Annual New Bilingual/ESL/ELS Supervisors Training 2008 Presenters: Raquel Sinai, Lori Ramella, Ericka Reed Office of Student Achievement and Accountability.

Annual New Annual New Bilingual/ESL/ELS Bilingual/ESL/ELS

Supervisors Training 2008Supervisors Training 2008Presenters:Presenters:

Raquel Sinai, Lori Ramella, Ericka ReedRaquel Sinai, Lori Ramella, Ericka ReedOffice of Student Achievement and AccountabilityOffice of Student Achievement and Accountability

New Jersey Department of EducationNew Jersey Department of Education

Annual New Bilingual/ESL/ELS Supervisors Training, 2008 Annual New Bilingual/ESL/ELS Supervisors Training, 2008 ObjectivesObjectives

Participants will gain an understanding of:Participants will gain an understanding of:

N.J. law and code that govern language assistance programs in N.J. law and code that govern language assistance programs in schools;schools;

Federal NCLB Title III requirements for standards, assessments and Federal NCLB Title III requirements for standards, assessments and accountability for English language learners (ELLs);accountability for English language learners (ELLs);

Language assistance program models and how to develop a program Language assistance program models and how to develop a program to best meet the needs of ELLs in a district;to best meet the needs of ELLs in a district;

NJDOE reporting requirements. NJDOE reporting requirements.

Available professional development resources; andAvailable professional development resources; and

Participants will become part of a community of professionals Participants will become part of a community of professionals dedicated to helping English language learners make an effective dedicated to helping English language learners make an effective transition to U.S. schools and achieve academic success.transition to U.S. schools and achieve academic success.

State Profile State Profile of of

Limited English Proficient Limited English Proficient StudentsStudents

Student ProfileStudent Profile2007-082007-08

Number of language minority students Number of language minority students 279,366

Number of limited English proficient (LEP) Number of limited English proficient (LEP) students students

61,904 Number of languages represented by New Number of languages represented by New

Jersey students Jersey students

168

State and Federal State and Federal GuidelinesGuidelines

Language Services for Limited Language Services for Limited English Proficient Students (LEP)English Proficient Students (LEP)

The Bilingual Education Law of 1974 (N.J.S.A. 35-The Bilingual Education Law of 1974 (N.J.S.A. 35-15 to 26) stipulates that districts must establish 15 to 26) stipulates that districts must establish bilingual education programs when enrollment of bilingual education programs when enrollment of limited English proficient (LEP) students from the limited English proficient (LEP) students from the same language reaches 20 or more students in one same language reaches 20 or more students in one district.district.

New Jersey Administrative Code (N.J.A.C. 6A:15) New Jersey Administrative Code (N.J.A.C. 6A:15) outlines the programmatic and administrative outlines the programmatic and administrative requirements for school districts that enroll students requirements for school districts that enroll students who are limited English proficientwho are limited English proficient . .

New Jersey Bilingual Administrative CodeNew Jersey Bilingual Administrative CodeN.J.A.C. 6A:15N.J.A.C. 6A:15

Ensure that all limited English proficient (LEP) students as defined in this Ensure that all limited English proficient (LEP) students as defined in this chapter are provided with a free, appropriate public education as defined in chapter are provided with a free, appropriate public education as defined in N.J.S.A. 18A:35-15 to 26; N.J.S.A. 18A:35-15 to 26;

Ensure that the rights of LEP students are protected; Ensure that the rights of LEP students are protected;

Ensure the provision of bilingual education and related services;Ensure the provision of bilingual education and related services; Assist district boards of education in providing educational services to LEP Assist district boards of education in providing educational services to LEP

students; andstudents; and Ensure the evaluation of the effectiveness of the education of limited Ensure the evaluation of the effectiveness of the education of limited

English proficient studentsEnglish proficient students

http://www.nj.gov/education/code/current/title6a/chap15.pdf

Identifying LEP StudentsIdentifying LEP Students Maintain a census indicating all students whose native language is other Maintain a census indicating all students whose native language is other

than English;than English;

