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

In North Carolina, the current policies in place for identifying and assessing English Language Learners (ELLs) include the following:

1. Identification process: The identification process for ELLs starts with a Home Language Survey that is completed by all students upon enrollment in a North Carolina public school. If a student indicates a language other than English is spoken at home, they are then given an English proficiency screening test to determine their level of English language proficiency.

2. English Proficiency Test: North Carolina uses the WIDA ACCESS assessment as the state-required annual English proficiency test for ELLs. This test measures students’ abilities in listening, speaking, reading, and writing in English.

3. Level of English Proficiency: Based on the results of the ACCESS assessment, students are assigned one of five levels of English proficiency: Entering, Emerging, Developing, Expanding, or Bridging. This level determines their eligibility for various types of support services and accommodations.

4. Individualized Education Plan (IEP): If an ELL student also has a disability that requires special education services, they will have an IEP developed according to federal guidelines.

5. Monitoring and Reclassification: Once identified as an ELL, students are continuously monitored for progress in learning English and academics. They can be reclassified as Fluent English Proficient (FEP) when they meet specific criteria on the ACCESS assessment and demonstrate academic proficiency.

6. Parent Notification and Consultation: Parents or guardians must be notified within 30 days of their child’s identification as an ELL and given information on their rights and options concerning language instruction programs.

7. Program Options: North Carolina offers both Dual Language Immersion programs where instruction is provided in both the student’s native language and English, as well as Structured Immersion programs where ELLs receive intensive instruction primarily in English but also receive support in their native language.

8. Exit Criteria: ELLs must reach a level of proficiency on the ACCESS assessment and demonstrate academic success in order to be considered for exiting English Language Development (ELD) services.

9. Reporting Requirements: North Carolina provides annual reporting on ELL student demographics, progress, and outcomes as required by federal law.

10. Professional Development: North Carolina requires all teachers who have ELLs in their classrooms to complete specific professional development related to teaching students who are learning English.

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

North Carolina ensures that all ELLs have access to appropriate language support services through a variety of measures. These include:

1. English as a Second Language (ESL) Instruction: North Carolina provides ESL instruction to all ELLs, with certified ESL teachers and designated instructional materials and resources.

2. Language Assistance Programs: The state offers various language assistance programs such as Dual Language, Transitional Bilingual Education, and English Immersion programs to meet the needs of diverse ELL populations.

3. Specialized Training for Teachers: The state provides professional development and specialized training for teachers in order to equip them with the knowledge and skills necessary to effectively instruct ELLs.

4. Individualized Education Plans (IEPs): For students with disabilities who are also ELLs, North Carolina ensures that their IEPs include specific language support services based on their individual needs.

5. Parental Engagement: The state encourages parental involvement in supporting their child’s language development by providing resources and opportunities for parents to learn strategies for helping their child succeed academically.

6. Culturally Responsive Practices: North Carolina promotes culturally responsive practices in schools to create an inclusive learning environment for ELLs.

7. Ongoing Assessment and Monitoring: The state regularly assesses the progress of ELLs and monitors their academic growth in both English proficiency and content areas so that appropriate interventions can be provided when needed.

8. Program Evaluation: North Carolina conducts regular evaluations of its language support services for ELLs to ensure effectiveness and make improvements when necessary.

9. Access to Technology: The state provides access to technology resources such as computer-assisted instruction, online language learning programs, and translation tools to help ELLs develop their language skills.

10. Collaboration between Educators: North Carolina promotes collaboration between ESL teachers, content-area teachers, school counselors, and other educators to ensure that language support services are integrated into all aspects of a student’s education.

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

According to the North Carolina Department of Public Instruction, the funding allocation for English Language Learner (ELL) education in North Carolina is determined by the number of students identified as Limited English Proficient (LEP). This funding comes from state and federal sources and is distributed through various programs and grants.

In North Carolina’s 2019-2020 fiscal year education budget, a total of $153.3 million was allocated for ELL education programs and services. Of this amount, $150.5 million was from state funds and $2.8 million was from federal funds.

