document resume ed 423 663 bilingual/english as a second language ... · english as a second...
TRANSCRIPT
DOCUMENT RESUME
ED 423 663 FL 025 108
TITLE Bilingual/English as a Second Language Programs, Models, andOrganizational Designs for General and Special EducationStudents.
INSTITUTION New York City Board of Education, Brooklyn, NY. Office ofBilingual Education.
PUB DATE 1996-00-00NOTE 93p.
PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Bilingual Education Programs; Elementary Secondary
Education; *English (Second Language); Financial Support;Limited English Speaking; *Program Design; ProgramDevelopment; Public Policy; Second Language Programs;*Special Education; Teacher Certification; Teacher Education
IDENTIFIERS *New York City Board of Education
ABSTRACTThis booklet charts models and organizational designs for
existing bilingual/English-as-a-Second-Language (ESL) programs in New YorkCity. The objective is to present design options for districts expandingbilingual/ESL services to special education, under city policy. Anintroductory section gives background on program mandates, models,implementation procedures, key design principles, teachertraining/certification issues, and fiscal considerations. (MSE)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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OFFICE OF BILINGUAL EDUCATION
BILINGUAL/ENGLISH AS A SECOND LANGUAGE PROGRAMS,MODELS AND ORGANIZATIONAL DESIGNS
FOR GENERAL AND SPECIAL EDUCATION STUDENTS
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
1INFORMATION CENTER (ERIC)
U.S. DEPARTMENT OF EDUCATIONffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
O This document has been reproduced asreceived from the person or organizationoriginating it.
O Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
INTRODUCTION
1996 EDITION
OFFICE OF BIUNGUAL EDUCATIONBIUNGUAL/ESL PROGRAMS, MODELS AND
ORGANIZATIONAL DESIGNS FOR GENERAL ANDSPECIAL EDUCATION STUDENTS
This booklet contains an array of bilingual/ESL programs, models andorganizational designs that already exist in general education. Wherever possible,an example of a district in which a particular design was observed is included.
One goal of the booklet is to present these designs to districts in order toassist them in expanding bilingual/ESL services to special education settings. Asecond goal is to encourage prevention services for bilingual general educationstudents so that referrals to special education will be reduced. A third goal is toprovide bilingual/ESL programs for districts to serve LEP students who are currentlyreceiving Interim Alternate Placement services or not being served and to reducethe numbers of Interim Alternate Placements needed by the system.
Each district will be encouraged to expand existing bilingual/ESL designs orto establish at least one bilingual and one ESL organizational design with specialeducation students. In addition, districts will also be encouraged to phase-in theBilingual Intervention/Prevention design with general education, literacy or "at risk"LEP students.
All new designs will require careful evaluation across the 1996-1997 schoolyear.
Program Mandates
The Board of Education of the City of New York currently operates approvedprograms under the New York State Commissioner's Regulations Part 154, andcourt mandates. All school districts prepare a yearly Part 154 Plan and Report.Each district must identify and serve LEP students with appropriate instructionalservices. The New York City Board of Education passed a resolution outlining itsPolicy for The Education of Pupils with Limited English proficiency (LEP) as requiredby Part 154 of the Regulations of the Commissioner of Education (August, 1990).(See Transitional Bilingual Instructional Program Continuum, page xi).
The New York City Board of Education established a Policy SupportingLanguage Proficiency on February 19, 1986:
"The Board of Education seeks to have all students proficient in English;
The Board of Education seeks to have all students gain proficiency in at leastone other language in order to enable students to participate fully in anincreasingly multicultural society;
The Board of Education desires to provide multilingual programs to enricheducational opportunity and foster academic growth;
The Board of Education supports the educational concept of developingproficiency in two languages, one of which must be English, for all students.The Chancellor shall present to the Board of Education plans to implementthis policy."
EXPLANATION
"The Board of Education seeks to have all students proficient in English.Adoption of this policy statement sets forth the Board of Education's andChancellor's intention and commitment to promote language mastery, wherefeasible, in one other language to meet the needs of students and thecommunities in which they reside. The increasing number of limited Englishproficient immigrants in New York City makes the knowledge of more thanone language and culture important.
The Board of Education further acknowledges and reaffirms its historicalcommitment to equal educational opportunity for limited English proficientchildren. The school system shall continue to provide bilingual education tothose students whose native language is other than English and whoseEnglish skills are limited. The teaching of English shall continue to be arequired component of all bilingual programs.
It is expected that the multilingual programs will result in an instructionalclimate in which schools can incorporate and build upon the linguistic andcultural strengths that each child brings to school, thereby improvingeducational outcomes for all children. Toward this end, the Chancellor willwork with the Commission on Bilingual Education and others in developing aprogram that will enable students to become multilingual."
In addition to complying with C.R. 154, New York City public schools mustprovide LEP students with appropriate services in compliance with the AspiraConsent Decree and the Lau Compliance Plan. Districts and individual schoolsmust carefully follow all program mandates. As appropriate, program andorganizational designs may be selected for implementation with general and specialeducation students. In addition, districts and schools must follow agreementsstipulated by José P. court mandates related to the needs of special educationstudents. The New York City Board of Education ratified its Policy supportingLanguage Proficiency on February 19, 1986 and its Policy for the Education ofPupils with Limited English Proficiency (LEP) as required by Part 154 of theRegulations of the Commissioner of Education, August, 1990.
Program Models
This booklet of bilingual and English as a Second Language (ESL) programmodels and instructional designs summarizes various models, organizationalpatterns, which can be implemented to meet the diverse educational needs ofgeneral and/or special education limited English proficient (LEP) students.
In New York State there are two approved programs for services for LEPstudents: a bilingual education program and a free-standing English as a secondlanguage program. Within each program there are services to LEP students whichmay be provided through several models. For example, bilingual education may bea transitional model, a maintenance model or a dual language (two-way bilingualeducation program) model. Each model may have a different organizationalpattern. In a free-standing ESL program the class may be self-contained, in-class(Push-in), or departmentalized. (See Conceptual Framework, page xii).
All New York City Board of Education programs, regardless of how they areorganized, must comply with the minimum requirements and elements prescribed inC.R. 154 as well as all legal mandates such as the Aspira Consent Decree, LauCompliance Plan, José P. stipulations, and New York City Board of Education 4
resolutions such as The Policy Supporting Language Proficiency of February, 1986and the Policy for the Education of Pupils with Limited English Proficiency (LEP) asrequired by Part 154 of -the Regulations of the Commissioner of Education, August1990.
Process of Imolementation
This draft of the bilingual and ESL program models and instructional designsis the first of several major steps in activities designed to expand and improvebilingual/ESL services for general and special education students.
The major activities are:
1. Development of draft booklet on bilingual/ESL organizational designsfor general and special education students.
2. New York City Board of Education and New York State EducationDepartment (NYSED) approval of program models and instructionaldesigns.
3. Development of student profiles to complement bilingual/ESL models.
4. Professional development for clinical, instructional staff andadministrators prior to districts' initial selection and implementation ofbilingual/ESL program models and instructional designs.
5. Implementation and evaluation of models.
6. Professional development and full implementation of bilingual/ESLprogram models and instructional designs in districts with the goal ofthe reduction/elimination of Interim Bilingual Alternate Placementservices.
Key Principles
In the selection of the varied models and organizational designs, schooldistricts must note:
1. All provisions of a special education student's Individualized EducationProgram must be met including bilingual services, if required.
2. For special education students, mandated bilingual/ESL services mustbe provided in the least restrictive environment.
3. The implementation of all the bilingual/ESL designs requirescomprehensive orientation sessions to introduce the designs and on-goina professional development for all staff in general and specialeducation in both clinical and instructional settings. (e.g., Committeeson Special Education (CSEs) chairpersons and staff, DistrictAdministrators of Special Education (DASEs), principals, teachers, andparaprofessionals.) 5
Imoortant Considerations
It is important to highlight that these organizational designs exist currently invarious school districts throughout New York City as was documented throughteam visits by members of the DBE Bilingual Education Advisory Committee to 29schools.
For the purpose of this initiative, districts are asked to identify their currentbilingual/ESL programs and evaluate whether new designs should be implemented.Districts may already be implementing one or more of the designs. Districts maywant to contact other districts with different existing bilingual ESL programs priorto their implementation.
Special note of the particular needs and configurations of preschool and highschools settings must be considered as described below:
LEP preschool special education students must continue to simultaneouslydevelop native language skills initiated in the home setting, as well as acquireEnglish as a Second Language skills if indicated on the IEP. The preschoolbilingual/ESL instructional designs represent those that exist or could exist in thepublic school sector.
The needs of high school LEP students in general and special education, aswell as the structures of large, comprehensive high schools may limit high schoolsin implementing other than traditional Transitional Bilingual Education and Free-Standing ESL Program Models. However, the new, smaller high schools have thepossibility of considering and initiating other bilingual/ESL program models andinstructional designs, while maintaining instruction in the native language and inEnglish, in accord with current regulations.
Certification Issues
"Certification" in the designs presented indicates what is currently requiredfor quality preparation.
RECOMMENDATIONS ARE NOT REQUIREMENTS, BUT OFFER ADDITIONALBENEFITS TO ENHANCE QUALITY EDUCATIONAL PROGRAMS.
It should be noted that a bilingual general education teacher is required tohave an elementary or content area certification, as well as a bilingual educationextension. A bilingual special education teacher is required to have a specialeducation certificate with a bilingual extension. A regular New York City license inthe appropriate bilingual category is acceptable.
Special education and ESL certifications are K-12 "umbrella" certificationsthat do not require, at this time, additional content area specializations.
All staff must hold appropriate New York State certificates or New York Citylicenses. New York State temporary licenses must be sought for staff who are notappropriately certified. In order to place underqualified staff in shortage areapositions districts must nominate individuals for New York State temporary licensesif these individuals do not hold an appropriate New York State certificate or NewYork City license.
(See New York State_Certification and New York City Board of EducationLicenses, p.
Professional Develooment Needs
Ongoing professicinal development is essential for all staff (clinical andinstructional) working with students who participate in bilingual/ESL specialeducation programs. With the diverse student population that schools serve today,it is essential that all staff receive on-going professional development onbilingual/ESL programs and strategies, whether or not they work directly with LEPstudents, and even if they hold bilingual or ESL certificates.
Basic core training topics should minimally include: first and second languageacquisition processes; cognitive academic language proficiency in the first andsecond languages, cultural diversity, adaptation of curricula and instructionalapproaches for prevention/intervention strategies, and collaboration andinterpersonal strategies among bilingual/monolingual general and special educationstaff.
Preschool and early childhood staff require the basic core training withadditional emphasis on early childhood methodology, child development, speechand language development in the first and second languages, as well as issuesrelated to culturally/linguistically diverse preschool/early childhood students andtheir families.
ESL teachers, as well as general education elementary, intermediate andsecondary subject teachers, require support through professional developmentapproaches on special education services, programs and instructional adaptationsand approaches.
Middle and high school staff require information on program models as theyare applied in departmentalized settings, with a strong emphasis on content areastudy in the native language and utilizing ESL strategies and literacy approaches.
Fiscal Considerations
The Office of Budget Operations and Review (OBOR) has made an initialanalysis of each bilingual/ESL program model and organizational design. The Officeof Budget and Personnel of the Deputy Chancellor for Instruction will provideadditional review and cost analyses for program implementation and professionaldevelopment. MIS I is being used as the base for special education cost estimates.Costs for other settings increase according to pupil and staff ratios.
_ It is important to note that the following organizational designs presentedhave potential savings for MIS I settings in special education: Self-containedBilingual Education Class; Two-Way (Dual Language) Bilingual Program, BilingualTeam Teaching, and ESL Team Teaching. The general education BilingualIntervention/Prevention design also provides potential savings.
COST ESTIMATES HAVE BEEN CALCULATED ONLY FOR COMMUNITY SCHOOLDISTRICTS.
7
Summary
This document, under the leadership of OBE, represents collaborative effortsamong many individuals, and central offices representing general and specialeducation, regions and districts, the Office of Bilingual Education's BilingualEducation Advisory Committee, as well as the New York State EducationDepartment.
The ultimate goal of this initiative is to implement expanded, qualitybilingual/ESL services for all LEP students in general and special education settings.
DEFINITION OF TERMS
BILINGUAL EDUCATION
"Bilingual education program shall mean a transitional program of instruction whichincludes an English as a second language component, content area instruction inthe native language and English and a native language arts component. Suchinstruction shall take into account the first language and culture of such pupils.(C.R. Part 154, Appendix A, p.4)
Maintenance Bilingual Programs - "Maintenance programs provide English-language and primary language development for LEP students. The goal of amaintenance program is to make students bilingual and biliterate."(A Commonsense Guide to Bilingual Education, ASCD, 1991).
Two-Way Bilingual Education Programs
A Two-Way Bilingual Education Program is one which employs twolanguages (one of which is English) for the purpose of instruction and involvesstudents who are native speakers of each of those languages. Both groups ofstudents -- limited English proficient (LEP) and English proficient (EP) -- areexpected to become bilingual.
In a Two-Way Bilingual Education Program, the students learn the New YorkState approved curriculum through their own and a second language, one of whichis English, to become proficient in a second language, and continue to developskills in their native language.
(NYSED Two-Way Bilingual Education Program Guidelines, p.1)
English as a Second Language
"English as a second language program means a free-standing program ofinstruction composed of an English as a second language component, and contentarea instruction in English, supported by English as a second languagemethodologies. Such instruction shall take into account the first language andculture of such pupils." (C.R. Part 154, Appendix A, p.4)
(NYSED - Guidelines for Programs under Part 154 of Commissioner'sRegulations for Pupils with Limited English Proficiency: BilingualEducation/English as a Second Language, April 1990)
8 COPY AVAILABLE
PROPOSED TIMELINE
I. A. Approval of Bilingual/ESL Programs and OrganizationalDesigns by NYC Board of Education and New York StateEducation Department.
