annual new bilingual/esl/els supervisors training 2007 presenters: raquel sinai, bilingual/esl...
TRANSCRIPT
Annual New Bilingual/ESL/ELS Supervisors Training 2007
Presenters:Raquel Sinai, Bilingual/ESL CoordinatorLori Ramella, Bilingual/ESL Education
SpecialistEricka Reed, Bilingual/ESL Education
Specialist
New Jersey Profile of Limited English Proficient Students
Students- 2006-07
Language Minority Students286,870
Limited English Proficient 61,828
Languages 167
Total Districts 471
District Programs Districts with bilingual education 81
Full-time only 11 Part-time only 35 Districts with full-time and part-time 25
Districts with ESL only 225 Districts with English Language
Services 149
Languages
1. Spanish 8. Polish2. Korean 9. Urdu
3. Arabic 10. Tagalog4. Portuguese 11. Vietnamese5. Gujarati6. Mandarin7. Haitian Creole
Administrative CodeN.J.A.C.6A:15 Ensure that all limited English proficient (LEP) students as
defined in this chapter are provided with a free, appropriate public education as defined in N.J.S.A. 18A:35-15 to 26;
Ensure that the rights of LEP students are protected;
Ensure the provision of bilingual education and related services;
Assist district boards of education in providing educational
services to LEP students; and Ensure the evaluation of the effectiveness of the education of
limited English proficient
http://www.nj.gov/education/code/current/title6a/chap15.pdf
Title III No Child Left Behind
Purpose: To help ensure that limited English proficient students attain English proficiency, develop high levels of academic achievement in English and meet the same academic standards as all students are expected to meet.
Title III
Formula Grants to States and Districts
Apply through consolidated NCLB application process
Subgrants must be at least $10,000 or districts may form consortia to meet minimum
Accountability Annual Measurable Achievement
Objectives for English Language Proficiency Students must make progress in
English language proficiency for each year that they are instructed in a language assistance program.
Accountability
Objective for Attainment of English Language Proficiency
Grades K-4 4 years or less in a program
Grades 5-12 5 years or less in a program
ESL/Bilingual/ELS Three-Year Program Plans
Program plans are required every three years for Bilingual, ESL and English Language Services.
New Program plans were requested for 2005 to 2008
Language Services for Limited English Proficient Students (LEP)
The Bilingual Education Law of 1974 (N.J.S.A. 35-15 to 26) stipulates that districts must establish bilingual education program when enrollment of limited English proficient (LEP) students from the same language reaches 20 or more students in one district.
New Jersey Administrative Code (N.J.A.C. 6A:15)
outlines the programmatic and administrative requirements for school districts that enroll students who are limited English proficient.
Language Assistance Programs and Services
Four Types of Programs Full-Time Bilingual Program with ESL
support Bilingual Program Alternative ESL-Only English Language Service (ELS)
Full-Time Bilingual Program with ESL Support
Full-time program of instruction in all subjects which a child is required by law or rule to receive, administered in the native language of the limited English proficient
student and also in English.
A bilingual program must be provided when there are 20 or more limited English
proficient students in any one language classification enrolled within
the school district.
Example:
School district with over 200 Spanish-speaking students and over 20 Bilingual–certified teachers, offers a self-contained program for K-8 and departmentalized program for 9-12.
The use of native language for instruction is influenced by the English language proficiency in English and academic level of student in their native language.
Bilingual Program Alternative
An alternative program of instruction for bilingual students in districts where there is no full-time bilingual program available.
Alternative program options are: Bilingual Part-time Bilingual Resource High-Intensity ESL
Bilingual Part-time
Students are mainstreamed in English program classes, but receive daily
instruction by a certified bilingual teacher in mathematics and reading.
Example:
School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offers a part-time pullout bilingual resource room.
Students receive a minimum of one period of developmental reading instruction and support in math from the bilingual teacher, in addition to their regular ESL instruction.
Bilingual Resource
Students receive daily instruction or support from a
certified bilingual teacher in identified subjects and for
special assignments.
Example:
School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offer a part-time pullout bilingual resource room.
Students receive content area support, in addition to regular ESL classes.
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.
Example:
School district with approximately 25 bilingual Spanish students, and 3 ESL teachers, offers High-intensity ESL.
Students receive two class periods of ESL instruction. The teachers provide push-in instruction for content area classes and daily pull-out instruction for ESL.
ESL-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.
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.
Example:
School district has 8 LEP students in their district. The reading specialist provides 90 -100 minutes of ESL instruction to these students weekly.
DATA COLLECTIONS
LIMITED ENGLISH PROFICIENT (LEP)STUDENT ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2006-2007
Each year, the Office of Specialized Populations collects enrollment information on students who have a native language other than English and students who are limited English proficient (LEP). The department will continue to collect the data through the Internet to include the following types of data:
Data for three-and four-year-old preschool students; and
Data for LEP special education students in grades K-12. Number of students from the total district population
that speak a language other than English at home
LIMITED ENGLISH PROFICIENT (LEP)STUDENT ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2007-2008
The student information reported should be based on enrollment as of October 15, 2007,
and the report must be submitted via the Internet to the Department of Education by
November 30, 2007.
http://homeroom.state.nj.us
LIMITED ENGLISH PROFICIENT (LEP)STUDENT ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2006-2007
Your DOE Net account will not provide access to the LEP data collection. LEP accounts must be assigned through the DOE Web Administrator System. Information regarding the Web Administrator System can be found at http://www.state.nj.us/njded/data/collections/.
The form necessary to submit and create a
Web Administrator Account is available at this site.