The distribution of these funds among school districts is based on a formula that takes into account the number of LEP students enrolled in each district. The formula accounts for both new English learners and current LEP students who are still developing their language skills. Additionally, districts with higher concentrations of LEP students may receive additional funding.

Overall, larger school districts with higher numbers of LEP students tend to receive more funding for ELL education than smaller districts with fewer LEP students. However, all school districts in North Carolina are required to provide appropriate services and support for their LEP students regardless of their size or funding level.

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, most states have specific standards or 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 Standards, which outline five levels of English language proficiency: Entering, Emerging, Developing, Expanding, and Bridging.

Some states may also have their own specific assessment criteria or benchmarks for ELLs to meet before they can exit language support programs. For example, California uses the California English Language Development Test (CELDT) to assess students’ level of English proficiency and determine eligibility for exiting language support programs.

Additionally, many states require ELLs to take annual assessments such as ELA (English Language Arts) exams to track their progress in English language acquisition and determine if they are ready to exit language support programs. These assessments often align with state academic content standards and may include areas such as reading, writing, speaking, and listening skills.

It is important for teachers and administrators to stay familiar with their state’s specific standards and criteria for ELLs in order to effectively support and monitor their progress towards exiting language support programs.

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

North Carolina has several measures in place to monitor and evaluate the effectiveness of its ELL education policies and programs:

1. English Language Proficiency (ELP) Assessments: North Carolina uses the WIDA ACCESS assessment to measure the English language proficiency of ELL students in grades K-12. This assessment is aligned with the state’s English Language Development Standards and is administered annually to track student progress in developing their English language skills.

2. Annual Measurable Achievement Objectives (AMAOs): As part of its compliance with federal legislation, North Carolina sets AMAOs to monitor the progress of ELL students towards English proficiency and academic achievement. These objectives measure student outcomes related to English language development, academic performance, and program participation.

3. Program Evaluation: The North Carolina Department of Public Instruction conducts program evaluations on a regular basis to assess the effectiveness of its ELL programs and policies. These evaluations include data analysis, stakeholder feedback, and site visits to schools with high numbers of ELL students.

4. Title III Consolidated Application: This application process requires districts to report on their use of Title III funding for ELL education and provide evidence of how these funds are impacting student achievement.

5. Stakeholder Feedback: North Carolina regularly collects feedback from parents, teachers, administrators, and other stakeholders regarding the implementation of its ELL education policies and programs. This feedback helps identify strengths and areas for improvement in order to make data-driven decisions about future policies.

6. Continuous Improvement Planning Process: District-level teams, comprised of educators, parents, community members, and district leaders meet regularly to analyze data related to ELL performance and develop plans for improvement.

7. Reporting: North Carolina reports on the progress and outcomes of its ELL students on publically available accountability reports such as the NC School Report Cards website.

Through these measures, North Carolina strives to effectively monitor and evaluate its ELL education policies and programs in order to continually improve and support the academic success of its linguistically diverse student population.

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

Yes, the North Carolina Department of Public Instruction (NCDPI) is responsible for overseeing ELL education in the state. This includes developing and implementing policies, providing resources and support to educators, and monitoring compliance with federal and state laws related to ELL education. Within NCDPI, the English Learner/Title III Office is specifically dedicated to supporting ELLs and their families.

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

Yes, teachers in North Carolina are required to have specialized training or certification for working with ELL students. All teachers who work with ELL students must hold a valid North Carolina teaching license and also complete the ESL Add-On Licensure Program through a state-approved institution. In addition, they must pass the Praxis II test in English to Speakers of Other Languages (ESOL) to earn an endorsement on their teaching license. This ensures that teachers have the knowledge and skills necessary to effectively support and instruct ELL students.

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

According to the North Carolina Department of Public Instruction, the following accommodations are available for ELL students taking standardized tests in the state:

1. Bilingual dictionaries: ELL students can use bilingual dictionaries during testing to assist with understanding unfamiliar vocabulary.

