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

The Ohio Department of Education has a comprehensive set of policies in place for identifying and assessing English Language Learners (ELLs) in the state. These policies are designed to ensure that ELLs receive appropriate language support and services to help them make progress in their academic studies.

1. Identification Process:
– All students enrolling in Ohio public schools must complete an enrollment form that includes questions about the student’s primary/home language.
– The student’s primary/home language is then assessed using an English Language Proficiency Screener, such as the WIDA Screener or LAS Links Assessment, within 30 days of enrollment.
– If the student scores below proficient on the screener, they are identified as an ELL and are eligible for language services.

2. Annual English Language Proficiency Assessment:
– All identified ELLs are required to take the annual Ohio English Language Proficiency Assessment (OELPA) to measure their proficiency in listening, speaking, reading, and writing in English.
– Results from this assessment determine a student’s level of English proficiency and whether they continue to receive language services or are reclassified as proficient.

3. Parent Notification:
– Parents or guardians of newly identified ELLs must be notified within 15 days after completing the screening process.
– The notification must include information about their child’s language proficiency level, what it means to be an ELL, and how they can participate in decisions regarding their child’s education.

4. Individualized Language Plan (ILP):
– Once identified as an ELL, each student must have an Individualized Language Plan (ILP), which outlines the specific language supports and services they will receive.
– The ILP is developed by a team including teachers, administrators, parents/guardians, and the student (if appropriate).

5. Reclassification:
– Students who demonstrate proficiency on state assessments and meet specific criteria outlined by ODE may be eligible for reclassification as proficient in English.
– Reclassified students no longer receive language services but are monitored for two years to ensure their academic success.

Overall, Ohio has a strong policy framework in place for identifying and assessing ELLs. These policies ensure that ELLs have access to appropriate language support and services to help them succeed academically.

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

Ohio ensures that all English language learners have access to appropriate language support services by implementing the following policies:

1. Identification and Placement: Ohio requires all school districts to identify and assess potential English language learners upon enrollment or at the beginning of the school year. This includes screening students for their proficiency in English and providing appropriate placement within an ELL program.

2. English Language Development (ELD) Standards: Ohio has adopted the WIDA English Language Development Standards as the foundation for ELL instruction and provides guidance on how to use these standards to develop appropriate language support services for each student.

3. Individualized Language Support Plans (ILSPs): ILSPs are created for every ELL student in Ohio, which outline the specific language support services they need based on their individual language proficiency level and academic needs.

4. Dedicated Language Support Staff: Ohio requires schools to have dedicated staff members responsible for providing ELL students with appropriate language support services, either through a specialized ESL program or through collaboration with classroom teachers.

5. Professional Development: The state offers professional development opportunities for educators to develop their understanding of how to provide effective language support services, including training on WIDA standards and using data-based decision-making to inform instruction.

6. Monitoring and Accountability: Ohio monitors schools’ implementation of language support services through site visits, ongoing communication with district-level administrators, and annual reporting requirements.

7. Parent Engagement: Ohio promotes meaningful parent engagement by requiring schools to communicate regularly with parents about their child’s progress in learning English, facilitating communication in multiple languages when necessary.

8. Comprehensive Services: The state promotes comprehensive services by allowing districts to use Title III funding for a variety of resources such as bilingual paraprofessionals, translators, technology tools, and professional development materials to enhance ELL instruction.

9. Coordination with Other Programs: Ohio encourages coordination between ESL programs and other programs serving ELL students, such as special education or gifted education, to ensure all students receive appropriate services.

Overall, Ohio’s policies aim to ensure that all English language learners have equitable access to high-quality language support services that help them succeed academically and reach their full potential.

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

As of the 2019-2020 school year, Ohio allocated a total of $86.6 million for English Language Learner (ELL) education, which includes federal, state, and local funds. This is approximately 1% of the overall educational funding in the state.

The distribution of these funds among school districts is determined by a formula based on the number of ELL students enrolled in each district. This formula takes into account both the number and percentage of ELL students in a district’s total student population.

Additionally, some districts may receive additional funding through grants or other programs specifically designed to support ELL education.

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, there are specific state standards and benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards may vary depending on the state, but they generally align with the English Language Proficiency (ELP) Standards from the WIDA Consortium.