B. Preparation for Orientation Sessions
1. Establishment of BOE Coordination Group forOrientation, Implementation, Evaluation andMonitoring of Processes.
March, 1996
March, 1996
2. Identification of one contact person for each District May, 1996and each High School Superintendency.
II. ORIENTATION PHASE
A. Professional Development Orientation for Administratorsof Clinical and Instructional Staff, (ex. Superintendents,Clinical Administrators, District Administrators forSpecial Education, Bilingual Supervisors, Coordinatorsand District Directors of Instructional and ProfessionalDevelopment.)
May, 1996
B. Dissemination of Bilingual/ESL Program/ May, 1996Organizational Designs.
C. Districts Will Expand Existing General and Special May, 1996Education Bilingual/ ESL Programs. Districts Will SelectOne Bilingual Special Education and One ESL SpecialEducation Organizational Design.
Schools and Staff Identified.
D. Districts Phase-in Bilingual Intervention/Prevention May-September,Program for General Education Students.1996
III. IMPLEMENTATION PHASE
A. Professional Development Sessions for StaffImplementing New Models/Designs
B. Additional Professional Development Sessions forNewly Hired Staff.
C. Districts Phase-In New Bilingual/ESL Designs.
June, 1996
September, 1996
September, 1996D. On-Going Evaluation and Monitoring.
September, 1996-9 June, 1997
Dual Literacy Program: A Dual Literacy Program is a component of an existingbilingual education program designed for students with interrupted or no formaleducational experiences-. As such, they may lack sufficient linguistic/academiccompetence to participate fully in the bilingual education program. To ensureeventual transition to the latter, targeted students receive intensive instruction inNative Language Arts, ESL and in content areas. Additionally, this generaleducation program serves to minimize inappropriate referrals to special education.
Organizational Patterns
(1) Self-contained Classes : The students remain in the same classroom formost of the day except during subjects such as art, music and physicaleducation. They are classified as beginning, intermediate, advanced andtransitional, based on their degree of English proficiency. They may also beassigned to skill subgroupings within these classifications as well assubgroupings based on their performance in content area subjects.
(2) Team-Teaching: This pattern of shared instructional responsibilities betweenbilingual and monolingual English teachers is often seen on the elementarylevel. A certified bilingual teacher provides instruction in native languagearts and the content areas in the native language and in English; the ESLinstruction is provided by the bilingual teacher or by a certified ESL teacher.Monolingual and bilingual teachers are scheduled to share instruction for twoclasses.
(3) Departmentalized Classes: This pattern is most appropriate for grades whereinstruction is departmentalized, such as intermediate, junior and senior highschools. Students are grouped for instruction in subject classes taught intheir native language and in English by certified bilingual teachers. ESLinstruction is given by certified ESL teachers. The students are integratedwith the monolingual school population for music, art and physicaleducation.
(4) Integrated Service: For purposes of this document, "integrated service" isdefined as the provision for the participation of general education and specialeducation students in a bilingual/ESL class. The organizational design mayvary. (e.g. Superstart Plus, mainstreaming, etc.)
(5) Itinerant Bilingual/ESL Service: The itinerant teacher provides bilingualand/or ESL services to students in more than one classroom. The teachermay service a series of classes in one school or may need to travel to morethan one school per day or per week.
10
IV. ON-GOING TECHNICAL ASSISTANCE AND PROFESSIONAL DEVELOPMENT
A. Special Education Professional Developmentfor ESL Certified Teachers (10 Hours)
B. On-Going Technical Assistance and ProfessionalDevelopment Sessions - Central (DBE & SETRC)/UFT/Districts.
September-December, 1996
On-going1996-1997
C. Share Fairs on Bilingual/ESL Designs (by borough) Spring, 1997
11
1 s.
ont's age and level ofEnglish or native languageproficiency
1
&Raph
on
ael&
particular language skillsdavolopment dejmnds upon
stud
4NATIVE
LANGUAGE
ISO
Reading/Writing, Listening/Speaking
t) e
SKILLS (ILA)
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*in the native language
Li
MATHEMATICS
(l
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English (L2)
Instructi
primarily in
IEN
em M
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ELBILINGUAL INSWICEIAL PROGRAMCONTINUUM
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BICS
LP STUDENTS
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Intormediate,
Advancod
Transitional
Listening/Speaking, Reading/Writing I
Reading/Writing, Listening/Speaking
SKILLS (ESL)
ENGLLSE
LANsuaym
BICS - Basic Interpersohal
Communication Skills
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Language Proficiency
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ST C
OPY
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AT
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Division of Bilingual Education
Nov rork City Public Schools
13
NEW YORK STATE CERTIFICATIONAND
NEW YORK CITY BOARD OF EDUCATION LICENSES
This list is to be reviewed by the NYSED Office of Teaching and NYC Board ofEducation Division of Human Resources.
NYS CERTIFICATION FOR TEACHERS
Elementary (N-6) with/without a bilingualeducation extensionSecondary Subject Area (7-12)with/without a bilingual educationextensionEnglish as a Second languageSpecial Education with/without a bilingualeducation extension
NYC LICENSES
Bilingual Early ChildhoodBilingual Common BranchesEnglish as a Second LanguageSecondary Subject AreaBilingual Secondary Subject AreaSpecial EducationHomebound ChildrenClasses for the BlindClasses for Children with Limited
VisionClasses for the Deaf and Hard of
Hearing
Note: Although new bilingual andESL ancillary licenses arenot being issued, currentancillary license holdersmay continue to use them.
Note: The document lists minimum certifications. Examples of recommendedcertification that teachers may hold, are:
Dual certification in elementary (K-6) or secondary content areaand special education certification with bilingual educationextension.
Certification in elementary (Pre K-6) with an early childhoodannotation and a bilingual education extension.
Dual certification in ESL and special education.
14
Man
date
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alen
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ith fl
o_th
man
date
dpr
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ms:
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nsiti
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ngua
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catio
n an
d F
ree-
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ndin
g
BIL
ING
UA
L O
RG
AN
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TIO
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LD
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IGN
S
1 7
11)
OF
FIC
E O
F B
ILIN
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AL
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UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
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esig
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r G
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al a
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Stu
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1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
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-Le
vel/A
ge1.
Sel
f-C
onta
ined
Bili
ngua
l Edu
catio
nC
lass
A p
rogr
am d
esig
ned
to h
elp
LEP
stu
dent
s ac
quire
Eng
lish
prof
icie
ncy
whi
le th
eyco
ntin
ue to
lear
nth
e su
bjec
t are
a ap
prop
riate
to th
eir
age
and
grad
e le
vels
in th
eir
nativ
e la
ngua
geto
pro
vide
atr
ansi
tion
from
inst
ruct
ion
in E
SL
and
the
nativ
ela
ngua
ge to
inst
ruct
ion
cond
ucte
don
ly in
Eng
lish.
(NY
S-P
art 1
54 C
.R.,
1991
).
(Des
ign
can
be u
sed
with
tran
sitio
nal b
iling
ual,
mai
nten
ance
bili
ngua
l or
two-
way
bilin
gual
prog
ram
s. P
leas
e se
e de
sign
s#
4, 6
end
8.)
Min
imum
of o
ne u
nit o
f ES
LM
inim
um o
f one
uni
t of n
ativ
ela
ngua
ge a
rts
Con
tent
are
a in
stru
ctio
n in
nat
ive
lang
uage
and
in E
nglis
hA
ppro
pria
te b
iling
ual a
nd E
SL
appr
oach
esF
or s
peci
al e
duca
tion,
app
ropr
iate
curr
icul
aran
d in
stru
ctio
nal a
dapt
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ns.
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ficie
nt n
ativ
e la
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ge a
nd E
SL
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ruct
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eria
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urric
ula
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Crit
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-K s
tude
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tifie
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LE
P b
ased
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Hom
e La
ngua
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Sur
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a N
YS
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rove
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ing
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chin
clud
es a
par
ent i
nter
view
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a ch
ild o
bser
vatio
nco
nduc
ted
in th
e ch
ild's
nat
ive
lang
uage
.
K-1
2 st
uden
ts a
re Id
entif
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ed o
n th
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sults
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ome
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man
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sses
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atte
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Gen
eral
Edu
catio
n E
ligib
ility
Gen
eral
edu
catio
n st
uden
ts w
hore
quire
bili
ngua
lse
rvic
es.
Spe
cial
Edu
catio
n E
ligib
ility
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
QU
IRE
ES
L S
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
s.
Spe
cial
edu
catio
n st
uden
tsar
e id
entif
ied
by th
eC
SE
/CP
SE
team
as
disa
bled
and
requ
iring
bili
ngua
lse
rvic
es a
s pe
r th
eir
IEP
s.
Spe
cial
edu
catio
n st
uden
tsre
quiri
ng b
iling
ual
serv
ices
. Inc
ludi
ng a
cade
mic
,as
wel
l as
func
tiona
llif
e sk
ills
and
care
erde
velo
pmen
t. (A
pplic
able
for
stud
ents
with
mild
, mod
erat
ean
d se
vere
disa
bilit
ies)
.
Pre
-K, E
lem
enta
ry,
Inte
rmed
iate
and
Hig
hS
choo
l Lev
els
(Pre
K-1
2)
1:1
1
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Pro
gram
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
1.S
elf-
Con
tain
ed B
iling
ual
Edu
catio
n C
lass
, '
Gen
eral
Ed.
Spe
cial
Ed.
Inte
grat
ed
pilin
qual
Gen
eral
BIL
ING
UA
L G
EN
ER
AL
ED
UC
AT
ION
The
cos
t sho
uld
beth
e sa
me
as a
mon
olin
gual
sel
f-co
ntai
ned
clas
s.
Pot
entia
l cos
t sav
ings
:E
limin
atio
n of
one
or
mor
eA
ltern
ate
Pla
cem
ent
Lang
uage
Par
apro
fess
iona
ls.
X.
(Pre
K-8
)
Exa
mpl
es:
C.S
.D #
2, 7
. 9,
10,1
5,17
.22,
&24
X(P
re K
-12)
f xam
oles
:
Ser
vice
PR
OG
RA
M
NY
S IN
-6I c
ertif
icat
ion
with
bili
ngua
l edu
catio
nex
teni
ion.
NY
S s
econ
dary
are
ace
rtifi
catio
n w
ith b
iling
ual
educ
atio
n ex
tens
ion.
BIL
ING
UA
L S
PE
CIA
L E
DU
CA
TIO
N
X
-
Edu
catio
qM
inim
um o
f 15
up to
am
axim
um c
lass
siz
e.va
ryin
g by
dis
tric
t'sne
eds.
plin
oual
Soe
cial
C.S
.D #
4,7.
9,15
.17.
24,3
0,D
. 75
Edu
catio
nP
leas
e co
nsul
t NY
CB
oard
of E
duca
tion
Edu
catio
nal S
ervi
ces
ELI
GIB
ILIT
Y
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
bili
ngua
led
ucat
ion
exte
nsio
n.
NY
S s
ubje
ct a
rea
cert
ifica
tion
with
bili
ngua
led
ucat
ion
exte
nsio
n Im
ust
be in
con
sulta
tion
with
NY
S s
peci
al e
duca
tion
cert
ified
teac
herl
for
Stu
dent
s w
itft
Iiand
icaD
oing
-cam
ing
Con
ditio
ns fo
r sp
ecifi
csi
ze a
nd s
taff
ratio
s.
2
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els,
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
I2.
Bili
ngua
l Sup
er S
tart
Lang
uage
Crit
eria
Pre
-kin
derg
artn
ers
part
icip
ate
in a
pre
-E
SL
read
ines
s an
dw
hole
lang
uage
deve
lopm
ent
Stu
dent
s ar
e id
entif
ied
as L
EP
bas
ed o
n th
ere
sults
Pre
-Kin
derg
arte
n 14
yea
ni
kind
erga
rten
bili
ngua
lcl
assr
oom
with
Nat
ive
lang
uage
art
san
d w
hole
lang
uage
of th
e H
ome
Lang
uage
Iden
tific
atio
n S
urve
y an
da
old)
deve
lopm
enta
lly a
ppro
pria
tecu
rric
ulum
that
deve
lopm
ent
NY
S a
ppro
ved
prek
inde
rgar
ten
scre
enin
g w
hich
take
s in
to a
ccou
nt th
ech
ildre
n's
stre
ngth
s.In
stru
ctio
n Is
them
e-ba
sed
and
inte
rdis
cipl
inar
yin
incl
udes
a p
aren
t int
ervi
ewan
d a
child
obs
erva
tion
.
inte
rest
s, le
arni
ngst
yles
, nat
ive
lang
uage
skill
s, le
vel o
f Eng
lish
prof
icie
ncy,
and
sta
ges
nativ
e la
ngua
ge a
ndin
Eng
lish
App
ropr
iate
bili
ngua
l and
ES
L ap
proa
ches
for
cond
ucte
d in
the
child
'sna
tive
lang
uage
.of
lang
uage
dev
elop
men
t.N
ativ
e an
d se
cond
lang
uage
dev
elop
men
tar
e fo
ster
ed in
apr
esch
oole
rsS
uffic
ient
nat
ive
lang
uage
and
ES
L In
stru
ctio
nal
Gen
eral
Edu
catio
n E
liaib
ilitv
lang
uage
-ric
h en
viro
nmen
t.T
here
is s
tron
gm
ater
ials
, inc
ludi
ngm
anip
ulat
ives
, and
mul
ti-m
edia
Gen
eral
edu
catio
nbi
lingu
al p
re-s
choo
lers
are
pare
ntal
invo
lvem
ent
and
a so
cial
ser
vice
com
pone
nt.
mat
eria
ls a
ppro
pria
tefo
r pr
esch
oole
rsse
lect
ed a
s m
ost i
nne
ed o
f par
ticip
atin
gIn
the
Bili
ngua
l Sup
erS
tart
Pro
gram
.