Develop a screening process, initiated by a home language survey, to Develop a screening process, initiated by a home language survey, to determine which students in K to 12determine which students in K to 12thth grade must be tested to determine grade must be tested to determine English language proficiency. K-12 students who are not screened out English language proficiency. K-12 students who are not screened out must be tested with a department-approved English language proficiency must be tested with a department-approved English language proficiency test test

http://www.nj.gov/education/bilingual/resources/prof_tests.htm

In addition, the following indicators must be considered In addition, the following indicators must be considered (Multiple measures)(Multiple measures):: level of reading in English;level of reading in English; Previous academic performance;Previous academic performance; Achievement on standardized tests in English; andAchievement on standardized tests in English; and Teacher judgmentTeacher judgment

Identifying LEP Students (con’t.)Identifying LEP Students (con’t.) Students who do not meet the Department standard on a Students who do not meet the Department standard on a

Department-approved language proficiency test and who have Department-approved language proficiency test and who have at least one other indicator, are students of limited English at least one other indicator, are students of limited English proficiency.proficiency.

State and federal law require parental notification and consent State and federal law require parental notification and consent for placement in a language assistance programfor placement in a language assistance program

http://www.nj.gov/education/bilingual/resources/letter/http://www.nj.gov/education/bilingual/title3/accountability/notification/letters/

English Language Proficiency TestsEnglish Language Proficiency Tests

Approved Tests for Identification and Placement Approved Tests for Identification and Placement of LEP Students:of LEP Students:

1.1. IDEA Proficiency Test (IPT) IDEA Proficiency Test (IPT) 2.2. Maculaitis II (MACII) Test of English Language Proficiency Maculaitis II (MACII) Test of English Language Proficiency 3.3. Language Assessment Scales (LAS)Language Assessment Scales (LAS)4.4. WIDA ACCESS Placement Test (W-APT)WIDA ACCESS Placement Test (W-APT)5.5. Comprehensive English Language Learning Assessment Comprehensive English Language Learning Assessment

(CELLA)(CELLA)6.6. Language Assessment Scales Links (LAS Links ) Language Assessment Scales Links (LAS Links ) 7.7. ACCESS for ELLsACCESS for ELLs®® (Spring, 2008) (Spring, 2008)

http://www.nj.gov/education/bilingual/resources/prof_tests.htm

Title III Title III No Child Left BehindNo Child Left Behind

Purpose: To help ensure that limited English Purpose: To help ensure that limited English proficient students attain English proficiency, proficient students attain English proficiency, develop high levels of academic achievement develop high levels of academic achievement in English and meet the same academic in English and meet the same academic standards as all students are expected to meet.standards as all students are expected to meet.

Title IIITitle III

Formula Grants to States and DistrictsFormula Grants to States and Districts Apply through consolidated NCLB application Apply through consolidated NCLB application

processprocess Subgrants must be at least $10,000 or districts Subgrants must be at least $10,000 or districts

may form consortia to meet minimummay form consortia to meet minimum

Title III of NCLBTitle III of NCLBRequirementsRequirements

StandardsStandards: WIDA English Language Proficiency : WIDA English Language Proficiency StandardsStandards

http://www.wida.us/

AssessmentAssessment: ACCESS for ELLs: ACCESS for ELLs®® English Proficiency English Proficiency TestTest

http://www.nj.gov/education/bilingual/ells/http://www.nj.gov/education/bilingual/ells/

AccountabilityAccountability: Annual Measurable Achievement : Annual Measurable Achievement ObjectivesObjectives

http://www.nj.gov/education/bilingual/title3/accountability/http://www.nj.gov/education/bilingual/title3/accountability/

AccountabilityAccountability Annual Measurable Achievement Objectives Annual Measurable Achievement Objectives

for English Language Proficiencyfor English Language Proficiency Students must make progress in English language Students must make progress in English language

proficiency for each year that they are instructed in proficiency for each year that they are instructed in a language assistance program.a language assistance program.

Objective for Attainment of English Language Objective for Attainment of English Language ProficiencyProficiency Grades K-4 4 years or less in a programGrades K-4 4 years or less in a program Grades 5-12 5 years or less in a programGrades 5-12 5 years or less in a program

Language Assistance Language Assistance Programs and ServicesPrograms and Services

Group Group ActivityActivity

Oh my goodness! I have all these students

that speak different languages!

How can I possibly address all their language needs?