Some states have their own set of ELP standards, while others adopt the WIDA ELP Standards. For example, California has its own ELP Standards for English Learners, while Texas adopts the WIDA ELP Standards.

In addition to these standards, most states also have specific benchmarks or criteria that must be met in order for an ELL to exit language support programs. These benchmarks typically include achieving a certain level of proficiency on standardized assessments such as the ACCESS for ELLs or the ELPA21.

It is important for teachers and administrators working with ELLs to familiarize themselves with their state’s specific standards and exit criteria in order to effectively guide and monitor the progress of ELLs towards exiting language support programs.

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

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

1. English language proficiency assessments: Ohio administers the WIDA English Language Proficiency (ELP) test to all ELL students annually. This allows educators to track individual student growth in English language proficiency and measure progress towards meeting state standards.

2. Academic achievement assessments: In addition to the ELP test, Ohio administers state standardized tests to all students, including ELLs. These tests provide data on students’ academic performance and allow for comparison of ELLs’ progress with that of their native English-speaking peers.

3. Observation and teacher feedback: The Ohio Department of Education conducts regular site visits and provides technical assistance to districts with high concentrations of ELLs. Districts are also required to provide annual reports on their implementation of ELL programs, which include teacher feedback on program effectiveness.

4. Program evaluations: Every three years, the Ohio Department of Education conducts an evaluation of district ELL programs to determine their compliance with state regulations and best practices in serving ELLs.

5. Survey data: Ohio administers surveys to identify areas where improvement is needed in its policies and programs for ELL students. Surveys are typically administered to teachers, administrators, families, and community members.

6. Performance goals: Ohio has established performance goals for its ELL programs as part of its overall accountability system. These goals include demonstration of academic progress by ELLs in both English language proficiency and content areas.

7. Data tracking systems: The state has developed a comprehensive data tracking system that collects information on key indicators such as enrollment, retention rates, academic progress, proficiency levels, graduation rates, post-secondary transition, and more.

Overall, these methods allow the state to monitor trends in achievement among its ELL population over time and evaluate the effectiveness of policies and programs in meeting the needs of these students. This data is then used to inform future policy decisions and guide improvements in ELL education.

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

Yes, the Ohio Department of Education (ODE) is responsible for overseeing ELL education in Ohio. ODE’s Office for Integrated Student Supports oversees programs and services for English learners in the state. This includes providing guidance on federal and state requirements, conducting annual assessments to monitor student progress, and supporting educators in meeting the needs of ELL students.

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

Yes, teachers in Ohio are required to have specialized training or certification for working with ELL students. According to the Ohio Department of Education, any teacher who has an ELL student in their classroom is required to receive professional development and training in teaching English as a second language (ESOL). Additionally, teachers who work solely with ELL students must be licensed in ESOL or hold a specific endorsement on their teaching license. This ensures that teachers have the necessary knowledge and skills to effectively support the language acquisition and academic success of ELL students.

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

The Ohio Department of Education offers accommodations for standardized testing for ELL students known as “English Language Learner Assessment Accommodations” or “ELLA.” These accommodations are intended to help ELL students demonstrate their knowledge and skills on state assessments in English. Some of the accommodations available include:

1. Extra time or breaks during testing: ELL students may need additional time to read and comprehend test questions, so they may be given extra time or regular breaks during testing.

2. Bilingual dictionaries: ELL students can use a bilingual dictionary during the test to look up any unfamiliar words.

3. Scribes and translators: Students may have a scribe or translator present during the testing to help with reading and understanding instructions.

4. Translated instructions and glossaries: Depending on the student’s proficiency level, translated instructions and glossaries may also be available to assist with understanding the test instructions and vocabulary.

5. Small group testing: Some ELL students may benefit from taking the test in a smaller group setting or individually, rather than in a large group with their peers.

6. Use of native language mathematics tools: Students may use tools such as abaci, number lines, or other math manipulatives from their native language if needed.

It is important for teachers to work closely with their school’s ESL coordinator to determine which accommodations are most appropriate for each individual student based on their English proficiency level and specific needs.

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

There are several state initiatives and programs in Ohio focused on promoting bilingualism and biliteracy among ELLs.