3
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams.
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
alE
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
Gen
eral
Ed.
_
Spe
cial
Ed,
Inte
arat
edS
ervi
ce2.
Bili
ngua
l Sup
er S
tart
XC
lass
siz
e is
18
LEP
youn
gste
rs g
roup
ed b
ypI
LIN
GU
AL
GE
NE
RA
L E
DU
CA
TIO
NT
he c
ost s
houl
d be
the
sam
e as
a m
onol
ingu
alfx
amal
esla
ngua
ge w
ith a
bili
ngua
lte
ache
r an
d a
bilin
gual
para
prof
essi
onal
.
NY
S IN
-61
cert
ifica
tion
with
abi
lingu
al e
duca
tion
exte
nsio
n.S
uper
Sta
rtC
.S.D
#2.
12.1
7
it is
rec
omm
ende
d th
atbi
lingu
al c
lass
es b
efo
rmed
whe
n th
ere
are
at le
ast 1
5 LE
Pyo
ungs
ters
can
be
grou
ped
by la
ngua
ge,
eith
er in
A.M
. or
P.M
.se
ssio
ns.
pEC
OM
ME
ND
ED
BU
T N
OT
RE
QU
IRE
D
NY
S (
Pre
K-6
) ce
rtifi
cate
with
abi
lingu
al e
duca
tion
exte
nsio
n pl
usan
ear
ly c
hild
hood
ann
otat
ion.
4
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
alE
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
3.B
iling
ual P
reki
nder
gart
en S
peci
alE
duca
tion
Itine
rant
Tea
cher
(S
EIT
)
The
goa
l of t
he B
OE
pre
kind
erga
rten
SE
ITin
itiat
ive
is to
pro
mot
e th
esu
cces
s of
LE
Ppr
ekin
derg
arte
n sp
ecia
l edu
catio
n st
uden
tsin
a g
ener
al e
duca
tion
setti
ng u
sing
bilin
gual
itin
eran
t ser
vice
s, p
rovi
ded
by a
bilin
gual
lice
nsed
spe
cial
edu
catio
nte
ache
rw
ho s
erve
s as
the
bilin
gual
SE
ITte
ache
r.
LEP
stu
dent
s w
ill r
ecei
vea
com
bine
dm
inim
um o
f tw
o ho
urs
per
wee
k of
dire
ctin
stru
ctio
n an
d in
dire
ct s
ervi
ces
inac
cord
ance
with
thei
r IE
Ps.
Ada
pted
from
Inst
ruct
iona
l Spe
cial
Circ
ular
No.
13
May
199
5, p
p. 3
4
NO
TE
:T
he b
iling
ual g
ener
al e
duca
tion
teac
her
prov
ides
the
basi
c bi
lingu
al/E
SL
prog
ram
.
ES
L re
adin
ess
and
who
le la
ngua
gede
velo
pmen
tN
ativ
e la
ngua
ge a
rts
and
who
le la
ngua
gede
velo
pmen
tIn
stru
ctio
n is
them
e-ba
sed
in n
ativ
ela
ngua
ge a
nd In
Eng
lish
App
ropr
iate
bili
ngua
l and
ES
L ap
proa
ches
for
pres
choo
lers
App
ropr
iate
cur
ricul
ar a
nd in
stru
ctio
nal a
dapt
atio
nsfo
r st
uden
ts w
ith s
peci
al n
eeds
Suf
ficie
nt n
ativ
e la
ngua
ge a
nd E
SL
mat
eria
ls fo
rpr
esch
oole
rsH
ands
-on
activ
ities
with
use
of r
eal m
ater
ials
and
expe
rienc
es
lang
uage
Crit
eria
Stu
dent
are
Iden
tifie
d as
LE
P b
ased
on th
e re
sults
of
the
Hom
e La
ngua
ge Id
entif
icat
ion
Sur
vey
and
a N
YS
appr
oved
pre
kind
erga
rten
scr
eeni
ng w
hich
incl
udes
apa
rent
inte
rvie
w a
nd a
chi
ld o
bser
vatio
nco
nduc
ted
inth
e ch
ild's
nat
ive
lang
uage
.
Pro
gram
Crit
eria
For
Boa
rd o
f Edu
catio
n S
EIT
, chi
ldre
nm
ust b
e el
igib
lefo
r ge
nera
l edu
catio
n co
mpo
nent
inor
der
to r
ecei
veth
e S
EIT
ser
vice
s.
poec
ial E
duca
tion
Elig
ibili
tyN
M: T
HIS
MO
DE
L IS
NO
T A
PP
RO
PR
IAT
EF
OR
LE
P S
TU
DE
NT
SW
ITH
DIS
AB
IUT
IES
WH
O R
EQ
UIR
E E
SL
SE
RV
ICE
S O
NLY
AS
PE
RT
HE
IR IE
PS
.
LEP
pre
scho
oler
s w
ith d
isab
ilitie
sar
e id
entif
ied
by th
eC
SE
/ CP
SE
team
as
disa
bled
and
requ
iring
bili
ngua
lS
E1T
ser
vice
s as
per
thei
r IE
Ps.
Pre
-Kin
derg
arte
n(4
yea
rs o
ld)
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
alE
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
3. B
iling
ual P
reki
nder
gart
enS
peci
alE
duca
tion
Itine
rant
Tea
cher
ISE
ITI '.
Gen
eral
Ed,
Spe
cial
Ed.
Inte
grat
ed
App
roxi
mat
e ca
selo
adpe
r te
ache
r is
16 p
resc
hool
ers
with
dis
abili
ties
per
wee
k.
Tw
o 12
1 sp
ecia
l edu
catio
nch
ildre
npe
r cl
ass
rece
ive
SE
IT s
ervi
ces
ina
clas
sroo
m w
ith 1
6 ot
her
pre-
scho
oler
s.
all.I
NG
UA
l. G
EN
ER
AL
ED
UC
AT
ION
The
cos
t sho
uld
be th
esa
me
as th
em
onol
ingu
al S
EIT
.
Ser
vice
X fxam
ole:
C.5
.0 N
7
NY
S IN
-61
cert
ifica
tion
with
abi
lingu
al e
duca
tion
exte
nsio
n.
RIL
ING
UA
L S
PE
CIA
L E
DU
CA
TIO
N
Bili
ngua
l SE
IT te
ache
r:
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
a b
iling
ual e
duca
tion
exte
nsio
n.
RE
CO
MM
EN
DE
D O
UT
NO
T R
EQ
UIR
ED
NY
S s
peci
al e
duca
tion
cert
ifica
tion,
Pre
K-6
cer
tific
atio
nw
ith a
bili
ngua
l edu
catio
nex
tens
ion
plus
an
early
chi
ldho
odan
nota
tion.
2 ;)
6
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Lave
IlA
ge
I4.
Bili
ngua
l Sup
er S
tart
Plu
s(B
iling
ual I
nteg
rate
d M
odel
)
Pre
kind
erga
rtne
rs; d
isab
led
and
non-
dis
able
d,pa
rtic
ipat
e to
geth
er in
bili
ngua
l pre
kind
erga
rten
clas
sroo
m w
ith d
evel
opm
enta
lly a
ppro
pria
tecu
rric
ulum
tailo
red
to m
eet t
heir
need
s an
d to
build
on
thei
r st
reng
ths,
inte
rest
s, le
arni
ngst
yles
, nat
ive
lang
uage
ski
lls, l
evel
of E
nglis
hpr
ofic
ienc
y, a
nd s
tage
s of
lang
uage
deve
lopm
ent.
Nat
ive
and
seco
nd la
ngua
gede
velo
pmen
t are
fost
ered
in a
lang
uage
-ric
hen
viro
nmen
t. T
here
is s
tron
g pa
rent
alin
volv
emen
t and
a s
ocia
l ser
vice
com
pone
nt.
ES
L re
adin
ess
and
who
le la
ngua
ge in
stru
ctio
nN
ativ
e la
ngua
ge a
rts
and
who
le la
ngua
gede
velo
pmen
tIn
stru
ctio
n th
roug
h ea
rly c
hild
hood
them
esan
dac
tiviti
es in
an
expe
rient
ial c
urric
ulum
inth
e na
tive
lang
uage
and
In E
nglis
hA
ppro
pria
te b
iling
ual a
nd E
SL
appr
oach
esfo
rpr
esch
oole
rsA
ppro
pria
te c
urric
ular
and
inst
ruct
iona
lad
apta
tions
for
stud
ents
with
spe
cial
nee
dsS
uffic
ient
nat
ive
lang
uage
and
ES
Lin
stru
ctio
nal
mat
eria
ls in
clud
ing
man
ipul
ativ
es, a
ndm
ulti-
med
ia,
mul
tisen
sory
item
s.
.
Lang
uage
Crit
eria
Pre
K
, '
.S
tude
nts
are
iden
tifie
d as
LE
P b
ased
on th
ere
sults
of t
he H
ome
Lang
uage
Iden
tific
atio
nS
urve
y an
d en
d a
NY
S a
ppro
ved
prek
inde
rgar
ten
scre
enin
g w
hich
Incl
udes
apa
rent
Inte
rvie
w a
nd a
chi
ld o
bser
vatio
nco
nduc
ted
in th
e ch
ild's
nat
ive
lang
uage
.
Spe
cial
Edu
catio
n E
ligib
ility
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
OU
IRE
ES
LS
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
S.
LEP
pre
kind
erga
rten
ers
with
dis
abili
ties
are
iden
tifie
d by
the
CS
E/C
PS
E te
amas
disa
bled
and
req
uirin
g bi
lingu
al s
ervi
ces
aspe
r th
eir
IEP
s.
For
LE
P d
isab
led
pres
choo
lers
thre
e m
ajor
crite
ria a
re Im
port
ant v
aria
bles
for
appr
opria
te c
lass
pla
cem
ent:
nativ
e la
ngua
ge p
rofic
ienc
yde
gree
of E
nglis
h la
ngua
geex
posu
re e
t,ho
me
degr
ee a
nd ty
pe o
f dis
abili
ty
3 2
7
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal
Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
n S
tude
nts
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
4. B
iling
ual S
uper
Sta
rtP
lus
Gen
eral
Ed,
Spe
cial
Ed.
Inte
grat
ed
Gen
eral
Edu
catio
n
BIL
ING
UA
L G
EN
ER
AL
ED
UC
AT
ION
The
cos
t sho
uld
besa
me
as th
em
onol
ingu
alS
uper
Sta
rt P
lus
Ser
vicq
X
gxam
ole:
C.S
.D. #
7
NY
S (
N-6
I cer
tific
atio
n w
itha
bilin
gual
edu
catio
nex
tens
ion.
RE
CO
MM
EN
DE
D B
UT
NO
T R
EQ
UIR
ED
10-1
2:1:
1
Spe
cial
Edu
catio
n6-
8:1:
1
Inte
grat
ed p
rogr
ams
can
grou
p 10
to 1
2 bi
lingu
alge
nera
l edu
catio
n an
d 6
to 8
bili
ngua
l spe
cial
educ
atio
n st
uden
ts In
the
sam
e le
arni
ngen
viro
nmen
t.
NY
S (
Pre
K-6
) ce
rtifi
catio
nw
ith b
iling
ual e
duca
tion
exte
nsio
n pl
us a
n ea
rlych
ildho
od a
nnot
atio
n.
BIL
ING
UA
L S
PE
CIA
L E
DU
CA
TIO
N
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
bili
ngua
lex
tens
ion.
3 3
8
BE
ST C
OPY
AV
AIL
AB
LE
3 =
4
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsto
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
llAge
5. B
iling
ual In
terv
entio
n/P
reve
ntio
n C
lass
An
enric
hed
bilin
gual
prog
ram
in g
ener
aled
ucat
ion
to s
trer
igth
enna
tive
lang
uage
ski
llsan
d de
velo
p E
SL
and
acad
emic
ski
llsth
roug
hlit
erat
ure-
base
d an
dex
perie
ntia
l act
iviti
es.
Stu
dent
s ar
e se
lect
edth
roug
h te
ache
rre
com
men
datio
n an
d w
ould
have
bee
n"r
etai
ned"
wer
e it
not f
or th
is a
ltern
ativ
epr
ogra
m.
Cla
sses
can
be
form
edw
ith s
tude
nts
who
have
low
lite
racy
skill
s an
d lim
ited
orin
terr
upte
d fo
rmal
educ
atio
nal e
xper
ienc
es.
NO
TE
:In
the
high
sch
ools
this
pro
gram
Is k
now
nas
aD
ual L
itera
cy P
rogr
am.