2. Translated test directions: Test directions can be translated into a student’s native language if needed.

3. Extended time: ELL students may be given additional time to complete standardized tests.

4. Scribe or voice-to-text technology: Students who struggle with writing in English may be provided with a scribe or access to voice-to-text technology to complete written responses on the test.

5. Visual symbols and graphic organizers: Test items can include visual symbols and graphic organizers to help ELL students better understand and process information.

6. Simplified language: Test questions can be rewritten in simplified language to make them more accessible for ELL students.

7. Small group administration: ELL students can take standardized tests in a small group setting, which may reduce anxiety and provide additional support from a teacher or test administrator.

8. Assistance from trained interpreters or translators: If needed, trained interpreters or translators can assist with reading and/or translating test instructions and questions for students.

It is important to note that these accommodations are only available for ELL students who have been identified as English Language Learners and receive language support services throughout the school year.

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

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

1. Dual Language/Immersion Education Programs: The North Carolina State Board of Education approved a Dual Language Immersion (DLI) program in 2008 to provide an opportunity for students to become proficient in two languages – English and Spanish, Mandarin Chinese, or French – by graduation. The program is designed to help students acquire both academic content knowledge and language proficiency through instruction in both languages.

2. English as a Second Language Program: The North Carolina Department of Public Instruction provides support and resources for school districts offering an English as a Second Language (ESL) program. This program provides specialized instruction for ELLs to help them develop their English language skills while also receiving instruction in core academic content.

3. Translanguaging Guidebook: The North Carolina Department of Public Instruction created a Translanguaging guidebook to provide educators with strategies and tools for supporting ELLs’ use of multiple languages within the classroom.

4. Seal of Biliteracy Program: In 2015, the North Carolina State Board of Education adopted 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.

5. Professional Development Opportunities: The North Carolina Department of Public Instruction offers various professional development opportunities for educators working with ELLs, including training on best practices for supporting biliteracy and bilingual education.

6. Parent Engagement Resources: The North Carolina Department of Public Instruction has resources available for parents to support their child’s bilingualism and biliteracy development at home.

7. Migrant Education Program (MEP): MEP provides supplemental educational services to children who are migratory or seasonal farmworkers, or who have parents that work in agriculture. This includes support for developing bilingual skills and promoting language development in Spanish and English.

8. Bilingual Education Act State Grant Program: The North Carolina Department of Public Instruction receives funding from the federal Bilingual Education Act to support bilingual education programs for ELLs.

9. Excellence in Public Schools Act: This act, passed by the North Carolina General Assembly, mandates that schools serving large numbers of ELLs provide a program of limited English proficiency instruction to help students become proficient in English while also allowing them to access grade-level academic content.

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 and undocumented students in ELL education programs. Here are a few examples:

1) The Every Student Succeeds Act (ESSA), passed in 2015, requires states to provide appropriate language instruction for English language learners and sets criteria for identifying and serving these students.

2) In 2017, the Department of Education issued guidance stating that schools must provide equal access to education for all students regardless of their immigration status. This includes providing English language instruction to undocumented students who are also English learners.

3) In 2018, the Supreme Court ruled that states cannot deny public education to undocumented students or treat them differently based on their immigration status.

4) In 2020, the U.S. Department of Education issued new regulations streamlining the process for determining eligibility and placing English learner students.

These policy changes demonstrate a continued focus on providing equitable educational opportunities for immigrant and undocumented students, specifically in regards to access to ELL programs. However, there is still ongoing debate and controversy surrounding the treatment of undocumented students in public schools.

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 for parents: Many schools offer free or low-cost ESL classes for parents to help them improve their English proficiency. This can not only help them communicate better with school staff but also make it easier for them to engage in their child’s education.

2. Multilingual Parent Liaisons: Some schools have staff members who are specifically designated as multilingual parent liaisons. These liaisons serve as a bridge between the school and non-English speaking parents, helping to facilitate communication and promote parental involvement.

3. Home-language resources: Schools may provide materials such as translated newsletters, website resources, and parent-teacher conference interpreters in the parents’ native language to ensure effective communication between parents and the school.