Language Assistance Programs and Language Assistance Programs and ServicesServices

Four Types of ProgramsFour Types of Programs Full-time Bilingual Program with ESL support Alternative programs that use students’ native-

language for instruction (Bilingual Part-time, Bilingual Tutorial, Bilingual Resource)

Alternative programs that are English-based (High-Intensity ESL, Sheltered English Instruction)

ESL-Only English Language Services (ELS)

Scenario #1Scenario #1

The district has over The district has over 200 Spanish-speaking students200 Spanish-speaking students and over and over 20 bilingual-certified teachers20 bilingual-certified teachers in the entire district. There are in the entire district. There are

large populations of Spanish-speaking students throughout large populations of Spanish-speaking students throughout grade levelsgrade levels

K-12.K-12.

What type of instructional program would be What type of instructional program would be most effective for this school district?most effective for this school district?

Full-Time Bilingual Program Full-Time Bilingual Program with with ESL SupportESL Support

Full-time programFull-time program of instruction in all subjects which a of instruction in all subjects which a child is required by law or rule to receive, child is required by law or rule to receive, administered in the administered in the native languagenative language of the limited of the limited English proficient student and also in English.English proficient student and also in English.

A bilingual program A bilingual program mustmust be provided when there are be provided when there are 20 20 or more limited English proficient students in any or more limited English proficient students in any one language classification one language classification enrolled within the enrolled within the school school district.district.


The district has approximately The district has approximately 30 Korean-Speaking30 Korean-Speaking studentsstudents, , 25 Japanese-speaking students25 Japanese-speaking students and 5 and 5

bilingual-certified teachers(2 Korean bilingual, 2 bilingual-certified teachers(2 Korean bilingual, 2 Japanese bilingual, and 1 Spanish Bilingual)Japanese bilingual, and 1 Spanish Bilingual) . The . The

bilingual students are dispersed throughout grade bilingual students are dispersed throughout grade levels, with a high concentration of port-of-entry levels, with a high concentration of port-of-entry

students in the high school.students in the high school.

What type of instructional program would be most What type of instructional program would be most effective for this school district?effective for this school district?


The district has The district has 22 Haitian Creole-speaking22 Haitian Creole-speaking students, 20 students, 20 Gujarati-speaking students, andGujarati-speaking students, and 3 3 bilingual-certified bilingual-certified teachers(1 Haitian Creole-speaking bilingual/ math, 1 teachers(1 Haitian Creole-speaking bilingual/ math, 1

Gujarati-speaking bilingual/math and 1 Spanish- speaking Gujarati-speaking bilingual/math and 1 Spanish- speaking Bilingual/science)Bilingual/science). The number of Haitian-Creole bilingual . The number of Haitian-Creole bilingual

students is higher in the high school than the elementary students is higher in the high school than the elementary school. The Gujarati bilingual students are dispersed school. The Gujarati bilingual students are dispersed

throughout all grade levels.throughout all grade levels.


Alternative programs that use students’ Alternative programs that use students’ native-language for instructionnative-language for instruction (Bilingual Part-(Bilingual Part-

time, Bilingual Tutorial, Bilingual Resource)time, Bilingual Tutorial, Bilingual Resource)

Bilingual Part-Time:Bilingual Part-Time: Students are mainstreamed in English program classes, but receive daily instruction by a certified bilingual teacher in mathematics and reading.

Bilingual Tutorial: Bilingual Tutorial: Students are mainstreamed in English program classes, but receive daily tutoring by a certified bilingual teacher for specific content areas..

Bilingual Resource:Bilingual Resource: Students are mainstreamed in the English program classes, but receive daily support by a certified bilingual teacher in identified subjects and for special projects


The district has The district has 35 Polish35 Polish studentsstudents, , 75 Arabic students 75 Arabic students and 5 ESL-certified teachersand 5 ESL-certified teachers. All of the Arabic . All of the Arabic students are in the high school and the language students are in the high school and the language proficiency levels vary across grade levels. The proficiency levels vary across grade levels. The

Polish bilingual students are dispersed throughout all Polish bilingual students are dispersed throughout all grade levels, with a large number in kindergarten.grade levels, with a large number in kindergarten.


Alternative programs that are Alternative programs that are English-basedEnglish-based (High-Intensity ESL, (High-Intensity ESL,

Sheltered English Instruction)Sheltered English Instruction)

High-Intensity ESL:High-Intensity ESL: Students receive two or more periods a day of ESL instruction. One period is the standard ESL class, and the other period is tutorial or ESL reading class

Sheltered Instruction: Sheltered Instruction: Students are mainstreamed in content area classes, but receive instruction by a teacher who has been trained in the Sheltered Instruction techniques.