Min
imum
of o
ne u
nit o
f nat
ive
lang
uage
arts
Min
imum
of o
ne u
nit o
f ES
LN
ativ
e la
ngua
ge, w
hole
lang
uage
dev
elop
men
tto
incr
ease
lite
racy
ski
llsC
onte
nt a
rea
inst
ruct
ion
in n
ativ
e la
ngua
gean
d in
Eng
lish
App
ropr
iate
cur
ricul
ar a
ndin
stru
ctio
nal a
dapt
atio
nsan
d in
terv
entio
nst
rate
gies
Suf
ficie
nt n
ativ
e la
ngua
gean
d E
SL
inst
ruct
iona
lm
ater
ials
Lano
uacr
e C
riter
ia
Stu
dent
s ar
e id
entif
ied
as L
EP
bas
ed o
n th
ere
sults
of t
he H
ome
Lang
uage
Iden
tific
atio
nS
urve
y an
d pe
rfor
man
ceon
the
Lang
uage
Ass
essm
ent B
atte
ry.
Gen
eral
Edu
catio
nE
ligib
ility
Stu
dent
s ar
e id
entif
ied
as in
nee
d of
addi
tiona
l bili
ngua
l/ES
Lsu
ppor
t In
orde
r to
prev
ent r
efer
rals
to s
peci
aled
ucat
ion
or to
prev
ent "
grad
e re
tent
ion"
due
to la
ck o
flit
erac
y sk
ills.
Stu
dent
s ca
n be
gro
uped
for
liter
acy
need
s,la
ck o
f pre
viou
sed
ucat
ion
or In
terr
upte
ded
ucat
ion.
Ele
men
tary
, Int
erm
edia
te,
Hig
h S
choo
ls
f3
3 6
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
& S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
ts. F
isca
l Im
plic
atio
ns
5. B
iling
ual I
nter
vent
ion/
Pre
vent
ion
Cla
ss
Gen
eral
E.
Spe
cial
Ed.
lnte
orat
eci
20:1
BIL
ING
UA
L G
EN
ER
AL
Add
ition
al c
osts
per
yea
rra
nge
from
814
,327
to 8
34,0
26pe
rcl
ass
and
8716
to $
1,70
1pe
rst
uden
t. (R
ange
cov
ers
early
child
hood
to ju
nior
hig
h sc
hool
).
Pot
entia
l Sav
ings
:
X,
Exa
mpl
es:
C.S
.D #
6,7,
10
Hig
h S
choo
l
Ser
vice
ED
UC
AT
ION
NY
S IN
-61
cert
ifica
tion
with
a b
iling
ual
educ
atio
n ex
tens
ion.
NY
S c
ertif
icat
ion
insu
bjec
t are
a w
ithbi
lingu
al e
duca
tion
exte
nsio
n.
A v
ery
roug
h es
timat
e of
pot
entia
lsa
ving
s on
teac
her
cost
s al
one
rang
es h
em $
1,08
6 -
$4,0
20 p
erS
tude
nt, p
er y
ear,
that
the
stud
ent
Is m
aint
aine
d in
a b
iling
ual g
ener
aled
ucat
ion
clas
s.
Dua
l Lite
racy
Pro
gram
s
3
10
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
I6.
Hig
h S
choo
l Dua
l Lite
racy
Lang
uage
Crit
eria
Pro
gram
Stu
dent
eare
iden
tifie
d as
LE
P b
ased
on th
e re
sults
Mid
dle
Sch
ools
In s
econ
dary
sch
ools
, thi
s is
a co
mpo
nent
of
Dou
ble
perio
d of
Nat
ive
Lang
uage
Art
sIN
LAI
of th
e H
ome
Lang
uage
Iden
tific
atio
n S
urve
yan
dH
igh
Sch
ools
an e
xist
ing
bilin
gual
edu
catio
n pr
ogra
m, i
nD
oubl
e pe
riod
of E
nglis
h as
a S
econ
dLa
ngua
gepe
rfor
man
ce o
n th
e La
ngua
ge A
sses
smen
t Bat
tery
.ge
nera
l edu
catio
n, d
esig
ned
for
stud
ents
with
(ES
L)lim
ited
or in
terr
upte
d fo
rmal
edu
catio
nex
perie
nces
. Stu
dent
s ar
e se
lect
ed fo
r th
isO
ne p
erio
d of
bili
ngua
l soc
ial s
tudi
es,
scie
nce
and/
or m
athe
mat
ics
in n
ativ
e la
ngua
gean
d in
Gen
eral
Edu
catio
n E
ligib
ility
prog
ram
via
sch
ool a
dmin
iste
red
form
al/
Eng
lish
Stu
dent
s ar
e id
entif
ied
as In
nee
d of
bili
ngua
lin
form
al d
iagn
ostic
test
s in
tend
ed to
mea
sure
One
per
iod
of b
iling
ual o
ccup
atio
nal/
voca
tiona
lge
nera
l edu
catio
n pr
ogra
ms.
Stu
dent
s ha
veha
dlit
erac
y in
bot
h th
e na
tive
lang
uage
and
educ
atio
nlim
ited
or In
terr
upte
d fo
rmal
edu
catio
nex
perie
nces
.E
nglis
h. S
tude
nts
rem
ain
in th
ispr
ogra
mfr
om o
ne to
thre
e te
rms
and
rece
ive
inte
nsiv
ein
stru
ctio
n an
d su
ppor
t ser
vice
s. T
hey
Stu
dent
s ar
e us
ually
gro
uped
for
Nat
ive
tran
sitio
n to
the
regu
lar
bilin
gual
edu
catio
n*C
urric
ular
and
inst
ruct
iona
l ada
ptat
ions
are
Lang
uage
Art
s, E
nglis
h as
a S
econ
d La
ngua
gean
dpr
ogra
m w
hen
sign
ifica
nt li
ngui
stic
and
requ
ired
to a
llow
targ
et s
tude
nts
full
one
or m
ore
cont
ent a
rea
subj
ects
(re
fer
toac
adem
ic p
rogr
ess
is e
vide
nced
. Thi
spr
ogra
m a
lso
serv
es a
s an
effe
ctiv
e de
terr
ent
to in
appr
opria
te s
peci
al e
duca
tion
refe
rral
s.
acce
ss to
cou
rsew
ork.
Des
crip
tion
and
Inst
ruct
iona
l Com
pone
nts)
..
4
11
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
alE
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Pro
gram
Titl
eIm
plem
enta
tion
for
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
6. H
igh
Sch
ool D
ual L
itera
cyP
rogr
am
Gen
eral
Ed.
Spe
cial
Ed,
rjn
tear
ated
20.1
BIL
ING
UA
L G
EN
ER
AL
ED
UC
AT
ION
If in
corp
orat
ed in
toex
istin
g bi
lingu
al e
duca
tion
prog
ram
with
no
addi
tiona
lst
affin
g re
quire
men
ts, t
heco
st is
$ 0
.F
or e
ach
addi
tiona
l .2
Ione
cla
ss)
requ
iring
add
ition
al s
taff,
the
estim
ated
cos
t is
$10,
000
annu
ally
(ba
sed
on a
vera
ge te
ache
r sa
lary
plus
frin
ge b
enef
its).
Pot
entia
l sav
ings
wou
ld b
eth
e to
tal a
mou
nt o
f dol
lars
not s
pent
on
a sp
ecia
led
ucat
ion
plac
emen
t.
fxam
pleg
:
XJo
hn B
owne
H.S
.
Eas
tern
Dis
tric
tH
.S.
Bry
ant H
.S.
Flu
shin
g H
.S.
Geo
rge
Was
hing
ton
H.S
.
Ser
vice
.
NY
S s
econ
dary
cert
ifica
tion
in s
ubje
ct a
rea
with
a b
iling
ual e
xten
sion
.
NY
S c
ertif
icat
ion
in E
SL
4 `-
)
12
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaen
d E
ligib
ility
Leve
l/Age
1
7.B
iling
ual "
Plu
s" P
rogr
am
Lang
uage
Crit
eria
An
enric
hed
bilin
gual
inte
grat
ed p
rogr
amto
Min
imum
of o
ne u
nit
of n
ativ
e la
ngua
gear
tsS
tude
nts
are
iden
tifie
das
LE
P b
ased
on
the
K-3
(co
uld
be e
xpen
ded
up to
stre
ngth
en n
ativ
ela
ngua
ge, d
evel
op E
SL
and
Min
imum
of o
ne u
nit
of E
SL
resu
lts o
f the
Hom
eLa
ngua
ge Id
entif
icat
ion
grad
e 51
acad
emic
ski
lls th
roug
hlit
erat
ure-
bas
ed a
ndN
ativ
e la
ngua
ge,
who
le la
ngua
gede
velo
pmen
t to
Sur
vey
and
perf
orm
ance
on th
e La
ngua
geex
perie
ntia
l act
iviti
es.
The
gen
eral
edu
catio
nst
uden
ts a
re s
elec
ted
thro
ugh
teac
her
Incr
ease
lite
racy
ski
llsC
onte
nt a
rea
inst
ruct
ion
in n
ativ
e la
ngua
gean
dA
sses
smen
t Bat
tery
., '
reco
mm
enda
tions
and
pare
ntal
con
sent
. The
spec
ial e
duca
tion
stud
ents
are
sel
ecte
din
Eng
lish
App
ropr
iate
cur
ricul
aran
d in
stru
ctio
nal
Gen
eral
Edu
catio
nE
ligib
ility
thro
ugh
the
CS
Epr
oces
s. T
his
prog
ram
adap
tatio
ns a
s in
terv
entio
nst
rate
gies
Stu
dent
s in
nee
d of
bilin
gual
ser
vice
sar
e
prov
ides
for
team
teac
hing
bet
wee
nge
nera
lan
d sp
ecia
l edu
cato
rsw
ith th
e su
ppor
t of
aned
ucat
iona
l ass
ista
nt.
Suf
ficie
nt n
ativ
e la
ngua
gean
d E
SL
inst
ruct
iona
lm
ater
ials
sele
cted
het
erog
eneo
usly
.
5pec
ial E
duca
tion
Elig
ibili
tyN
oTE
: TH
IS M
OD
EL
ISN
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
SW
HO
RE
QU
IRE
ES
LS
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
s.
Stu
dent
s ar
e id
entif
ied
thro
ugh
the
CS
Epr
oces
s as
dis
able
d an
dre
quiri
ng b
iling
ual
serv
ices
, as
per
thei
r lE
Ps.
4 (1
'
13
4 q
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
Gen
eral
Ed.
$ se
cial
Ed.
Inte
grat
edS
ervi
ce
BIL
ING
UA
L G
EN
ER
AL
ED
UC
AT
ION
The
cos
t sho
uld
be th
e7.
Bili
ngua
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gram
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ener
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e as
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f xam
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S IN
-61
cert
ifica
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"Plu
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rogr
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C.S
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UA
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YS
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cial
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catio
nce
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n w
ithbi
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sion
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his
clas
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ze is
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ents
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ilina
ual P
arap
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The
cla
ss s
ize
and
ratio
may
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er s
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lm
odel
. Par
ticip
atin
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ust b
e
Par
apro
fess
iona
l nee
ds to
hav
eco
mpl
eted
hig
h sc
hool
, at
leas
t 6 c
redi
ts in
col
lege
and
be b
iling
ual i
n st
uden
ts' n
ativ
ela
ngua
ge a
nd E
nglis
h.In
clud
ed in
the
inno
vativ
e w
aive
r.'
45
14
BE
ST c
opy
4y,4
,114
4E46
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
18.
Bili
ngua
l Spe
cial
Edu
catio
n C
onsu
ltant
Tea
cher
Min
imum
of o
ne u
nit o
f ES
L1.
anou
acie
Crit
eria
Ele
men
tary
,In
term
edia
te, H
igh
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imum
of o
ne u
nit o
f nat
ive
lang
uage
arts
Stu
dent
s ar
e id
entif
ied
as L
EP
bas
edon
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resu
lts o
f the
Sch
ool
The
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ngua
l spe
cial
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catio
n co
nsul
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ES
L fo
r co
gniti
ve a
cade
mic
gro
wth
Hom
e La
ngua
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icat
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ides
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focu
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onLa
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sses
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t Bat
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.in
a b
iling
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clas
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LE
Pac
adem
ic a
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trat
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s fo
r.
gene
ral e
duca
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stud
ents
and
one
or m
ore
disa
bled
LE
P s
tude
nts
who
exh
ibit
acad
emic
inde
pend
ent f
unct
ioni
ng in
the
nativ
ela
ngua
ge a
nd in
Eng
lish
Gen
eral
Edu
catio
n E
ligib
ility
'di
fficu
lties
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ativ
e la
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uage
Nat
ive
lang
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and
ES
L in
stru
ctio
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ing
Mos
t of t
he s
tude
nts
in th
e bi
lingu
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l edu
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n cl
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tent
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ives
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ort s
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les
are
func
tioni
ng o
n or
abo
ve g
rade
leve
l and
do
not r
ecei
vebi
lingu
al s
peci
al e
duca
tion
cons
ulta
nt te
ache
rse
rvic
es.
LEP
spe
cial
edu
catio
n st
uden
tsar
e th
ose
Suf
ficie
nt n
ativ
e la
ngua
ge a
nd E
SL
who
can
suc
ceed
full
time
Ina
bilin
gual
gene
ral e
duca
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clas
sroo
m w
ith th
ead
ditio
nal s
uppo
rt o
f the
bili
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l spe
cial
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atio
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nsul
tant
teac
her.
inst
ruct
iona
l mat
eria
ls a
ndre
sour
ces
Som
e st
uden
ts m
ay b
e ed
ucat
iona
lly"a
t ris
k" g
ener
aled
ucat
ion
stud
ents
who
exh
ibit
acad
emic
diffi
culti
es in
read
ing,
writ
ing,
ora
l com
mun
icat
ion
and/
orm
athe
mat
ics.
Cha
pter
1 a
nd P
CE
N s
tude
nt e
ligib
ility
guid
elin
es a
re u
sed.
