Using English Learner Funding

To better meet the needs of Ohio’s English learners, state law now requires that English learner state funds received by traditional districts, community schools, JVSDs and STEM schools be used only for services for English learners. Schools may use the funds to meet federal obligations to English learners and families with limited English proficiency in the following critical areas:

English Learner Programs

• Using the Ohio English Language Proficiency Standards, schools may use state English learner funds to staff programs with qualified Teachers of English to Speakers of Other Languages (TESOL), program coordinators and paraprofessionals. In addition to staffing the English learner program, state funds may be used to improve the district’s identification and assessment of English learners, select curricular materials and resources and plan instruction that is rigorous and individualized. Bilingual teaching resources, diagnostic tools and formal assessments may be purchased.
• For more information on establishing and improving English language instruction programs, see: Tools and Resources for Providing English Learners with a Language Assistance Program (Chapter two of the U.S. Department of Education’s English Learner Toolkit); The Office of Civil Rights Developing Programs for English Learners; and Steps for Strengthening Your EL Program.

Access to All Curricular and Extracurricular Programs

• To provide all English learners with access to grade-level curricula, funds may be used to develop and implement sheltered content courses and graduation pathways for newcomer English learners and those with limited or interrupted formal education. State funds for English learner services may be used to provide English learners with access to pre-kindergarten, gifted and talented programs, career and technical education, arts and athletics programs, Advanced Placement (AP) and International Baccalaureate (IB) courses, the Seal for Biliteracy, clubs and honor societies.
• For more information on providing English learners equitable educational opportunities, see: Federal Rights and Obligations for Identifying English Learners for Gifted Programs; Research-Based Recommendations for Serving Adolescent Newcomers; and The Department of Education English Learner Tool Kit for State and Local Education Agencies.

Monitoring Exited English Learners

• School districts may use state funding to develop and implement monitoring processes that review the academic progress of students who have exited English Learner status to ensure that they are meaningfully participating in the school’s standard educational programs.
• For more information on monitoring exited English learners, see the Office for English Language Acquisition Monitoring Chart and Tools and Resources for Monitoring and Exiting English Learners from EL Programs and Services (Chapter eight of the U.S. Department of Education’s English Learner Toolkit)

Meaningful Communication with Parents and Families

• To provide meaningful communication, schools may use state funds for English learners to provide interpreters and written translations to notify families of information about school programs, services and activities in the family’s preferred language of communication with the school.
• For more information on establishing and strengthening communication with parents and families with languages other than English, see Information for Limited English Proficient Parents and Guardians and for Schools that Communicate with Them.

For questions about supporting English learners, please email lau@education.ohio.gov.  
 

Last Modified: 3/26/2024 7:19:10 PM

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