LIMITED ENGLISH PROFICIENT (LEP)STUDENT ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2007-2008
For technical assistance with the data collection system, please e-mail your questions to [email protected] or call (609) 292-8777.
Immigrant Student Count Each February/March, a count is requested on
the number of immigrant students in districts. The information requested is the number of
eligible immigrant students (Pre K-12) enrolled in the school district and the number of eligible immigrant students enrolled in nonprofit, nonpublic schools within the district.
Districts experiencing a “significant increase” may receive immigrant funds under Title III.
Eligibility Criteria for Immigrant Funds
combined public and nonpublic immigrant student enrollment must be at least a 2% increase as compared to the average of the two previous years
total public and nonpublic enrollment must be 20 or more immigrant students
do not have be eligible for Title III funds
Federal Definition of Immigrant Student
Aged 3 to 21 Were not born in any state, Puerto
Rico, U.S. Virgin Islands (St. Thomas, St. Croix and St. John
Have not been attending one or more schools in one or more states for more than three full academic years.
LEP Annual Progress/Exit
Beginning in 2007, each fall districts will report on the individual students who have exited Bilingual/ESL/ELS programs as of June 2007.
http://homeroom.state.nj.us
TITLE III Parental Notification NCLB provides specific instructions and
requirements that districts must, no later than 30 days after the beginning of the school year, must inform the parent or parents of a limited English proficient (LEP) student that their child has been identified for participation in a language instruction educational program.
Districts not receiving Title III funds still must notify parents according to NJAC 6A:15-1.13.
http://www.nj.gov/njded/bilingual/policy/title3par.htmhttp://www.nj.gov/njded/bilingual/resources/notification/
AssessmentLanguage Proficiency State Assessments
Language Proficiency Tests
Approved Tests for Identification and Placement of LEP Students: IDEA Proficiency Test (IPT)- Ballard and Tighe
Publishers Maculaitis II (MACII) Test of English Language
Proficiency –Touchstone Applied Science Associates
Language Assessment Scales (LAS)- CTB/McGraw-Hill W-APT
ACCESS for ELLs (Spring, 2008)
ACCESS for ELLs
Developed by WIDA Consortium Measures student progress in
learning English as defined by the WIDA English Language Proficiency Standards
Secure test, administered annually All districts must assess LEP students
with the ACCESS test in Spring, 2008
ACCESS for ELLs
Tests must be ordered through MetriTech: http://www.metritech.com/ Online test ordering 1/10/08 – 1/31/08 Test ordering training 12/10/07,
12/13/07 Test window 3/17/08 – 4/30/08
http://www.nj.gov/education/bilingual/ells/
Use of Language Proficiency Tests
Identification of LEP Students upon Enrollment
Measure Progress in Learning English
Determine Readiness for Exit (multiple indicators)
Statewide Assessments
LEP students may take assessments with accommodations Extra time Bilingual dictionary Translated instructions
Exemption from Language Arts Literacy test during 1st year in U.S. school
The WIDA English Language Proficiency Standards
Why the WIDA Standards?
Educational Policy—Federal legislation
Pedagogy—Standards-based movement; vision of language proficiency expanded to encompass both social and academic contexts resulting in a pedagogical shift to content-based instruction
Assessment—the need to revise language proficiency assessments to match the pedagogical shift to content-based instruction
www.wida.us
The WIDA ELP Standards
English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. (Standard 1)
English language learners communicate information, ideas, and concepts necessary for academic success in the content areas of:
LANGUAGE ARTS (Standard 2)MATHEMATICS (Standard 3)SCIENCE (Standard 4)SOCIAL STUDIES (Standard 5)
There are 5 Grade-Level Clusters
Pre-K-K 1-2 3-5 6-8 9-12
There are 4 Language Domains
Listening- process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading- process, interpret, and evaluate written language, symbols, and text with understanding and fluency
Writing- engage in written communication in a variety of forms for a variety of purposes and audiences
Professional Development Bilingual/ESL Model Program Resource
Centers 2006-08 NJTESOL-NJBE – www.njtesol-njbe.org English Language Learners in the
Mainstream Tutorial ACCESS score reports, test ordering
trainings Sheltered Instruction Training
www.nj.gov/njded/bilingualhttp://education.state.nj.us/events
Bilingual/ESL Model Program Resource Centers 2006-08 Clifton Public Schools, Passaic County, for
the K-5 Sheltered ESL Program with Bilingual Support Program in schools 12, 13, 14 and 17
Little Falls Public Schools, Passaic County, for the K-8 ESL Program
Red Bank Regional High School District, Monmouth County, for the 9-12 ESL Program
Roselle Public Schools, Union County, for the K-3 Bilingual Program at Harrison Elementary School.
English Language Learners in the Mainstream Tutorial
http://www.njpep.org/pd/ell_mainstream/index.html
Independent work or as a collaborative PD activity
OR
http://www.njpep.org/pd/onlinePD/index.html
An online course through Rutgers University, NJPEP, and facilitated through an external instructor.
Sheltered-Instruction Training
A professional development model with an effective
approach for teaching limited English
proficient students both language and
content.
Sheltered-Instruction Training Fall institutes at three regional locations
throughout the State of New Jersey. (Rowan University, Kean University, and New Jersey City University)
On-site support by college faculty
Provide training to elementary teachers and secondary content teachers on effective sheltered-instruction strategies
Build capacity of teachers to provide turn-key training and coaching on sheltered instruction for ELLs
New Jersey Department of Education
Office of Program Planning and Accountability/Specialized Populations
Bureau 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,
www.state.nj.us/educationwww.nj.gov/njded/bilingual
(609) 292-8777