may provide translated materials for parents, such as newsletters, classroom notices, and textbooks, to help them stay informed about their child’s education.

5. Interpreter Services: Schools should have interpreter services available for parent-teacher conferences and other important meetings to ensure effective communication between parents and educators.

6. Community-Based Organizations: Local organizations that serve immigrant and refugee communities may offer resources and support for parents of ELL students, such as tutoring services, after-school programs, and workshops on how to navigate the education system.

7. Multilingual Hotlines: Some school districts have bilingual hotlines where parents can call in with questions or concerns about their child’s education.

8. Parent Workshops and Information Sessions: Schools may offer workshops or information sessions specifically for parents of ELL students on topics such as understanding the American education system or supporting their child’s academic success at home.

9. Online Resources: There are many online resources available to support parents of ELL students, such as websites with translated materials and information on parenting strategies for supporting their child’s academic success.

10. Culturally Responsive Curriculum: A curriculum that celebrates diversity and includes students’ cultural backgrounds can help promote parental involvement by making them feel more connected with their child’s education.

11. School Volunteers Program: Schools can involve parents in volunteer activities within the school community, which can not only promote parent involvement but also create a sense of belonging and engagement for parents.

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

Yes, New Hampshire offers professional development opportunities for educators to learn about cultural competency and working with ELL students. These trainings are offered through the New Hampshire Department of Education, as well as through organizations such as the New Hampshire Teachers of English Language Learners (NH-TESOL).

In recent years, the state has also implemented a Cultural Competence Task Force to address the needs of culturally and linguistically diverse students in schools. This task force provides resources and supports for educators to develop culturally responsive teaching practices.

Additionally, many school districts in New Hampshire have their own cultural competency initiatives and may provide training specifically for their staff members who work with ELL students.

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


New Hampshire has various programs and initiatives in place to address the unique needs of long-term English Language Learners (ELLs):

1. Extended Learning Opportunities (ELO): ELOs are personalized learning experiences that allow students to earn credit towards graduation through activities outside of the traditional classroom setting. ELLs can use ELOs to focus on and improve their English language skills while also exploring their personal interests.

2. Bilingual Instructional Aides: Schools in New Hampshire may employ bilingual instructional aides who assist teachers in working with ELLs, including long-term ELLs. These aides provide additional support and instruction in both English and the student’s native language.

3. Sheltered Instruction Observation Protocol (SIOP) Model: The SIOP model is an instructional framework designed specifically for teaching academic content to ELLs, including long-term ELLs. This model provides strategies and techniques for making content accessible to ELLs by incorporating visuals, real-life examples, and opportunities for interaction and collaboration.

4. English Language Development (ELD) Classes: Many schools in New Hampshire offer separate classes specifically for ELLs to focus on developing their English language skills. These classes may be offered during the regular school day or as part of an after-school or summer program.

5. Individualized Education Plan (IEP) or 504 Plan: If a long-term ELL also has a disability, they may qualify for an IEP or 504 plan which outlines accommodations and modifications necessary for the student’s academic success.

6. Professional Development: Teachers and other educational staff may receive professional development focused on best practices for supporting long-term ELLs in their classrooms.

7. Family Engagement: Engaging families of long-term ELLs is crucial in addressing their unique needs. Schools may offer parent workshops or involve families in decision-making processes regarding their child’s education.

8. Monitoring Progress: Schools regularly monitor the progress of long-term ELLs and may provide additional interventions or support if necessary. This can include making adjustments to instruction, providing supplemental materials, or offering targeted tutoring.

Overall, New Hampshire’s approach to addressing the unique needs of long-term ELLs involves a combination of targeted instructional practices, support services, and community engagement to help these students reach proficiency in English and succeed academically.

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

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

1. New Hampshire Department of Education’s English Learner Program: The state education agency has a dedicated program to support the academic achievement of ELL students. This program provides resources, guidance, and technical assistance to districts serving ELL students.

2. Title III Grants: The U.S. Department of Education’s Title III grant program provides funding to states for supporting language instruction for ELL students and immigrant children. In New Hampshire, these grants are used to develop programs, provide professional development for teachers, and purchase instructional materials specifically targeted towards ELL students.

3. District-level Initiatives: Many school districts in New Hampshire have their own initiatives and partnerships with community organizations to support the academic success of ELL students. For example, some districts have partnerships with local libraries or community centers to provide tutoring services for ELL students after school or on weekends.

4. Dual Language Programs: Several schools in New Hampshire offer dual language programs where both English learners and native English speakers learn together in a bilingual environment. These programs aim to foster language development and academic achievement for both groups of students.

5. Collaborations with Immigrant and Refugee Organizations: Various organizations that serve immigrant and refugee populations also collaborate with schools in New Hampshire to support ELL students academically. For instance, they may provide cultural competency training for teachers or offer tutoring services for ELL students outside of school hours.

6. Professional Development Opportunities: Teachers working with ELL students can attend workshops and conferences organized by agencies such as the Center for Applied Linguistics or TESOL International Association, which focus on providing effective strategies for supporting the academic success of ELLs.

7.Programs at Higher Education Institutions: Some universities in New Hampshire also have initiatives aimed at supporting the academic success of ELLs. For instance, Southern New Hampshire University offers an English for Speakers of Other Languages (ESOL) Program that provides instruction in English language skills and academic content to prepare students for college-level courses.

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

Yes, the state of New Hampshire provides a yearly grant through the Title III program under the federal Elementary and Secondary Education Act (ESEA) for schools and districts with significant populations of ELL students. This funding can be used for professional development, curriculum resources, and other supports to improve ELL education outcomes. Additionally, the state provides a variety of competitive grants to support bilingual and/or dual language programs in schools.