4. Cultural competency training for teachers: It is important for teachers to understand and respect different cultures in order to effectively communicate with and involve ELL parents. Schools can offer cultural competency training for teachers to enhance their understanding of diverse cultures.

5. Workshops and informational sessions: Schools can organize workshops or information sessions specifically targeted towards ELL parents on topics such as the education system, graduation requirements, standardized testing, etc. This can help empower parents and give them a better understanding of how they can support their child’s learning.

6. Parent volunteer opportunities: Inviting ELL parents to participate in classroom activities or volunteer at school events can help them feel valued and involved in their child’s education.

7. Parent-Teacher Association (PTA): Encouraging ELL parents to get involved in the PTA or other parent groups can provide them with opportunities to connect with other parents and become more engaged in their child’s education.

8. Community-based organizations: Organizations like community centers or religious institutions often offer programs that support ELL families by providing resources such as tutoring services, mentoring programs, and educational workshops.

9. Peer support groups: Creating support groups for ELL parents can offer a space for them to come together, share their experiences, and learn from each other. This can help reduce isolation and build a sense of community among parents.

10. Technology-based resources: Some schools have online platforms or mobile apps that provide information and resources in multiple languages for parents to access at any time. This can be useful in keeping parents informed and involved in their child’s education.

11. Professional interpreters and translators: Schools should have professional interpreters or translators available at meetings or events to ensure that non-English speaking parents are able to fully understand the information being communicated.

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

Yes, North Carolina offers cultural competency training for educators working with ELL students. The North Carolina Department of Public Instruction (NCDPI) offers a variety of professional development opportunities focused on cultural competency, including the “Culturally Responsive Teaching for English Language Learners” online course. Additionally, the NCDPI provides resources and guidance to help educators incorporate cultural competence into their teaching practices. Some school districts also offer their own cultural proficiency training for teachers.

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

North Carolina has several policies and practices in place to address the unique needs of long-term English Language Learners (ELLs) who have not yet reached proficiency.

1. Identification and Placement: When enrolling in school, all students must complete a Home Language Survey, which helps identify potential ELLs. Students who speak another language or who come from a non-English speaking household are given an English proficiency screening test. If the student does not pass the test, they are considered ELLs and placed in appropriate language instruction programs based on their proficiency level.

2. Individualized Education Plan (IEP): Long-term ELLs may have special learning needs that require an individualized education plan (IEP). The IEP team will work with the student and their family to determine appropriate goals, accommodations, and modifications to help them succeed academically.

3. Bilingual Programs: North Carolina offers bilingual programs for ELLs when possible. These programs provide instruction in both English and the student’s home language to help them maintain their native language while learning English.

4. Extended Learning Opportunities: The state encourages schools to provide extended learning opportunities for long-term ELLs, such as after-school tutoring or summer school programs focused on language development.

5. Professional Development: The state provides professional development opportunities for teachers to help them understand and address the unique needs of long-term ELLs. This includes strategies for teaching academic content while also supporting language development.

6. Translanguaging: North Carolina recognizes translanguaging as a valuable strategy for long-term ELLs who have strong literacy skills in their native language but may struggle with English. Translanguaging allows students to use both languages interchangeably in order to fully comprehend academic content.

7. Exit Criteria: The state has established criteria for exiting ELL status based on multiple measures, rather than just one standardized test score. This ensures that long-term ELLs are not kept in language instruction programs longer than necessary.

8. Family Engagement: Schools are encouraged to involve families of long-term ELLs in their education and provide them with resources and support to help their children succeed academically.

Overall, North Carolina seeks to address the needs of long-term ELLs through a comprehensive and individualized approach, involving collaboration between teachers, students, families, and other support staff.

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

Yes, there are several initiatives and partnerships in North Carolina that support the academic success of ELL students. Some examples include:

1. English Language Development K-12 Professional Development Grants: The North Carolina Department of Public Instruction provides grants to school districts to support professional development for educators working with ELL students.

