English Language Learners - State Profile

English Language Learners - State Profile - New Mexico

November 2014


Students: Identification, Program Approach, Standards, Assets, Exit, PreK
Percentage and number of ELL students (2011-2012) 16.1 percent
53,071
How is an "English language learner" defined in state policy? “English language learner” means a student whose first or heritage language is not English and who is unable to read, write, speak or understand English at a level comparable to grade level English proficient peers and native English speakers.
What methods are used to identify English language learners? Governed by the department of education’s ELL guidebook or federal law rather than state policy.
Which program approaches does state policy authorize? State policy allows districts to provide a bilingual multicultural education program for ELLs and native or proficient English-speaking students. Some districts provide ESL programs instead of or in addition to bilingual multicultural education programs. ESL programs are governed by the department of education's guidebook or federal law rather than state policy.
Unique policy levers to promote parent engagement Districts with a bilingual program must establish a parent advisory committee, representative of the language and culture of the students, to assist and advise in the development, implementation, and evaluation of the program.
Does state make available state seal of biliteracy? If so, is district awarding of seal voluntary or mandatory for eligible students? Yes - offering mandatory
What measures do schools use to reclassify students as English proficient? Governed by the department of education’s ELL guidebook or federal law rather than state policy.
Are state-funded pre-kindergarten programs required to provide ELL instruction? No
Has the state adopted the English language development standards put forth by World-Class Instructional Design and Assessment (WIDA)? Yes
Finance
Type of funding Formula funded
Funding per student Additional weight in the formula: 0.5 (50%)
How is funding distributed? Funding is allocated through the state's primary funding formula.
Teaching Quality
What ELL training, if any, is required of general classroom teachers? Candidates for the elementary (K-8) and secondary (7-12) education licenses must have knowledge of using strategies to facilitate language acquisition and development. Candidates for the elementary license must have the ability to develop appropriate responses to differences among language learners. In addition, candidates for the early childhood license (through grade 3) must demonstrate knowledge of second-language acquisition and bilingualism.

Districts must provide professional development to all administrators and teachers in the following areas: research-based bilingual/multicultural and/or language revitalization programs and implications for instruction, best practices of ESL instruction, English language development, and principles of language acquisition. School districts' professional development plans must also include the state's bilingual/multicultural education programs.
Are ELL-only instructors required to hold a specialist certification or endorsement? Yes. Bilingual multicultural education programs must be instructed by teachers endorsed in bilingual education, TESOL, or certified in Native American language and culture. For instructors in ESL programs, specialist certification is not required in state policy but required by the department of education's guidebook.
Unique Characteristics
Unique characteristics The bilingual and multicultural education act created voluntary programs for districts to help their students, including ELLs, become bilingual and biliterate in a second language. Programs are voluntary and districts applying to start one must meet numerous criteria. These programs are encouraged for Native American languages and Spanish. Districts may also provide ESL programs in place of or in addition to bilingual and multicultural education programs.

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