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 expectations for how schools should serve English Language Learners (ELLs), while others provide more autonomy for local school districts to develop their own policies and procedures. In general, states with high populations of ELLs tend to have more specific guidelines and expectations, while states with smaller ELL populations may give more flexibility to local districts. It’s important to note that even in states with specific guidelines, individual school districts may still have some level of autonomy in implementing these policies.

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. These include:

1. Multi-Tiered System of Support (MTSS): MTSS is a framework for identifying and supporting struggling students before they are referred for special education services. It involves early identification and intervention, frequent progress monitoring, and support at different levels of intensity depending on the student’s needs.

2. Culturally Responsive Teaching: This approach recognizes the importance of cultural background in teaching and learning. By incorporating students’ cultural backgrounds into instruction, teachers can better understand their students’ strengths and needs, leading to more accurate academic assessments.

3. Bilingual Evaluation: When evaluating an ELL student for special education services, it is important to use assessments that consider the student’s language proficiency and cultural background. This will prevent linguistic or cultural barriers from incorrectly identifying a student as having a disability.

4. Language Support Services: ELLs who receive appropriate language support services may not need special education services at all. These services can include bilingual or English as a second language instruction, which can help improve English proficiency and academic achievement.

5. Collaboration between ESL/Bilingual Teachers and Special Education Teachers: Collaboration between these two teachers is crucial in preventing over-identification of ELLs for special education services. They can work together to provide targeted intervention and support to struggling ELLs before any referrals for special education evaluations are made.

6. Professional Development: Providing professional development opportunities for educators on how to appropriately identify and support ELLs with disabilities can help prevent over-identification and ensure that appropriate interventions are implemented.

7. Parent/Community Involvement: Engaging parents and community members who speak the native language of ELL students can help in accurately identifying their needs and providing appropriate supports.

Overall, it is important for schools to continually monitor the placement rates of ELL students in special education programs to ensure that they are not disproportionately represented. Ongoing collaboration, culturally responsive practices, and individualized support can help prevent over-identification and provide ELLs with the appropriate resources to succeed in their education.

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


The following are some steps that New Hampshire has taken to address the shortage of qualified ESL teachers:

1. Increased Funding for ESL Teacher Training Programs: The state government has allocated increased funding for programs that provide training and certification for ESL teachers in order to attract more qualified individuals to the field.

2. Offering Alternative Certification Pathways: The state offers alternative certification pathways for individuals who have a bachelor’s degree, but do not have formal teacher training in ESL. This allows them to become certified ESL teachers while completing additional coursework or participating in mentoring programs.

3. Collaboration with Colleges and Universities: The state has established partnerships with colleges and universities to develop and implement teacher preparation programs that focus on bilingual education and teaching English as a second language.

4. Providing Incentives for ESL Teachers: Some school districts in New Hampshire offer incentives, such as signing bonuses or loan forgiveness, to attract more qualified individuals to work as ESL teachers in their schools.

5. Professional Development Opportunities: Professional development opportunities focusing on best practices for teaching English learners are available throughout the state, providing current teachers with opportunities to gain new skills and knowledge.

6. Supporting Dual Language Programs: The state supports dual language programs that promote bilingualism and biliteracy among students and may also attract more bilingual individuals to become ESL teachers.

7. Outreach and Recruitment Efforts: The state conducts outreach and recruitment efforts through job fairs, conferences, social media, and other means in order to attract more potential candidates for teaching positions, including those interested in teaching English as a second language.

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


There is no specific policy in New Hampshire that requires ELL students to be given access to elective courses and extracurricular activities in their native language. However, schools with a large number of ELL students may offer additional language support services or culturally relevant classes to help them feel included and engaged in school activities. Additionally, many schools have bilingual staff or translators available to assist ELL students and their families with communication and accessing resources. Ultimately, decisions about providing courses or activities in a student’s native language are left up to individual school districts.

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


1) Language support services: New Hampshire offers various language support services for ELL students, such as English as a Second Language (ESL) classes and bilingual education programs. These services help students develop their English proficiency while also maintaining fluency in their native language.

2) Culturally responsive teaching: Schools and districts in New Hampshire strive to provide culturally responsive teaching practices, which involve incorporating students’ cultural backgrounds and experiences into the curriculum and instruction. This helps ELL students feel valued and supported in the classroom.

3) Mentoring programs: Some schools offer mentoring programs where ELL students are paired with other older ELL students or native English speakers to help them navigate their new school environment. This provides social and emotional support for students during their transition.

4) Support groups: Schools may also offer support groups or clubs specifically for ELL students to connect with others who share similar experiences. These groups can provide a safe space for students to express themselves and build relationships with peers.

5) Individualized academic plans: Upon enrollment, schools assess each ELL student’s academic needs and create individualized academic plans to support their learning. This may include accommodations and modifications in the classroom, extra academic support, or specialized instruction.

6) Family engagement: Schools in New Hampshire recognize the importance of involving families in the education of ELL students. They often provide resources and opportunities for families to learn about the school system, communicate with teachers, and get involved in their child’s education.

7) Professional development for educators: Teachers and staff receive training on working with diverse populations, cultural competency, and language acquisition strategies. This helps them better understand and support the linguistic, cultural, and social-emotional needs of ELL students during their transition.

8) Community partnerships: Many schools collaborate with community organizations that provide support services for immigrant families to help ease the transition for ELL students. This may include after-school programs, tutoring services, and other resources.

9) Multicultural events and celebrations: Schools may organize multicultural events and celebrations to promote diversity and celebrate the cultures of their ELL students. This can help foster a sense of belonging for these students in their new school or district.