Inst
ruct
iona
l Spe
cial
Circ
ular
09,
199
4-95
.S
peci
al E
duca
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Elig
ibili
tyN
OT
E: T
HIS
MO
DE
L IS
NO
T A
PP
RO
PR
IAT
E F
OR
LEP
ST
UD
EN
TS
WIT
HI N
OT
E:
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AB
ILIT
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WH
O R
EQ
UIR
E E
SL
SE
RV
ICE
S O
NLY
AS
PE
R T
HE
IR IE
PS
.T
he b
iling
ual g
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al e
duca
tion
teac
her
prov
ides
the
basi
c bi
lingu
al/E
SL
prog
ram
.LE
P s
tude
nts
with
dis
abili
ties
are
iden
tifie
d by
the
CS
E te
amas
dis
able
d an
d re
quiri
ng b
iling
ual s
ervi
ces
as p
er th
eir
IEP
s.C
onsu
ltant
teac
her
In s
peci
aled
ucat
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is th
e le
ast r
estr
ictiv
ein
stru
ctio
nal s
ervi
ce o
n th
eco
ntin
uum
.S
tude
nt's
pot
entia
l for
gra
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vel
or a
ge-a
ppro
pria
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adem
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nctio
ning
Is e
vide
nt In
eva
luat
ion
data
.S
tude
nt's
soc
ial d
evel
opm
ent I
s ag
e-ap
prop
riate
and
with
in a
ccep
tabl
e ra
nge
of g
ener
al e
duca
tion
clas
sroo
mse
tting
.
4
15
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
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uire
men
tsF
isca
l Im
plic
atio
ns
Gen
eral
Ed.
5oec
ial E
d,in
tegr
ated
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vice
Cas
eloa
dzB
ILIN
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AL
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L E
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CA
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NT
he c
ost s
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e as
the
8.B
iling
ual S
peci
al E
duca
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Xi
Pem
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rvm
onol
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onsu
ltant
Con
sulta
nt T
each
er16
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lem
enta
ryN
YS
IN-6
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rtifi
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itha
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attl:
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The
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teac
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ngs.
NY
S s
ubje
ct a
rea
cert
ifica
tion
with
a N
YS
bili
ngua
l edu
catio
nex
tens
ion.
BIL
ING
UA
L S
PE
CIA
L E
DU
CA
TIO
N
NY
S s
peci
al e
duca
tion
cert
ifica
tion
plus
bili
ngua
led
ucat
ion
exte
nsio
n.
4:1
16
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
n_
Inst
ruct
iona
l Com
pone
nts
Lang
uage
Crit
eria
and
Elig
ibili
tyLe
vel/A
ge
I9.
Tw
o-W
ay B
iling
ual P
rogr
amLa
ngua
ge C
riter
iaM
inim
um o
f one
uni
t of E
SL
Ele
men
tary
and
A T
wo-
Way
Bili
ngua
l Edu
catio
n P
rogr
am Is
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whi
chM
inim
um o
f one
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t of n
ativ
e la
ngua
ge a
rts
Stu
dent
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e id
entif
ied
as L
EP
bas
ed o
n th
e re
sults
Inte
rmed
iate
empl
oys
two
lang
uage
s to
ne o
f whi
ch is
Eng
lish)
for
the
purp
ose
of in
stru
ctio
n an
d in
volv
es s
tude
nts
who
Con
tent
are
a in
stru
ctio
n in
nat
ive
lang
uage
and
in E
nglis
ha
the
Hom
e La
ngua
ge Id
entif
icat
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Sur
vey
and
perf
orm
ance
on
the
Lang
uage
Ass
essm
ent B
atte
ry.
are
spea
kers
of e
ach
of th
ose
lang
uage
s. B
oth
grou
psA
ppro
pria
te b
iling
ual a
nd E
SL
appr
oach
esof
stu
dent
s --
lim
ited
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lish
prof
icie
nt (
LEP
) an
dE
nglis
h pr
ofic
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(E
P)
-- a
re e
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ted
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ecom
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or s
peci
al e
duca
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app
ropr
iate
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ricul
ar a
ndin
stru
ctio
nal a
dapt
atio
ns.
Gen
eral
Edu
catio
n E
ligib
ility
bilin
gual
.S
uffic
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nat
ive
lang
uage
and
ES
L in
stru
ctio
nal
mat
eria
ls/c
urric
ula
Gen
eral
edu
catio
n st
uden
ts w
ho r
equi
rebi
lingu
al s
ervi
ces.
In a
Tw
o-W
ay B
iling
ual E
duca
tion
Pro
gram
, the
stud
ents
lear
n th
e N
ew Y
ork
Sta
te a
ppro
ved
curr
icul
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roug
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eir
own
and
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ofic
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in a
seco
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nd c
ontin
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lls in
thei
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tive
lang
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.
0
Stu
dent
s w
ho a
re m
onol
ingu
al E
nglis
h.
Spe
cial
Edu
catio
n E
ligib
ility
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
QU
IRE
ES
L S
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
3.
(NY
SE
D T
wo-
Way
Bili
ngua
l Edu
catio
n P
rogr
amS
peci
al e
duca
tion
stud
ents
are
iden
tifie
d by
the
Gui
delin
es, p
.1)
CS
E te
am a
s di
sabl
ed:
Pro
gram
can
be
impl
emen
ted
usin
g on
e bi
lingu
alte
ache
r,
Pro
gram
can
be
impl
emen
ted
usin
gon
e bi
lingu
alan
d m
onol
ingu
al E
nglis
h te
ache
r in
a te
amte
achi
ng d
esig
n.
Spe
cial
edu
catio
n st
uden
ts r
equi
ring
bilin
gual
ser
vice
s as
per
thei
r IE
Ps.
Incl
udin
gac
adem
ic a
s w
ell a
s fu
nctio
nal l
ife s
kills
end
care
er d
evel
opm
ent.
(App
licab
le fo
r st
uden
ts w
ith m
ild, m
oder
ate
and
seve
re d
isab
ilitie
s).
NO
TE
:S
tude
nts
who
are
mon
olin
gual
Eng
lish
and
who
se IE
Ps
do n
ot e
xem
pt th
em fr
om s
econ
dla
ngua
ge p
rogr
ams.
Tw
o sp
ecia
l edu
catio
n te
ache
rs m
ay b
e pa
ired
or a
mon
olin
gual
Eng
lish
spec
ial e
duca
tion
teac
her
coul
dbe
paire
d w
ith a
bili
ngua
l gen
eral
edu
catio
n te
ache
r.
OF
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E O
FB
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
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LP
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Pro
gram
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
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Req
uire
men
tsF
isca
l Im
plic
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ener
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d.S
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al E
d.In
tegr
ated
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ngua
l Gen
eral
GE
NE
RA
L E
DU
CA
TIO
NS
ervi
ce
Edu
catio
nT
here
are
no
addi
tiona
l cos
ts
9.T
wo-
Way
Bili
ngua
l Pro
gram
X
Exa
mpl
es:
C.S
.D #
2, 3
.4.
6,9
,15.
30
XX
Min
imum
of 1
5st
uden
ts u
p to
am
axim
um c
lass
siz
e,va
ryin
g by
dis
tric
tne
eds.
Bili
ngua
l Tea
cher
for
the
self-
cont
aine
dor
team
teac
hing
des
igns
.
Car
eful
sch
ool-b
ased
prog
ram
min
g is
req
uire
dfo
rte
am te
achi
ng d
esig
n.
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S IN
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seco
ndar
ysu
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tar
ea c
ertif
icat
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with
bilin
gual
edu
catio
nex
tens
ion,
Mon
olin
gual
Eng
lish
Tea
cher
Bili
ngua
l/Spe
cial
NY
S (
N-6
1/se
cond
ary
subj
ect
area
cer
tific
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n.
Pot
entia
l add
ition
alsa
ving
s,if
need
for
spec
ial ed
ucat
ion
Alte
rnat
e La
ngua
ge
Edu
catio
n
For
bili
ngua
l spe
cial
educ
atio
n, p
leas
eco
ntac
t NY
C B
oard
of
SP
EC
IAL
ED
UC
AT
ION
Par
apro
fess
iona
l is
redu
ced/
elim
inat
ed.
Edu
catio
n E
duca
tiona
lB
iling
ual T
each
erS
ervi
ces
for
NY
S s
peci
al e
duca
tion
with
bilin
gual
edu
catio
nex
tens
ion.
fiand
icap
ping
cond
ition
s fo
r sp
ecifi
csi
ze a
nd s
taff
ratio
s.
Mon
olin
gual
Eng
lish
Tea
cher
, '
NY
S s
peci
al e
duca
tion
cert
ifica
tion.
Bar
CO
PYA
VA
ILA
BL
E
18
OF
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E O
F B
ILIN
GU
AL
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AT
ION
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rogr
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els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
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e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
10.
Bili
ngua
l Tea
m T
each
ing
ES
L (m
inim
um o
f one
uni
t)La
ngua
ge C
riter
iaE
lem
enta
ry.
Nat
ive
lang
uage
art
s (m
inim
um o
f one
uni
t)In
term
edia
te(S
harin
g in
stru
ctio
nal r
espo
nsib
ilitie
s be
twee
nC
onte
nt a
rea
inst
ruct
ion
in n
ativ
e la
ngua
ge a
nd in
Stu
dent
s ar
e Id
entif
ied
as L
EP
bas
ed o
n th
e re
sults
Sch
ool
bilin
gual
and
mon
olin
gual
Eng
lish
teac
hers
).E
nglis
hA
ppro
pria
te b
iling
ual a
nd E
SL
appr
oach
esof
the
Hom
e La
ngua
ge Id
entif
icat
ion
Sur
vey
and
perf
orm
ance
on
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Lang
uage
Ass
essm
ent B
atte
ry.
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olin
gual
and
bili
ngua
l tea
cher
s ar
e sc
hedu
led
toF
or s
peci
al e
duca
tion,
app
ropr
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cur
ricul
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nd.
prov
ide
shar
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stru
ctio
n an
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e re
spon
sibl
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r tw
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asse
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stru
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dapt
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nat
ive
lang
uage
and
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nten
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urric
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/ mat
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Gen
eral
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ual s
ervi
ces.
The
re a
re tw
o ba
sic
conf
igur
atio
ns:
Col
labo
rativ
e pl
anni
ng b
etw
een
mon
olin
gual
and
bilin
gual
teac
hers
as
stud
ents
incr
ease
nat
ive
Stu
dent
s m
ay b
e m
onol
ingu
al E
nglis
h or
(A)
A b
iling
ual t
each
er a
nd m
onol
ingu
al E
nglis
hte
ache
r ea
ch w
ork
inde
pend
ently
with
thei
r ow
ncl
ass
for
part
of d
ay in
the
nativ
e la
ngua
ge.
lang
uage
and
cog
nitiv
e ac
adem
ic la
ngua
gepr
ofic
ienc
y in
Eng
lish
form
er L
EP
in m
onol
ingu
al E
nglis
h cl
assr
oom
.
Spe
cial
Edu
catio
n E
ligib
ility
The
n th
ey w
ork
toge
ther
to p
rovi
de in
stru
ctio
nin
the
seco
nd la
ngua
ge.
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
QU
IRE
ES
L S
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
s.(1
3)A
bili
ngua
l tea
cher
and
a m
onol
ingu
al te
ache
rea
ch w
ork
inde
pend
ently
with
thei
r in
divi
dual
clas
s fo
r pa
rt o
f the
day
. The
n th
ey e
xcha
nge
clas
ses
for
cert
ain
cont
ent a
rea
subj
ects
in th
ena
tive
lang
uage
or
Eng
lish
depe
ndin
g on
the
stud
ents
' Eng
lish
lang
uage
pro
ficie
ncy
leve
ls in
acco
rdan
ce w
ith th
eir
IEP
s.
LEP
stu
dent
s w
ith d
isab
ilitie
s ar
e id
entif
ied
by th
eC
SE
team
as
disa
bled
and
req
uirin
g bi
lingu
alse
rvic
es a
s pe
r th
eir
IEP
s.
App
licab
le fo
r st
uden
ts w
ith m
ild to
mod
erat
e to
seve
re d
isab
ilitie
s.
56
19
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
alE
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
Gen
eral
Ed.
Spe
cial
Ed.
jnte
arat
edG
EN
ER
AL
ED
UC
AT
ION
Ser
vice
pilin
aual
Tea
cher
No
addi
tiona
l cos
t.H
owev
er, c
aref
ulX
XX
Bili
ngua
l Gen
eral
scho
ol-
base
d10
.B
iling
ual T
eam
Tea
chin
gE
duca
tion
NY
S IN
-61
cert
ifica
tion
with
prog
ram
min
g is
f xam
oles
Min
imum
of 1
5bi
lingu
al e
duca
tion
requ
ired
to im
plem
ent
(Fle
xibl
e sc
hedu
ling
betw
een
bilin
gual
teac
her
and
mon
olin
gual
-Eng
lish
teac
hers
iC
.S.D
#6
& 7
stud
ents
up
tom
axim
um c
lass
siz
e,va
ryin
g by
dis
tric
tne
eds.
Bili
ngua
l Sec
ial
cert
ifica
tion,
App
ropr
iate
NY
S s
econ
dary
subj
ect a
rea
cert
ifica
tion
with
a b
iling
ual e
duca
tion
exte
nsio
n
with
out i
ncur
ring
addi
tiona
l cos
t.