One example is the Seal of Biliteracy program, which allows high school students to demonstrate proficiency in two or more languages through a test or portfolio-based assessment. Students who meet the criteria can earn a seal on their diploma and transcripts, recognizing their bilingual skills.

Another initiative is the Ohio Language Resource Center, which provides resources and professional development opportunities for teachers of world languages and English learners. The center also offers summer language camps for ELLs to help them maintain or improve their proficiency in their home language.

The Ohio Department of Education also offers a Bilingual Education/English as a Second Language (ESL) Program that supports districts in implementing effective programs for English learners. The program provides funding, training, technical assistance, and compliance monitoring to ensure that ELLs receive appropriate instruction and support.

In addition, many school districts in Ohio have adopted Dual Language Immersion programs, where students learn academic content in both English and another language throughout their education. These programs aim to develop bilingualism and biliteracy while also promoting cross-cultural understanding.

Overall, these state initiatives and programs work towards promoting bilingualism and biliteracy among ELLs by providing resources, support, and recognition for students’ multilingual abilities.

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

In recent years, there have been a few policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs. These changes have mostly been at the state level and may vary depending on the location.

1. In 2014, the U.S. Department of Education issued a policy guidance stating that all children, including undocumented immigrants, are entitled to equal access to education regardless of their immigration status.

2. In 2015, California passed legislation (AB 953) allowing all undocumented immigrants, regardless of residency status, to be eligible for in-state tuition rates at public colleges and universities.

3. In 2015, New York City announced a new policy allowing undocumented immigrant students to apply for and receive financial aid for college.

4. In 2016, Massachusetts passed legislation (SB 2447) granting in-state tuition rates to certain qualifying temporary and permanent residents regardless of their immigration status.

5. Some states have also adopted policies that allow parents or guardians of undocumented students to provide alternative forms of identification for enrollment in schools.

Overall, the trend seems to be towards broadening access to education for immigrant and undocumented students rather than restricting it. However, policies may still vary greatly from state to state.

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

1. Bilingual/ESL Staff: Schools often have bilingual or ESL teachers on staff who can assist parents in communicating and understanding the school’s policies and procedures.

2. Translation Services: Many schools offer translation services in order to communicate with parents whose first language is not English. This can include written materials, telephone interpreters, or in-person interpreters.

3. Parent Workshops: Schools may offer parent workshops specifically for parents of ELL students. These workshops could cover topics such as how to support their child’s education at home, understanding the U.S. education system, or how to communicate with teachers.

4. Cultural Liaisons/Parent Liaisons: Some schools have designated staff members who serve as a bridge between the school and families from diverse linguistic and cultural backgrounds. They can provide support and resources for parents of ELL students.

5. Parent Resource Centers: Many schools have parent resource centers where parents can find information about educational resources, community services, and volunteer opportunities within the school.

6. Home Visits: Some schools or community organizations offer home visits to ELL families in order to build a better relationship between families and schools.

7. Parent-Teacher Conferences: These conferences provide an opportunity for parents to meet face-to-face with their child’s teacher(s) to discuss academic progress, goals, and any concerns or questions they may have.

8. Multicultural Events: Organizing events that celebrate the diversity of the school community can help involve and engage parents of ELL students. This could include cultural fairs or potlucks where families can share food, traditions, and stories from their cultures.

9. Parent Volunteer Opportunities: Inviting parents to volunteer in classrooms or school events is a great way to involve them in their child’s education while also building a sense of community within the school.

10.Educational Resources for Parents: Schools should provide resources such as books, websites, online courses, and other educational materials that can help parents support their child’s language development and academic success.

11. Community Organizations: Many community organizations, such as libraries or nonprofit organizations, offer programs and services for immigrant families. Schools can partner with these organizations to provide additional support and resources for ELL parents.

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

Yes, Ohio offers cultural competency training for educators working with ELL students. The Ohio Department of Education (ODE) offers a Cultural Responsive Teaching and Leadership (CRTL) program, which provides educators with the knowledge and skills needed to effectively teach culturally and linguistically diverse students. Additionally, ODE has a Professional Development portal that includes resources and trainings on cultural competency for educators.