The district has The district has 35 students who speak 15 different 35 students who speak 15 different languages. languages. The students are dispersed throughout the The students are dispersed throughout the

district, with a high concentration of port-of-entry district, with a high concentration of port-of-entry students in the middle and high school. There are students in the middle and high school. There are 3 3

certified ESL Teacherscertified ESL Teachers in the district. in the district.


ESL-OnlyESL-Only

A daily developmental second language program of up to two periods of instruction based on students’ needs.

An ESL-Only program must be provided when there are 10 or more LEP students enrolled within the school district.


The district has 7 students who speak 3 different languages. The students are dispersed throughout the

district..


English Language Services (ELS)English Language Services (ELS)

Services designed to improve the English language skills of students of limited English proficiency.

These services are provided in districts with less than 10 students of limited English proficiency. It is recommended that districts provide 90-100 minutes of ESL instruction weekly.

Data Reporting Data Reporting RequirementsRequirements

LEP Enrollment 2008-2009LEP Enrollment 2008-2009

As of October 15As of October 15 Native language spoken at homeNative language spoken at home LEP studentsLEP students PreK-12PreK-12 Special Ed. LEPSpecial Ed. LEP Collected via http://homeroom.state.nj.us Collected via http://homeroom.state.nj.us

LEP ExitLEP ExitSchool Year 2007-08School Year 2007-08

Required for Title III of Required for Title III of No Child Left BehindNo Child Left Behind Based on the ACCESS for ELLs® test scores Based on the ACCESS for ELLs® test scores The number and percent of students who The number and percent of students who

achieved proficiency and exited in 2007-2008 achieved proficiency and exited in 2007-2008 and and

Verification of the date of enrollment in the Verification of the date of enrollment in the districtdistrict

http://homeroom.state.nj.us/ http://homeroom.state.nj.us/

Immigrant Student CountImmigrant Student Count2008-092008-09

Annually, in March districts report on the number of Annually, in March districts report on the number of immigrant students immigrant students

The number of eligible immigrant students (Pre K-12) enrolled The number of eligible immigrant students (Pre K-12) enrolled in the school district and the number of eligible immigrant in the school district and the number of eligible immigrant students enrolled in nonprofit, nonpublic schools within the students enrolled in nonprofit, nonpublic schools within the district district

Districts experiencing a “significant increase” Districts experiencing a “significant increase” maymay receive receive

immigrant funds under Title III.immigrant funds under Title III.

Eligibility Criteria for Immigrant FundsEligibility Criteria for Immigrant Funds

combined public and nonpublic immigrant combined public and nonpublic immigrant student enrollment must be at least a 2% student enrollment must be at least a 2% increase as compared to the average of the two increase as compared to the average of the two previous yearsprevious years

total public and nonpublic enrollment must be total public and nonpublic enrollment must be 20 or more immigrant students20 or more immigrant students

do not have be eligible for Title III fundsdo not have be eligible for Title III funds

Federal Definition of Immigrant Federal Definition of Immigrant Student Student

Aged 3 to 21Aged 3 to 21 Were not born in any state, Puerto Rico, U.S. Were not born in any state, Puerto Rico, U.S.

Virgin Islands (St. Thomas, St. Croix and St. Virgin Islands (St. Thomas, St. Croix and St. John)John)

Have not been attending one or more schools Have not been attending one or more schools in one or more states for more than three full in one or more states for more than three full academic years.academic years.

ESL/Bilingual/ELSESL/Bilingual/ELS Three-Year Program PlansThree-Year Program Plans

Program plans are required every three years Program plans are required every three years for Bilingual, ESL and English Language for Bilingual, ESL and English Language ServicesServices

New program plans were requested for 2008 to New program plans were requested for 2008 to 20112011

Bilingual Waiver RequestsBilingual Waiver Requests

Submitted annually in JuneSubmitted annually in June District must demonstrate that a full-time District must demonstrate that a full-time

bilingual program is impracticalbilingual program is impractical Instructional alternative (high intensity ESL, Instructional alternative (high intensity ESL,

bilingual part-time, bilingual resource, bilingual part-time, bilingual resource, sheltered English instruction) must be sheltered English instruction) must be providedprovided