Pot
entia
l add
ition
alsa
ving
s if
need
for
spec
ial e
duca
tion
Edu
catio
nP
leas
e co
nsul
t NY
CB
oard
of E
duca
tion
f duc
atio
nal S
ervi
ces
for
Mon
olin
oual
Eng
lish
Tea
cher
Alte
rnat
e La
ngua
gepa
rapr
ofes
sion
al is
redu
cedl
orel
imin
ated
.
NY
S (
N-6
) ce
rtifi
catio
nA
ppro
pria
te N
YS
sec
onda
rysu
bjec
t are
a ce
rtifi
catio
n5t
uden
ts w
it)H
andi
capp
ing
Con
ditio
ns,
SP
EC
IAL
ED
UC
AT
ION
Add
ition
al s
avin
gsal
so c
an o
ccur
beca
use
the
bilin
gual
teac
her
can
serv
etw
o cl
asse
s.
pilin
aual
Tea
cher
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
bili
ngua
led
ucat
ion
exte
nsio
n
Mon
olin
gual
Eng
lish
Tea
cher
,
NY
S s
peci
al e
duca
tion
cert
ifica
tion.
App
ropr
iate
NY
S s
econ
dary
subj
ect a
rea
cert
ifica
tion
I
20
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
s,
Lang
uage
Crit
eria
and
Elig
ibili
tyLe
vel/A
ge
11.
Bili
ngua
l In-
Cla
ss (
Pus
h-ln
) T
each
erM
inim
um o
f one
uni
t of E
SL
tanq
uaqe
Crit
eria
Ele
men
tary
ILE
P s
tude
nts
only
)N
OT
E:
Nat
ive
lang
uage
art
sS
tude
nts
are
iden
tifie
d as
LE
P b
ased
on th
e re
sults
of t
he H
ome
Lang
uage
Bili
ngua
l tea
cher
pro
vide
s na
tive
lang
uage
arts
,E
SL
and
cont
ent a
rea
inst
ruct
ion
in n
ativ
e(m
inim
um o
f one
uni
t) (
LEP
stud
ents
onl
y)Id
entif
icat
ion
Sur
vey
and
perf
orm
ance
on th
e th
e La
ngua
ge A
sses
smen
t Bat
tery
.la
ngua
ge a
nd in
Eng
lish
to L
EP
stu
dent
sw
hile
mon
olin
gual
Eng
lish
teac
her
is w
orki
ng w
ith th
eno
n-LE
P s
tude
nts.
Con
tent
are
a in
stru
ctio
n in
nativ
e la
ngua
ge a
nd in
Eng
lish
LEP
stu
dent
s w
ith d
isab
ilitie
sar
e id
entif
ied
by th
e C
SE
team
as
disa
bled
and
req
uirin
gbi
lingu
al s
ervi
ces.
,
pesi
qn #
1 (E
limin
ate
Alte
rnat
e La
ngua
geA
ppro
pria
te b
iling
ual a
ndE
SL
appr
oach
esG
ener
al E
duca
tion
Elig
ibili
ty
Par
apro
fess
iona
l)A
ppro
pria
tecu
rric
ular
linst
ruct
iona
lLE
P s
tude
nts
who
req
uire
bili
ngua
l edu
catio
nse
rvic
es. S
ome
of th
e st
uden
ts in
the
clas
sroo
m a
re m
onol
ingu
al E
nglis
h. L
EP
stu
dent
sne
ed to
be
on th
e sa
me
leve
l of
Bili
ngua
l tea
cher
pro
vide
s na
tive
lang
uage
adap
tatio
nsla
ngua
ge p
rofic
ienc
y in
nat
ive
lang
uage
and
ES
Lso
that
in c
lass
" te
ache
r ca
n m
eet
arts
. ES
L an
d co
nten
t are
a in
stru
ctio
n in
nativ
e la
ngua
ge a
nd in
Eng
lish
to L
EP
Suf
ficie
nt n
ativ
e la
ngua
gean
d E
SL
cont
ent a
reas
thei
r in
stru
ctio
nal n
eeds
.
stud
ents
with
in a
mon
oliil
gual
Eng
lish
inst
ruct
iona
l mat
eria
lstle
cial
Edu
catio
n E
ligib
ility
clas
s, w
hile
the
mon
olin
gual
leac
her
isC
olla
bora
tive
plan
ning
pesi
qn #
2w
orki
ng w
ith th
e no
n-LE
P s
tude
nts.
betw
een
bilin
gual
and
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
QU
IRE
Mon
olin
gual
teac
her
coor
dina
tes
with
bilin
gual
"pu
sh-in
" te
ache
r on
spe
cific
topi
cs a
nd/o
r th
emes
to b
e ta
ught
.
mon
olin
gual
Eng
lish
teac
hers
for
follo
w-u
pE
SL
SE
RV
ICE
S O
NLY
AS
PE
R T
HE
IR IE
PS
.
LEP
stu
dent
s w
ith d
isab
ilitie
sar
e id
entif
ied
by C
SE
team
as
disa
bled
and
req
uirin
gbi
lingu
al s
ervi
ces
ai p
er th
eir
IEP
s.If
stud
ent i
s pl
aced
in In
terim
Alte
rnat
eD
esig
n #2
(H
alf-
Day
Alte
rnat
e La
ngua
geP
lace
men
t, an
alte
rnat
e la
ngua
ge p
arap
rofe
ssio
nal
mus
t be
liste
d on
IEP
.P
arap
rofe
ssio
nal)
Ano
ther
des
ign
prov
ides
for
a bi
lingu
alIn
spe
cial
edu
catio
n, th
e IE
P m
ust b
e fo
llow
edre
gard
ing
nativ
e la
ngua
ge c
onte
nt a
rea
and
ES
L in
stru
ctio
n.pa
rapr
ofes
sion
al to
wor
k w
ith th
em
onol
ingu
al E
nglis
h te
ache
r. T
hepa
rapr
ofes
sion
al d
ivid
es h
is/h
er ti
me
betw
een
two
clas
sroo
ms
and
assi
sts
the
mon
olin
gual
teac
her
whe
n th
e bi
lingu
al
.A
pplic
able
for
stud
ents
with
mild
, mod
erat
e an
dse
vere
dis
abili
ties.
Som
e of
the
stud
ents
in th
e cl
assr
oom
are
mon
olin
gual
Eng
lish.
LE
P s
tude
nts
need
to b
e on
the
sam
e le
vel o
f lan
guag
e pr
ofic
ienc
yin
nat
ive
lang
uage
and
ES
L so
that
"in
clas
s" te
ache
r ca
n m
eet t
heir
inst
ruct
iona
lne
eds.
"pus
h-in
" te
ache
r is
not
in th
e cl
assr
oom
._
5 5
21
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
ns
Gen
eral
Ed.
Spe
cial
Ed.
Inte
grat
edS
ervi
ceP
esiq
n #1
Bili
ngua
l Gen
eral
GE
NE
RA
L E
DU
CA
TIO
NA
dditi
onal
cos
ts p
er11
.B
iling
ual I
n-C
lass
(P
ush-
XX
XE
duca
tion
year
ran
geIn
) T
each
erM
inim
um o
f 15
Bili
ngua
l Tea
cher
$2,8
85 to
$16
447
Exa
mpl
e:S
tude
nts
with
stud
ents
up
to a
per
clas
s an
d $5
77(N
ativ
e la
ngua
geco
nten
t are
a te
ache
rC
.S.D
#2
disa
bilit
ies
part
icip
atin
g in
max
imum
cla
ss s
ize,
vary
ing
by d
istr
ict
NY
S (
N-6
) ce
rtifi
catio
n w
ith b
iling
ual
educ
atio
n ex
tens
ion
to 8
8,22
4 pe
rst
uden
t. (C
ost o
fw
ith m
onol
ingu
al E
nglis
hbi
lingu
al r
esou
rce
need
s.bi
lingu
alcl
assr
oom
teac
her)
.ro
om, c
onsu
ltant
teac
her,
rel
ated
serv
ices
Bili
ngua
l Spe
cial
Mon
olin
gual
Eno
lish
Tea
cher
para
prof
essi
onal
isel
imin
ated
).N
YS
(N
-6)
cert
ifica
tion
Edu
catio
nP
leas
e co
nsul
t NY
CP
esig
n #2
Boa
rd o
f Edu
catio
nE
duca
tiona
l Ser
vice
sS
PE
CIA
L E
DU
CA
TIO
NT
he a
dditi
onal
cos
tpe
r ye
ar r
ange
from
aco
st o
f 814
,376
topi
linqu
al T
each
erfo
r S
tude
nts
with
Han
dica
ppin
gC
ondi
tions
fot
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
bili
ngua
l edu
catio
nex
tens
ion
827,
803
per
clas
san
d $2
,875
to$1
3,90
2 pe
r st
uden
t.go
ecifi
c si
ze a
ndst
aff r
atio
s.
Mon
olin
gual
Eng
lish
Tea
cher
.
.
NY
S s
peci
al e
duca
tion
cert
ifica
tion
,B
iling
ual P
arao
rofe
ssio
nal
Bili
ngua
l par
apro
fess
iona
l nee
ds to
hav
eco
mpl
eted
hig
h sc
hool
, at l
east
six
colle
ge c
redi
ts a
nd m
ust h
ave
good
nativ
e la
ngua
ge a
nd E
nglis
h sk
ills.
22
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal
Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
n S
tude
nts
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
112
.D
epar
tmen
taliz
ed B
iling
ual P
rogr
amLa
ngua
ge C
riter
iaM
inim
um o
f one
uni
t of E
SL
Stu
dent
s ar
e gr
oupe
d fo
r in
stru
ctio
n in
sub
ject
Min
imum
of o
ne u
nit o
f nat
ive
lang
uage
art
sS
tude
nts
are
iden
tifie
d as
LE
P b
ased
on
the
resu
ltsU
pper
Ele
men
tary
.cl
asse
s ta
ught
in th
eir
nativ
e la
ngua
ge a
nd in
Eng
lish
Con
tent
are
a in
stru
ctio
n in
nat
ive
lang
uage
and
of th
e H
ome
Lang
uage
Iden
tific
atio
n S
urve
y an
dIn
term
edia
te e
ndby
cer
tifie
d bi
lingu
al te
ache
rs. E
SL
inst
ruct
ion
isgi
ven
by c
ertif
ied
ES
L te
ache
rs. S
tude
nts
part
icip
ate
with
the
mai
n-st
ream
sch
ool p
opul
atio
nfo
r m
usic
, art
, phy
sica
l edu
catio
n an
d ot
her
min
orS
ubje
cts.
As
the
stud
ents
' Eng
lish
prof
icie
ncy
in E
nglis
h pr
ovid
ed b
y ap
prop
riate
ly c
ertif
ied
teac
hers
App
ropr
iate
bili
ngua
l and
ES
L ap
proa
ches
Suf
ficie
nt n
ativ
e la
ngua
ge a
nd E
SL
inst
ruct
iona
lm
ater
ials
/cur
ricul
a
perf
orm
ance
of t
he L
angu
age
Ass
essm
ent B
atte
ry.
Gen
eral
Edu
catio
n E
ligib
ility
Hig
h S
choo
l
,
'
Gen
eral
edu
catio
n st
uden
ts w
ho r
equi
re b
iling
ual
incr
ease
s, s
tude
nts
may
par
ticip
ate
in r
equi
red
subj
ect c
lass
es w
hich
are
taug
ht in
Eng
lish,
with
For
spe
cial
edu
catio
n, a
ppro
pria
te c
urric
ular
and
inst
ruct
iona
l ada
ptat
ions
serv
ices
.
nativ
e la
ngua
ge s
uppo
rt a
s ne
eded
.II
Col
labo
rativ
e pl
anni
ng a
nd fo
llow
-up
amon
gte
ache
rsS
peci
al E
duca
tion
Elig
ibili
tyN
on: T
HIS
MO
DE
L IS
NO
T A
PP
RO
PR
IAT
E F
OR
LE
P S
TU
DE
NT
ST
his
orga
niza
tiona
l des
ign
is fo
und
mai
nly
on th
ein
term
edia
te, j
unio
r an
d hi
gh s
choo
l lev
els.
Ofte
nde
part
men
taliz
atio
n oc
curs
with
in th
eme
cent
ers
or
WIT
H D
ISA
BIL
ITIE
S W
HO
RE
QU
IRE
ES
L S
ER
VIC
ES
ON
LY A
ST
HE
IR IE
PS
.
"hou
ses.
"
Whe
n im
plem
ente
d on
the
uppe
r el
emen
tary
gra
des,
scho
ols
tend
to h
ave
LEP
stu
dent
s w
ork
on n
ativ
ela
ngua
ge a
rts
and
ES
L w
ith th
e bi
lingu
al c
lass
room
teac
her
and
have
dep
artm
enta
lized
sch
edul
es fo
rpa
rt o
f eac
h da
y w
ith o
ther
bili
ngua
l and
ES
Lte
ache
rs.
Spe
cial
edu
catio
n st
uden
ts a
re id
entif
ied
by th
e C
SE
team
as
disa
bled
and
req
uirin
g bi
lingu
al s
ervi
ces
aspe
r th
eir
IEP
s.
Spe
cial
edu
catio
n st
uden
ts r
equi
ring
bilin
gual
serv
ices
. inc
ludi
ng a
cade
mic
and
func
tiona
l life
ski
lls,
care
er d
evel
opm
ent,
etc.
as
per
thei
r IE
Ps.