In addition to state-led initiatives, many universities in Ohio also offer courses and training programs on cultural competency for educators. These programs aim to help teachers understand the unique needs and backgrounds of their ELL students, promote equitable practices in the classroom, and build culturally responsive teaching strategies.

Local school districts within Ohio may also provide their own cultural competency training for educators or partner with organizations that offer such programs. Educators are encouraged to check with their district’s professional development department or contact the ODE for more information on available trainings.

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

Ohio provides additional resources and support for long-term English Language Learners (LTELs) through various programs and initiatives. These include:

1. English as a Second Language (ESL) classes: LTELs are provided with specialized ESL instruction to help them improve their language skills and increase their proficiency level.

2. Sheltered Instruction Observation Protocol (SIOP): This is an instructional model that helps teachers create a language-rich learning environment and develop academic language skills in LTELs.

3. Individualized Language Instruction: Schools may also provide LTELs with individualized instruction tailored to their specific needs, including small-group or one-on-one tutoring.

4. Ohio English Proficiency Assessment (OELPA): This annual assessment is specifically designed to measure the language proficiency of English Language Learners in Ohio and identify areas where they may need additional support.

5. Dual Language Programs: These programs provide instruction in both English and the student’s native language to promote bilingualism and biliteracy.

6. Title III Funds: Schools may receive federal funding through Title III of the Every Student Succeeds Act (ESSA) to support LTELs’ language development and academic achievement.

7. English Learner Advisory Councils (ELAC): These councils bring together parents, teachers, administrators, and community members to collaborate on strategies for supporting the educational needs of LTELs.

Overall, Ohio prioritizes providing targeted support for long-term English Language Learners to help them reach their full potential academically and linguistically.

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

Yes, there are various initiatives and partnerships in Ohio to support the academic success of ELL students. Here are a few examples:

1. Ohio Department of Education – English Language Learners (ELL) Support Program: This program provides support for students who are learning English as a second language. The program offers resources, professional development opportunities, and technical assistance to schools and districts to improve the education outcomes of ELL students.

2. ServeOhio – AmeriCorps ESL Initiative: This partnership between ServeOhio and the Ohio Department of Education aims to improve the academic achievement of ELL students through the placement of AmeriCorps members in schools with high numbers of ELL students. Members provide one-on-one and small group instruction, as well as after-school programming to support English language acquisition.

3. Rethinking Equity And Teaching for English Language Learners (RETELL) Initiative: This initiative was created by the Ohio Board of Regents to provide training and professional development for mainstream teachers who have ELL students in their classrooms. The goal is to equip teachers with strategies for supporting language learners’ academic success.

4. Community-Based Organizations: Many community-based organizations in Ohio partner with schools and districts to provide resources and services that support ELL students’ academic success. These organizations may offer tutoring, mentoring, cultural enrichment activities, or other forms of support.

5. Collaboration with Higher Education Institutions: Some school districts partner with local colleges or universities to develop programs or initiatives that support ELL students’ academic success. For example, some universities offer dual enrollment programs where high school ELL students can earn college credits while improving their English proficiency.

Overall, these partnerships aim to provide additional resources, support, and opportunities for ELL students and their families to enhance their educational experience and promote academic success in Ohio’s diverse schools.

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

Yes, Ohio offers several grant opportunities specifically aimed at improving ELL education outcomes:

1. Title III Language Instruction for Limited English Proficient and Immigrant Students Grant: This federally-funded grant provides resources to support language instruction programs for ELL students, with a focus on improving academic achievement and language proficiency.

2. Ohio Resident Educator Program: This program offers funding and support to districts and schools to help them develop and implement comprehensive teacher mentoring programs, including specialized training for teachers who work with ELL students.

3. ESSA Consolidated Grants: Under the federal Every Student Succeeds Act (ESSA), Ohio receives funding that can be used to support a variety of education initiatives, including those targeted towards improving ELL student outcomes. Districts must apply for these funds through the Ohio Department of Education.

4. Bilingual Services Program Grant: This state-funded grant supports districts and schools in providing high-quality bilingual education programs for ELL students, with a focus on developing academic language proficiency in English while maintaining proficiency in the student’s native language.