2. Dual Language Immersion Program: Several school districts in North Carolina offer dual language immersion programs, which provide instruction in both English and another language (such as Spanish or Mandarin). These programs aim to promote bilingualism and biliteracy among all students.

3. Partnership with UNC-Chapel Hill’s Center for International Understanding: The NC Department of Public Instruction partners with the Center for International Understanding to provide resources, training, and technical assistance related to global education and cultural competence.

4. Collaboration with community-based organizations: Many schools in North Carolina also partner with community-based organizations (CBOs) that work directly with immigrant and refugee families and provide support services such as translation, interpretation, after-school programs, and parent engagement activities.

5. Bilingual Family Liaison Programs: Some school districts have established bilingual family liaison programs to facilitate communication between ELL families and schools, as well as provide outreach and support services for these families.

6. Migrant Education Program: The Migrant Education Program in North Carolina provides educational and support services to children of migrant workers who move from one place to another for agricultural work. This program helps ensure that these students receive a quality education that meets their unique needs.

7. Newcomer Centers: Some schools have created newcomer centers specifically for newly arrived ELL students. These centers offer specialized instructional programs and other supports to help these students adjust to their new school environment.

8. ESL Summer Enrichment Camps: Several school districts in North Carolina offer summer enrichment camps specifically designed for ELL students, providing them with additional language instruction and academic support during the summer months.

9. Parent Academies: Many school districts have established parent academies to engage and empower ELL families in their children’s education. These programs offer workshops, resources, and training on topics such as language development, academic support, and navigating the U.S. education system.

10. Collaboration with local universities: Some school districts partner with local universities to provide additional resources and support for ELL students. For example, educators from local universities may serve as mentors for ELL students or provide professional development for teachers working with ELL populations.

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

According to the North Carolina Department of Public Instruction, there are several state and federal grant opportunities targeted towards improving ELL education outcomes. These include:

1. Title III – English Language Acquisition, Language Enhancement, and Academic Achievement Program: This is a federal grant program that provides funding for language instruction educational programs for English language learners.

2. Title I – Part A Improving Basic Programs: This federal grant program provides funding for schools with high concentrations of low-income students, including ELLs.

3. Migrant Education Program: Federal funds are also set aside specifically to support the unique needs of migrant students, including ELLs.

4. Special Education Student-Centered Funding Formula Grants: These grants provide funding for special education services for students with disabilities who are also classified as ELLs.

5. Early Childhood Exceptional Children’s Programs: These programs offer specialized services for young children (ages 3-5) identified as having a disability or delay in development and who are also classified as ELLs.

6. The NCDPI Title III Immigrant Grant Program: This state-funded program provides resources to assist eligible immigrant students in achieving English proficiency and meeting challenging academic achievement standards.

7. Foreign Language Assistance Program (FLAP): FLAP grants fund innovative programs to improve instruction in foreign languages, including English as a second language (ESL).

8. World Languages Advancement Grants (WLAG): WLAG funded projects are intended to promote or sustain quality world languages education programs in grades K-12 across North Carolina public schools.

9. State Operated Schools Education of Children with Disabilities Travel Scholarship Grant: This grant provides funding for educational travel scholarships for State Operated School exceptional children’s classes or instructional programs that have both an individualized education program (IEP) team determination of need and verification from the school district’s LEP committee that it is not able to provide LEP programming required by federal law requirements consistent with local educational authority and control.

Overall, the North Carolina Department of Public Instruction offers several grant opportunities to support ELL education outcomes, with a focus on providing resources and services to help these students thrive in the classroom.

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 ultimately depends on the state and its laws and regulations. Some states have statewide guidelines for serving English Language Learners (ELLs), while others allow local school districts to develop their own policies. In some cases, state guidelines may provide a framework for districts to follow, but still allow for some flexibility in implementation. It is important to research the specific policies and laws in your state to understand how ELLs are served in your local school district.