,
6423
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Pro
gram
Titl
eIm
plem
enta
tion
for
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
nsG
ener
al E
d,S
oeci
al E
d.In
tegr
ated
Ser
vice
GE
NE
RA
L E
DU
CA
TIO
NT
he c
ost s
houl
d be
the
12. D
epar
tmen
taliz
edB
iling
ual P
rogr
ams
X
fxam
ole:
Acr
oss
the
city
,
XX
13ili
ngua
l Gen
eral
aN
YS
IN-6
1Ise
cond
ary
subj
ect a
rea
cert
ifica
tion
with
a b
iling
ual
educ
atio
n ex
tens
ion.
NY
S c
ertif
icat
ion
In E
SL.
sam
e as
a m
onol
ingu
alde
part
men
taliz
edpr
ogra
m.
Edu
catio
n
Min
imum
of 2
0 to
am
axim
um c
lass
siz
eby
con
trac
tual
agre
emen
t.
Rei
mbu
rsab
le fu
nded
clas
ses
may
hav
edi
ffere
nt c
lass
siz
ere
quire
- m
anta
(P
CE
N.
M.)
SP
EC
IAL
ED
UC
AT
ION
NY
S c
ertif
icat
ion
Insp
ecia
l edu
catio
n w
ithbi
lingu
al e
duca
tion
exte
nsio
n.B
iling
ual S
peci
alF
duca
tion
NY
S E
SL
cert
ifica
tion
.
For
spe
cial
edu
catio
n(m
ust b
e in
con
sulta
tion
with
NY
S s
peci
aled
ucat
ion
cert
ified
teac
her)
.
plea
se c
onsu
lt N
YC
Boa
rd o
f Edu
catio
nfd
ucat
iona
l Ser
vice
sfo
r S
tude
nts
with
Han
dica
ppin
gC
ondi
tions
for
spec
ific
size
and
sta
ff ra
tios.
G 6
24
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
113
.B
iling
ual/E
SL
Mai
nstr
eam
ing
Aca
dem
ic m
ains
trea
min
g ca
noc
cur:
Lang
uage
Crit
eria
Ele
men
tary
.be
twee
n bi
lingu
al s
peci
al e
duca
tion
and
Inte
rmed
iate
, Hig
hT
he in
tera
ctio
n be
twee
n LE
P s
peci
al e
duca
tion
and
LEP
/mon
olin
gual
Eng
lish
gene
ral e
duca
tion
stud
ents
inac
adem
ic a
nd/o
r no
n- a
cade
mic
area
s:
bilin
gual
gen
eral
edu
catio
nbe
twee
n bi
lingu
al s
peci
al e
duca
tion
and
mon
olin
gual
Eng
lish
gene
ral
educ
atio
n as
per
IEP
Stu
dent
s ar
e id
entif
ied
as L
EP
bas
ed o
n th
e re
sults
of th
e H
ome
Lang
uage
Iden
tific
atio
n S
urve
y an
dpe
rfor
man
ce o
n th
e La
ngua
ge A
sses
smen
t Bat
tery
and
bilin
gual
mul
tidis
cipl
inar
y as
sess
men
t
Sch
ool
la)
LEP
spe
cial
edu
catio
n st
uden
ts p
artic
ipat
e in
ES
L (m
inim
um o
f one
uni
t)de
pend
ing
on th
e in
divi
dual
nee
ds o
f the
stu
dent
acad
emic
and
non
-aca
dem
ic a
ctiv
ities
with
bilin
gual
gen
eral
edu
catio
n st
uden
tsN
ativ
e la
ngua
ge a
rts
Imin
imum
of
one
unit)
Con
tent
are
a In
stru
ctio
n in
nat
ive
lang
uage
and
in E
nglis
h
as p
er th
e IE
P.
Spe
cial
Edu
catio
n E
liqib
ilitv
Ibl
LEP
spe
cial
edu
catio
n st
uden
ts h
ave
som
ede
velo
ped
cogn
itive
aca
dem
ic la
ngua
geS
uffic
ient
nat
ive
lang
uage
and
ES
Lco
nten
t are
ain
stru
ctio
nal m
ater
ials
Des
ion
(a)
NO
TE
: TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
prof
icie
ncy
in E
no li
sh a
nd c
an p
artic
ipat
eA
ppro
pria
te b
iling
ual/E
SL
and
spec
ial e
duca
tion
appr
oach
es a
nd a
dapt
atio
nsC
olla
bora
tive
plan
ning
and
follo
w-u
p be
twee
nm
ains
trea
min
g te
ache
rs
ST
UD
EN
TS
WIT
H D
ISA
BIU
TIE
S W
HO
RE
QU
IRE
ES
L S
ER
VIC
ES
ON
LY A
S P
ER
TH
EIR
IEP
S.
Elig
ible
stu
dent
s ar
e Id
entif
ied
by th
e cl
assr
oom
teac
her,
pup
il pe
rson
nel c
omm
ittee
and
CS
Eas
sess
men
t tea
m a
s re
ady
to s
ucce
ed in
a g
ener
aled
ucat
ion
setti
ng fo
r at
leas
t par
t of t
he s
choo
lda
y as
per
thei
r IE
Ps.
succ
essf
ully
in o
ne o
r m
ore
acad
emic
/non
-ac
adem
ic a
ctiv
ities
LRE
gui
delin
es a
lso
supp
ort t
he e
stab
lishm
ent o
fpa
rtia
l mai
n- s
trea
min
g pa
ttern
s (p
erio
d,pa
rtia
l day
,et
c.)
to a
llow
bili
ngua
l gen
eral
and
bili
ngua
l spe
cial
educ
atio
n te
ache
rs to
pro
vide
bili
ngua
l and
ES
Lse
rvic
es to
LE
P s
peci
al e
duca
tion
stud
ents
acco
rdin
gto
IEP
.
G"0
25
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bi l
ingu
allE
SL
Pro
gram
s, M
odel
san
d O
rgan
izat
iona
l Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
nS
tude
nts
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l im
plic
atio
ns1
Gen
eral
Ed,
Spe
cial
Ed,
inte
grat
ed
.S
ervi
ce
XX
.
GE
NE
RA
L E
DU
CA
TIO
N13
.B
iling
ual/E
SL
Mai
nstr
eam
ing
Ple
ase
cons
ult O
SE
Bili
ngua
l mai
n-E
xam
ples
: Cur
rent
lyex
ists
MO
SS
the
city
.M
ains
trea
min
gB
iling
ual T
each
erst
ream
ing
cost
s ar
eN
eed
for
incr
ease
In m
ains
trea
min
g fr
omM
anua
l and
Spe
cial
no d
iffer
ent t
han
bilin
gual
spe
cial
edu
catio
n to
bili
ngua
lC
ircul
ar #
1. 1
990-
NY
S (
N-6
1 or
sec
onda
ry c
onte
ntar
eam
onol
ingu
alge
nera
l edu
catio
n w
ithin
sch
ools
.19
91 -
upd
ate.
cert
ifica
tion
with
bili
ngua
l edu
catio
nex
tens
ion.
mai
nstr
eam
ing.
Mon
olin
gual
Eno
lish
Tea
cher
NY
S IN
-6)
or s
econ
dary
con
tent
area
cert
ifica
tion.
SP
EC
IAL
ED
UC
AT
ION
Bili
ngua
l Tea
cher
NY
S s
peci
al e
duca
tion
cert
ifica
tion
with
bilin
gual
edu
catio
n ex
tens
ion.
.,
Mon
olin
gual
Ena
lish
Tea
cher
NY
S s
peci
al e
duca
tion
cert
ifica
tion.
26
EN
GLI
SH
AS
AS
EC
ON
DLA
NG
UA
GE
(ES
L)O
RG
AN
IZA
TIO
NA
LD
ES
IGN
S
7L
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal
Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
n S
tude
nts
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
I1.
Sel
f-C
onta
ined
(E
SL)
Eng
lish
as a
Sec
ond
Lang
uage
Crit
eria
Lang
uage
ES
L (m
inim
um o
f one
uni
t)E
SL/
mul
ticul
tura
l and
them
e-ce
nter
edS
tude
nts
are
iden
tifie
d ba
sed
on th
e re
sults
of t
he H
ome
K-8
Eng
lish
lang
uage
ski
lls d
evel
opm
ent a
ndto
pics
usi
ng E
SL
appr
oach
esLa
ngua
ge Id
entif
icat
ion
Sur
vey
and
perf
orm
ance
on th
e La
ngua
geco
nten
t are
a in
stru
ctio
n us
ing
appr
opria
te E
SL
appr
oach
es.
Con
tent
are
a in
stru
ctio
n in
Eng
lish
usin
g E
SL
met
hodo
logi
esA
sses
smen
t Bat
tery
.
App
ropr
iate
ES
L ap
proa
ches
Gen
eral
Edu
catio
n E
ligib
ility
Tea
cher
wor
ks w
ith s
ame
grou
p of
stu
dent
sA
ppro
pria
te in
stru
ctio
nal a
nd c
urric
ular
for
the
entir
e da
y,ad
apta
tions
for
spec
ial n
eeds
with
cont
ent v
aryi
ng fr
om a
cade
mic
toN
OT
EIM
PLE
ME
NT
ED
ON
LY W
HE
N T
HE
RE
AR
E D
IVE
RS
E L
AN
GU
AG
E G
RO
UP
S A
ND
NO
TE
:fu
nctio
nal/s
urvi
val t
hem
es d
epen
ding
on IE
PN
OT
EN
OU
GH
LE
P S
TU
DE
NT
S T
O F
OR
M A
BIL
ING
UA
L C
LAS
S O
R W
HE
N L
EP
ST
UD
EN
TS
HA
VE
BE
EN
OP
TE
D O
UT
OF
A B
ILIN
GU
AL
ED
UC
AT
ION
PR
OG
RA
M.
Stu
dent
s in
sel
f-co
ntai
ned
ES
L cl
asse
s sh
ould
Suf
ficie
nt E
SL
inst
ruct
iona
l mat
eria
ls/
mov
e ra
pidl
y in
to a
team
teac
hing
.de
part
men
taliz
ed o
r E
SL
cent
er a
fter
they
reac
h th
e in
term
edia
te le
vel o
f Eng
lish
prof
icie
ncy,
curr
icul
umG
ener
al e
duca
tion
stud
ents
are
iden
tifie
d as
req
uirin
g E
SL
only
.
Stu
dent
s m
ay/m
ay n
ot h
ave
deve
lope
d ba
sic
Inte
rper
sona
lco
mm
unic
atio
n sk
ills
in E
nglis
h an
d ha
ve s
tart
ed to
acq
uire
cogn
itive
aca
dem
ic la
ngua
ge p
rofic
ienc
y in
Eng
lish,
but
stil
lre
quire
Eng
lish
as a
sec
ond
lang
uage
sup
port
to b
e ab
le to
succ
eed.
Spe
cial
Edu
catio
n
LEP
stu
dent
s w
ith d
isab
ilitie
s ar
e id
entif
ied
by th
e C
SE
team
s as
disa
bled
and
req
uirin
g E
SL
only
as
per
thei
r IE
Ps.
NO
TE
:T
HIS
MO
DE
L IS
NO
T A
PP
RO
PR
IAT
E F
OR
LE
P S
TU
DE
NT
SW
ITH
DIS
AB
ILIT
IES
WH
O R
EQ
UIR
E B
ILIN
GU
AL
SE
RV
ICE
S A
S P
ER
TH
EIR
IEP
S.
7;i
28
7,1
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
ioC
ertif
icat
ion
Req
uire
men
tsF
isca
l Im
plic
atio
nsG
ener
al E
d.$o
ecia
l Ed.
Inte
grat
edB
ervi
ceF
or g
ener
aled
ucat
ion,
dist
ricts
1.S
elf-
Con
tain
ed (
ES
L) E
nglis
has
a S
econ
dLa
ngua
geX
XG
ener
al E
duca
tion
GE
NE
RA
L E
DU
CA
TIO
Ncu
rren
tly h
ave
this
optio
n, b
ut m
ust
appr
opria
tely
use
tax
levy
, PC
EN
Min
imum
of 1
5st
uden
ts u
p to
aE
lem
enta
ry L
evel
.m
axim
um c
lass
siz
e.va
ryin
g by
dis
tric
tne
eds.
Dua
l NY
S (
N-6
) an
dE
SL.
$eco
nder
y Le
vel
andl
or o
ther
allo
catio
ns to
fund
It.$D
ecia
l Edu
catio
nD
ual N
YS
cer
tific
atio
nin
subj
ect a
rea
and
ES
L.
SP
EC
tAL
ED
UC
AT
ION
No
addi
tiona
l cos
tsfo
r sp
ecia
led
ucat
ion.
For
ES
L in
spe
cial
educ
atio
n, p
leas
eco
nsul
t NY
C B
oard
ofE
duca
tion
Edu
catio
nal
NY
S d
ual c
ertif
icat
ion
in$e
rvic
es fo
r S
tude
nts
ES
L an
d sp
ecia
l edu
catio
nw
ith H
andi
capp
ing
Con
ditio
n* fo
r sp
ecifi
csi
ze a
nd s
taff
ratio
s.
29
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal
Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
nS
tude
nts
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
llAge
2.E
SL
Tea
m T
each
ing
An
ES
L te
ache
r an
da
mon
olin
gual
-Eng
lish
teac
her
are
sche
dule
dto
pro
vide
inst
ruct
ion
for
each
oth
er's
cla
sses
, eac
hof
whi
ch c
onta
ins
all
or s
ome
LEP
stu
dent
s.
The
re a
re tw
o ba
sic
conf
igur
atio
nsfo
r el
emen
tary
/inte
rmed
iate
leve
ls:
1) (
No
Alte
rnat
e La
ngua
geP
arap
rofe
ssio
nal)
An
ES
L te
ache
r an
da
mon
olin
gual
Eng
lish
teac
her
each
wor
kin
depe
nden
tly fo
rpa
rt o
f the
day
. The
y th
enex
chan
ge c
lass
esfo
r E
SL
and
cont
ent
area
sub
ject
s.