5. Specialized Instructional Support Personnel (SISP) Grant: These grants provide funding to districts and schools to hire specialized instructional personnel, such as bilingual teachers or interpreters, to support ELL students’ academic success.

6. Gifted/ELL Consortium Grant: This grant supports collaborations between school districts and institutions of higher education to identify gifted ELL students and provide specialized services to meet their unique needs.

Additionally, Ohio has allocated funding through its state budget for various professional development initiatives focused on supporting educators working with 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?

School districts have some autonomy in developing policies for serving English Language Learners (ELLs), but they are also required to comply with statewide guidelines.

In most cases, state departments of education set guidelines and standards for language instruction and support for ELLs. These guidelines may include requirements for the number of ELLs in a classroom, qualifications for teachers who work with ELLs, and types of language instruction programs that must be offered.

However, local school districts may have some flexibility in how they implement these statewide guidelines. They may develop their own policies and programs tailored to the needs of their specific population of ELLs. For example, a district with a high concentration of Spanish-speaking ELLs may choose to offer Spanish literacy classes or hire bilingual instructional aides.

That being said, districts are still required to follow certain laws and regulations at the state and federal level, such as providing equal access to education for all students regardless of language proficiency. Additionally, many states require districts to conduct regular assessments to track the progress of ELLs and make adjustments to programs if necessary.

Overall, while there is some autonomy for local school districts in developing policies for serving ELLs, they are still expected to align with statewide standards and meet certain legal requirements.

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. Multi-tiered Systems of Support (MTSS):
Many schools implement the MTSS framework to monitor students’ academic and behavioral progress and provide targeted interventions to support their learning. This approach helps identify and address the individualized needs of ELL students, reducing the likelihood of being unnecessarily referred for special education services.

2. Culturally Responsive Teaching:
Culturally responsive teaching involves incorporating diverse cultural perspectives and practices into classroom instruction. This approach helps ensure that ELL students receive instruction that is meaningful and relevant to their cultural background, reducing the potential for misdiagnosis or inappropriate placement in special education programs due to cultural differences.

3. Data Analysis:
Schools collect and analyze data on student performance, including data related to referral and placement in special education programs, to identify any overrepresentation or disproportionate placement of ELL students. This information enables administrators and educators to identify potential issues and take proactive measures to address them.

4. Parent Involvement:
Parental involvement is crucial in identifying a student’s educational needs and ensuring appropriate placement. Schools may provide interpreters or other language assistance services to facilitate parent-teacher communication during meetings discussing referrals for special education services.

5. Assessments Accommodations:
Federal regulations require schools to provide appropriate accommodations for ELL students when administering assessment tests for determining eligibility for special education services. These accommodations can include language accommodations (e.g., English language learners may receive additional time on assessments), modifying the test format (e.g., oral instead of written), or providing a bilingual version of the assessment.

6. Mandatory Training:
Teachers and school staff must participate in professional development on culturally responsive teaching practices as well as understanding how cultural diversity impacts learning needs before making any decisions regarding referral or placement of bilingual students into special education programs.

7.Special Education Evaluation Teams:
Most school districts have a Multidisciplinary Team (MDT) that includes an English language development specialist, individuals with expertise in special education evaluations, native and home language interpreters, and other professionals familiar with the student’s cultural background. This team reviews the referral for special education services to ensure that language or cultural differences are not impacting the student’s academic performance.

8. Ongoing Monitoring:
Schools must monitor ELL students’ progress who receive interventions or accommodations over time. If a student continues to struggle despite appropriate interventions or accommodations, schools may consider a special education evaluation. Schools must maintain close communication with parents to discuss progress and determine if further assessments are necessary.

9. Inclusive Practices:
Inclusive practices involve providing ELL students access to the general curriculum and collaborating with specialized instructional support personnel (SISP), who deliver personalized instruction based on individual student needs adaptively.

10. Linguistic Profiling Strategies:
To avoid misdiagnosis, schools use several linguistic profiling strategies like assessing students’ proficiency within their native languages. Assessments are also used such as WIDA’s ACCESS are utilized for English language learners to obtain baseline data, track progress towards English language integration from year to year, forecast ongoing support needs within primary subject areas of reading literature, mathematics formulas, science experiments and sessions geared towards listening/speaking-focused dialogue for academic success when educators don’t have fluent populations at their public school site(s).