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

Many school districts have policies and procedures in place to ensure that ELL students are not disproportionally placed in special education programs. These strategies may include the use of culturally and linguistically appropriate assessments, involvement of bilingual or ESL staff in the evaluation process, and consideration of cultural and linguistic differences when making a determination for special education eligibility. Additionally, regular monitoring of placement data by race/ethnicity and language can help identify any discrepancies and prompt further investigation. Collaboration between general education teachers, ESL/bilingual teachers, and special education teachers can also help ensure that ELL students receive appropriate educational support without being unnecessarily placed in special education programs.

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

1. Recruitment and Retention Incentives: North Carolina offers a variety of incentives to attract and retain qualified ESL teachers, including signing bonuses, loan forgiveness programs, relocation assistance, and salary supplements.

2. Alternative Licensure Programs: The state has several alternative licensure programs specifically designed for ESL teachers who do not have traditional teacher training. These programs provide specialized training and support to help non-traditionally trained teachers become licensed in ESL education.

3. Partnerships with Universities: The state partners with universities to offer undergraduate and graduate teacher education programs in ESL instruction. These programs provide educators with the skills and knowledge necessary to effectively teach English language learners.

4. Professional Development Opportunities: North Carolina provides ongoing professional development opportunities for both new and experienced ESL teachers through workshops, conferences, and online courses.

5. Support for Teacher Mentoring: The state offers mentoring support for newly hired ESL teachers to help them develop strong teaching practices and classroom management skills.

6. Collaboration with Community Organizations: North Carolina works closely with community organizations that serve English language learners to identify potential candidates for teaching positions and connect them with alternative licensure programs.

7. Grant Programs: The state has applied for and received grants from the U.S Department of Education to support the recruitment, preparation, and retention of highly qualified ESL teachers.

8. Recruitment Fairs: The state organizes job fairs to connect potential candidates with schools that are seeking qualified ESL teachers.

9. Statewide Recognition Program: North Carolina has implemented a statewide recognition program to acknowledge outstanding contributions made by ESL educators in teaching English language learners.

10. Partnership with Local School Districts: The state collaborates with local school districts to understand the specific needs of their communities in terms of ESL instruction and provides resources accordingly.

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

There is no statewide policy in North Carolina regarding access to elective courses and extracurricular activities in a student’s native language. However, some school districts may offer these options based on the needs of their ELL students. It is important for schools to provide support and accommodations for ELL students in all areas of education, including electives and extracurriculars, to ensure equal access and opportunities.

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

North Carolina has a number of programs and policies in place to support the linguistic, cultural, and social-emotional well-being of ELL (English Language Learner) students during their transition to a new school or district. These include:

1. English as a Second Language (ESL) Program: Most schools in North Carolina have an ESL program where ELL students receive specialized instruction in English language development along with regular academic content. This helps them build their English proficiency and feel more comfortable in the classroom.

2. Multicultural Education: The state has adopted a multicultural education policy that promotes diversity, equity, and cultural competence in all aspects of schooling. This includes providing resources and training for teachers on how to create an inclusive learning environment for ELL students.

3. Bilingual Education Programs: In addition to ESL programs, some schools offer bilingual programs where instruction is provided both in English and the student’s native language. This helps students maintain their home language while they acquire English skills.

4. Newcomer Support Programs: Many schools have specific programs designed to support new immigrant students and their families as they adjust to life in the United States. These programs often include orientation sessions, parent workshops, and peer mentoring opportunities.

5. Parent Outreach and Engagement: Schools are encouraged to involve parents of ELL students in their child’s education through regular communication, conferences, and other engagement activities. This helps parents understand the school system, stay informed about their child’s progress, and feel more connected to the school community.

6. Social-Emotional Support: Schools also provide social-emotional support for ELL students through counseling services, peer support groups, and other interventions that address issues such as culture shock or feelings of isolation.

7. Professional Development: Teachers are offered professional development opportunities focused on working with culturally diverse students and addressing the needs of ELLs in their classrooms.

Overall, North Carolina strives to create inclusive school environments that support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district. By providing a range of programs and resources, the state aims to help these students succeed academically and personally as they adjust to a new learning environment.