Professional DevelopmentProfessional Development

Professional Development Professional Development OpportunitiesOpportunities

Professional Development Calendar: Professional Development Calendar: http://www.nj.gov/education/bilingual/pd/calehttp://www.nj.gov/education/bilingual/pd/calendar.pdfndar.pdf

Bilingual/ESL Model Program Resource Bilingual/ESL Model Program Resource Centers 2008-10Centers 2008-10

English Language Learners in the MainstreamEnglish Language Learners in the Mainstream TutorialTutorial

Sheltered Instruction TrainingSheltered Instruction Training

Bilingual/ESL Model Program Bilingual/ESL Model Program Resource Centers 2008-10Resource Centers 2008-10

Clifton Public Schools, Passaic County, for the K-5 Sheltered ESL Clifton Public Schools, Passaic County, for the K-5 Sheltered ESL Program with Bilingual Support Program in schools 12, 13, 14 and 17Program with Bilingual Support Program in schools 12, 13, 14 and 17

Howell Township Public Schools, Monmouth County, K-5 ESL Program, Howell Township Public Schools, Monmouth County, K-5 ESL Program, Southard Elementary SchoolSouthard Elementary School

Linden Public Schools, Union County, K-12 ESL Program Linden Public Schools, Union County, K-12 ESL Program

Perth Amboy Public Schools,Perth Amboy Public Schools, Middlesex County, K-12 Bilingual Program Middlesex County, K-12 Bilingual Program

Red Bank Regional High School District, Monmouth County, for the 9-12 Red Bank Regional High School District, Monmouth County, for the 9-12 ESL Program ESL Program

Roselle Public Schools, Union County, for the K-3 Bilingual Program at Roselle Public Schools, Union County, for the K-3 Bilingual Program at Harrison Elementary SchoolHarrison Elementary School

West New York Public Schools, Hudson County, K-12 Bilingual Program West New York Public Schools, Hudson County, K-12 Bilingual Program

English Language Learners in the English Language Learners in the Mainstream TutorialMainstream Tutorial

http://www.nj.gov/education/njpep/pd/http://www.nj.gov/education/njpep/pd/ell_mainstream/index.html ell_mainstream/index.html

teacher videos teacher videos student audio segmentsstudent audio segments


A professional development A professional development model with an model with an effective effective approach for teaching approach for teaching

limited English proficient limited English proficient students both students both languagelanguage and and

contentcontent..


Fall institutes at three regional locations throughout the Fall institutes at three regional locations throughout the State of New Jersey. (Rowan University, Kean University, State of New Jersey. (Rowan University, Kean University, and New Jersey City University)and New Jersey City University)

On-site support by college facultyOn-site support by college faculty

Provide training to elementary teachers and secondary Provide training to elementary teachers and secondary content teachers on effective sheltered-instruction strategiescontent teachers on effective sheltered-instruction strategies

Build capacity of teachers to provide turn-key training and Build capacity of teachers to provide turn-key training and coaching on sheltered instruction for ELLscoaching on sheltered instruction for ELLs

ResourcesResources

Bilingual Education website: Bilingual Education website: http://www.nj.gov/education/bilingual/http://www.nj.gov/education/bilingual/

WIDA: www.wida.us WIDA: www.wida.us NJTESOL-NJBE: www.njtesol-njbe.org NJTESOL-NJBE: www.njtesol-njbe.org Colorin Colorado: Colorin Colorado:

http://www.colorincolorado.org/ http://www.colorincolorado.org/ Reference websites (handout)Reference websites (handout) New supervisor E-mail list New supervisor E-mail list

New Jersey Department of EducationNew Jersey Department of Education

Office of Student Achievement and AccountabilityBureau of Bilingual/ESL Education

James F. Curry, Manager, [email protected] Sinai, Bilingual/ESL Coordinator, [email protected] Ramella, Bilingual/ESL Education Program Specialist,

[email protected] Reed, Bilingual/ESL Education Program Specialist,

[email protected]

www.state.nj.us/educationhttp://www.nj.gov/education/bilingual/

(609) 292-8777

Annual New Bilingual/ESL/ELS Supervisors Training 2008 Presenters: Raquel Sinai, Lori Ramella, Ericka Reed Office of Student Achievement and Accountability.

Documents

rights of lep students

language services

native language

english level of reading

language assistance

home language survey

bilingual education

bilingual education