Overall, these strategies aim to ensure that ELL students have equal opportunities for education and are accurately represented in special education programs. By addressing potential biases or cultural differences upfront and providing appropriate support and resources, schools can help prevent disproportionate placement of ELL students in special education programs.

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

There are several steps that Ohio has taken to address the shortage of qualified ESL teachers:

1. Providing financial incentives and scholarships: The state has established programs such as the Ohio Resident Educator Program and the Alternative Resident Educator License Program to provide financial assistance and scholarships for individuals pursuing a career in ESL teaching.

2. Offering certification programs: Several universities and colleges in Ohio offer teacher certification programs specifically focused on ESL teaching. These programs provide the necessary training and qualifications required to become a certified ESL teacher.

3. Collaboration with schools and districts: The state works closely with schools and districts to develop ESL programs and initiatives, recruit bilingual educators, and provide professional development opportunities for current ESL teachers.

4. Recruiting international educators: In order to fill the shortage of qualified ESL teachers, Ohio has implemented initiatives like the Foreign Educators Recruitment Program, which brings in certified foreign language teachers to teach in Ohio’s public schools.

5. Online courses and resources: The state offers online courses and resources for educators seeking additional training in ESL teaching. This allows for flexibility in learning while still providing necessary qualifications.

6. Career advancement opportunities: Ohio provides opportunities for current teachers to advance their careers through specialized endorsements or licensure in areas such as Teaching English to Speakers of Other Languages (TESOL).

7. Networking events and job fairs: The state organizes networking events and job fairs specifically targeted towards recruiting bilingual educators.

8. Supporting immigrant teacher pathways: The state is working on creating pathways for immigrants who have experience or training in teaching English as a second language to obtain educator licenses, thus increasing the pool of qualified ESL teachers in Ohio.

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

It is not common for ELL students to have access to elective courses and extracurricular activities in their native language in Ohio. However, schools may offer additional support services or resources for ELL students, such as translation services or bilingual staff, to help them participate in these activities. This may vary depending on the specific school district and the availability of resources.

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

1. Multilingual Staff: Many school districts in Ohio have staff members who speak multiple languages and are trained to support students who are transitioning into a new school or district. These multilingual staff members can serve as a bridge between the student, their family, and the school community, providing important information and resources to support the linguistic and cultural well-being of ELL students.

2. Newcomer Programs: Some schools in Ohio offer specialized newcomer programs for recently arrived ELL students. These programs provide additional academic, social-emotional, and language support to help students adjust to their new school environment.

3. English Language Development (ELD) Classes: ELL students in Ohio receive targeted language instruction through ELD classes. These classes focus on developing English language skills while also helping students feel more comfortable interacting with peers and participating in classroom activities.

4. Peer Mentoring: Many schools in Ohio have established peer mentoring programs where native English-speaking students are paired with ELL students to provide academic and social support. This allows for meaningful cross-cultural interactions and promotes positive relationships among students.

5. Cultural Awareness Training: Teachers and staff are provided with ongoing training on cultural awareness and sensitivity to better understand the backgrounds and needs of their ELL students.

6. Family Engagement: Schools in Ohio place an emphasis on engaging families of ELL students in the transition process by providing translation services, hosting orientation meetings, and offering workshops on navigating the education system in the United States.

7. Social-Emotional Support Services: School counselors, social workers, and other mental health professionals play an important role in supporting the social-emotional well-being of ELL students during their transition by providing counseling services, connecting families with community resources, and creating welcoming environments within schools.

8. District-wide Support Teams: In some districts, there are specialized teams dedicated to supporting ELLs during their transition period. These teams may include teachers, mentors, counselors, and community liaisons who work together to ensure that ELL students have the necessary resources and support during their transition.

9. Translated Materials: Schools in Ohio provide important school documents, such as enrollment forms, report cards, and progress reports, in multiple languages to support families who may not speak English.

10. Community Partnerships: Many schools in Ohio have established partnerships with community organizations and agencies to connect ELL students and families with resources such as after-school programs, tutoring services, and language classes.