21 II
-fal
l-Day
Alte
rnat
eLa
ngua
geP
arap
rofe
ssio
nal)
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bili
ngua
l par
apro
fess
iona
lw
orks
with
the
mon
olin
gual
Eng
lish
teac
her.
The
para
prof
essi
onal
div
ides
his
lher
time
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een
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clas
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ms
and
assi
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e E
SL
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ot th
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NO
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or h
igh
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a va
riatio
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the
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ure
ade
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men
taliz
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ach,
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ch in
clud
es th
eco
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natio
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ong
cert
ified
ES
L co
nten
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inim
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oach
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onte
nt a
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ruct
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h us
ing
ES
L m
etho
dolo
gies
App
ropr
iate
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proa
ches
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ropr
iate
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ruct
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rric
ular
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tatio
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r sp
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cade
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nctio
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urvi
val t
hem
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P
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nt E
SL
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ruct
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ater
ials
/cur
ricul
um
Lang
uage
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eria
Stu
dent
s ar
e Id
entif
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as L
EP
base
d on
the
resu
lts o
f the
Hom
e La
ngua
ge Id
entif
icat
ion
Sur
vey
and
perf
orm
ance
on th
eLa
ngua
ge A
sses
smen
t Bat
tery
.
Gen
eral
Edu
catio
n E
ligib
ility
NO
TE
:
IMP
LEM
EN
TE
D O
NLY
WH
EN
TH
ER
EA
RE
DIV
ER
SE
LA
NG
UA
GE
GR
OU
PS
AN
D N
OT
EN
OU
GH
LE
P S
TU
DE
NT
S70
FO
RM
A B
ILIN
GU
AL
CLA
SS
OR
WH
EN
LE
P S
TU
DE
NT
S H
AV
E B
EE
NO
PT
ED
OU
T O
F A
BIL
ING
UA
LE
DU
CA
TIO
N P
RO
GR
AM
.
Spe
cial
Edu
catio
n E
ligib
ility
NO
TE
; Des
ign
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HIS
MO
DE
L IS
NO
TA
PP
RO
PR
IAT
E F
OR
LE
P S
TU
DE
NT
SW
ITH
DIS
AB
ILIT
IES
WH
O R
EQ
UIR
E B
ILIN
GU
AL
SE
RV
ICE
S A
S P
ER
TH
EIR
IEP
S.
LEP
stu
dent
s w
ith d
isab
ilitie
sar
e Id
entif
ied
by C
SE
team
asdi
sabl
ed a
nd r
equi
ring
ES
Lon
ly a
s pe
r th
eir
IEP
s.T
he te
am s
houl
d in
dica
teif
stud
ent h
as d
evel
oped
cogn
itive
acad
emic
lang
uage
pro
ficie
ncy
skill
s In
Eng
lish
to b
e ab
leto
succ
eed
with
out t
he la
ngua
gepa
rapr
ofes
sion
al (
desi
gn O
W
pesi
gn #
2LE
P s
tude
nts
with
dis
abili
ties
are
iden
tifie
d by
CS
E te
amas
disa
bled
and
req
uirin
g bi
lingu
alse
rvic
es a
s pe
r th
eir
IEP
s.If
stud
ent i
s pl
aced
in In
terim
Alte
rnat
e P
lace
men
t,an
alte
rnat
ela
ngua
ge p
arap
rofe
ssio
nal m
ust b
e lis
ted
on IE
P.
K-8
Hig
h S
choo
ls(P
leas
e se
e no
te in
desc
riptio
n)
30
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal
Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
n S
tude
nts
1996
ED
ITIO
N
Pro
gram
Titl
eIm
plem
enta
tion
-,
Cla
ss S
ize
&R
atio
Cer
tific
atio
nR
equi
rem
ents
Fis
cal
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icat
ions
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m T
each
ing
Gen
era(
El
Spe
cial
El.
Inte
grat
e('
Ser
vice
Gen
eral
Edu
catio
n
ES
L cl
ass
of 1
5 st
uden
ts u
p to
max
imum
clas
s si
ze, v
aryi
ng b
y di
stric
t nee
ds.
Spe
cial
Edu
catio
n
GE
NE
RA
L E
DU
CA
TIO
NS
avin
gs o
f$1
,592
tit
$3.9
80 p
ercl
ass
and
$796
per
stud
ent b
yel
imin
atin
g th
eou
t of c
lass
ES
Lpr
ogra
m.
NO
TE
:
Add
ition
alpo
tent
ial s
avin
gsm
ay b
e re
aliz
edIf
the
need
for
the
Alte
rnat
eLa
ngua
gepl
acem
ent
para
pro-
fess
iona
l in
spec
ial
educ
atio
n is
redu
ced
orel
imin
ated
.
XX
X
.
pL T
EA
CH
ES
NY
S E
SL
cert
ifica
tion
Mon
olin
aual
Ena
lish
Tea
cher
For
ES
L in
spe
cial
edu
catio
n, p
leas
eco
nsul
t NY
C B
oard
of E
duca
tion
f duc
atio
nal S
ervi
ces
for
Stu
dent
s w
ith
NY
S IN
-6I o
r N
YS
sub
ject
are
ace
rtifi
catio
n fo
r se
cond
ary
leve
l,
SP
EC
IAL
ED
UC
AT
ION
Hen
dica
ooin
a C
ondi
tions
.F
St.
Tea
cher
NY
S E
SL
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ifica
tion
(Mus
t be
inco
nsul
tatio
n w
ith N
YS
spe
cial
edu
catio
nte
ache
r.)
Mon
olin
gual
Eng
lish
Tea
cher
NY
S s
peci
al e
duca
tion
cert
ifica
tion.
(M
ust
be in
con
sulta
tion
with
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L ce
rtifi
edte
ache
r an
d sp
ecia
l edu
catio
n te
ache
r.I
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ct a
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ifica
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seco
ndar
y le
vel.
(Mus
t be
In c
onsu
ltatio
nw
ith (
SL
cert
ified
teac
her.
)
Bili
naua
l Par
aoro
fess
iona
(B
iling
ual p
arap
rofe
ssio
nal n
eeds
to h
ave
com
plet
ed h
igh
scho
ol, a
t lea
st s
ix c
olle
gecr
edits
, and
mus
t hav
e go
od n
ativ
ela
ngua
ge a
nd E
SL
skill
s.
318
0
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nal C
ompo
nent
s
,La
ngua
ge C
riter
iaan
d E
ligib
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Leve
llAge
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ss IP
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ngua
ge C
riter
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imum
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ne u
nit)
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men
tary
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ES
L te
ache
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avel
s in
toC
onte
nt a
rea
inst
ruct
ion
in E
nglis
hS
tude
nts
are
iden
tifie
d as
LE
r ba
sed
on th
e re
sults
of t
he H
ome
Lang
uage
Inte
rmed
iate
a ge
nera
l edu
catio
n or
spe
cial
educ
atio
n m
onol
ingu
al E
nglis
h cl
ass
usin
g E
SL
met
hodo
logi
esA
ppro
pria
te E
SL
appr
oach
esId
entif
icat
ion
Sur
vey
and
perf
orm
ance
on th
e La
ngua
ge A
sses
smen
t Bat
tery
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vels
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rovi
de L
EP
stu
dent
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ith E
SL
App
ropr
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cur
ricul
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ndG
ener
al E
duca
tion
Elig
ibili
tyin
stru
ctio
n fo
r at
leas
t one
per
iod
ain
stru
ctio
nal a
dapt
atio
ns fo
r. '
day.
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ics
and
them
es a
rest
uden
ts w
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peci
al n
eeds
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ay/m
ay n
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ired
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icIn
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kills
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e m
onol
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L in
stru
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ater
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lish,
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lish
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uden
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vel o
f Eng
lish
prof
icie
ncy
and
need
ed a
dapt
atio
ns.
and
curr
icul
um r
esou
rces
Con
sulta
tion
and
I ollo
w-u
p be
twee
nE
SL
teac
her
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clas
sroo
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ache
r
Cog
nitiv
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cade
mic
Lan
guag
e P
rofic
ienc
y th
atw
ill e
nabl
e th
em to
suc
ceed
inan
all E
nglis
h cl
assr
oom
set
ting.
All
LEP
stu
dent
s ne
ed to
be
grou
ped
to b
e at
the
sam
e le
vel o
f Cog
nitiv
e A
cade
mic
Som
e st
uden
ts in
mon
olin
gual
Eng
lish
clas
s ar
e E
nglis
h pr
ofic
ient
,La
ngua
ge P
rofic
ienc
y de
velo
pmen
t to
requ
ire a
t lea
st o
ne p
erio
d of
ES
Lpe
r da
y so
that
the
ES
L te
ache
r ca
n m
eet t
heir
inst
ruct
iona
l nee
ds.
Som
e st
uden
ts in
mon
olin
gual
Eng
lish
clas
s ar
e E
nglis
h pr
ofic
ient
.N
ark:
IMP
LEM
EN
TE
D O
NLY
WH
EN
TH
ER
E A
RE
DIV
ER
SE
LA
NG
UA
GE
GR
OU
PS
AN
D N
OT
EN
OU
GH
LEP
ST
UD
EN
TS
TO
FO
RM
A B
ILIN
GU
AL
CLA
SS
OR
WH
EN
LE
P S
TU
DE
NT
S H
AV
E B
EE
N O
PT
ED
OU
TO
F A
BIL
ING
UA
L P
RO
GR
AM
.
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ial E
duca
tion
Elig
ibili
tyN
OT
E: T
HIS
MO
DE
L IS
NO
TA
PP
RO
PR
IAT
E F
OR
LE
P S
TU
DE
NT
S W
ITH
DIS
AB
ILIT
IES
WH
OR
EQ
UIR
E B
ILIN
GU
AL
SE
RV
ICE
S A
S P
ER
TH
EIR
IEP
S.
Spe
cial
edu
catio
n st
uden
tsar
e Id
entif
ied
by th
e m
ultid
isci
plin
ary
team
sas
dis
able
dan
d re
quiri
ng E
SL
only
as
per
thei
r IE
Ps.
All
LEP
stu
dent
s ne
ed to
be
grou
ped
tobe
at t
he s
ame
leve
l of C
ogni
tive
Aca
dem
ic L
angu
age
Pro
ficie
ncy
deve
lopm
ent
tore
quire
at l
east
one
per
iod
of E
SL
per
day
as in
dica
ted
on th
eir
IEP
s so
that
the
ES
Lte
ache
r ca
n m
eet t
heir
inst
ruct
iona
l nee
ds.
8132
OF
FIC
E O
F B
ILIN
GU
AL
7DU
CA
TIO
NB
iling
ual/E
SL
Pro
gram
s, M
odel
san
d O
tgan
izat
iona
l Des
igns
for
Gen
eral
and
Spe
cial
Edu
catio
n S
tude
nts
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&I ,
Sta
ff R
atio
Cer
tific
atio
nR
equi
rem
ents
Fis
cal I
mpl
icat
ions
3.In
-Cla
ss IP
ush-
in)
ES
L
.
Gen
eral
Ed.
Stie
d& E
d.In
tegr
ated
Gen
la)
Edu
catio
nG
EN
ER
AL
ED
UC
AT
ION
Add
ition
al c
osts
rang
e fr
om $
5,96
9to
811
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per
clas
s an
d fr
om$1
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r st
uden
t.
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.
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ice
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r w
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Rat
io m
ay v
ary
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ce.
For
Spe
cial
Edu
catio
n, p
leas
eco
nsul
t NY
C B
oard
of E
duca
tion
Edu
catio
nal
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L T
each
er
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cert
ifica
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lish
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cher
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ondi
tions
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NY
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al e
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rtla
ri
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E O
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ILIf4
GU
AL
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UC
AT
ION
Bili
ngua
l/ES
LP
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nin
stru
ctio
nal C
ompo
nent
sLa
ngua
ge C
riter
iaan
d E
ligib
ility
Leve
l/Age
4.D
IST
RIC
T E
SL
ITIN
ER
AN
T T
EA
CH
ER
(GE
NE
RA
L E
DU
CA
TIO
N)
Min
imum
of o
ne u
nit
of E
SL
Nat
ive
lang
uags
supp
ort
Lang
uage
Crit
eria
Pre
-K. E
lem
enta
ryan
d In
term
edia
te
ES
L ce
rtifi
ed te
ache
r tra
vels
to a
t lea
sttw
oR
einf
orce
men
t of c
onte
nt v
arie
s fr
omac
adem
ic to
Stu
dent
s ar
e id
entif
ied
as L
EP
bas
ed o
n th
e
scho
ols
and
prov
ides
ES
L an
d co
nten
tar
eaar
ea th
roug
h E
SL
func
tiona
l/sur
viva
l the
mes
inre
sults
of t
he H
ome
Lang
uage
iden
tific
atio
n
rein
forc
emen
t to
LEP
stud
ents
.co
ordi
natio
n w
ithcl
assr
oom
rea
cher
sS
urve
y an
d pe
rfor
man
ceon
the
Lang
uage
.
App
ropr
iate
ES
Lap
proa
ches
Ass
essm
ent B
atte
ry.
'
DIS
TR
ICT
ES
L IT
INE
RA
NT
TE
AM
(S
PE
CIA
L E
DU
CA
TIO
N)
(EU
teac
her
with
bilin
gual
par
apro
fess
iona
ls
App
ropr
iate
curr
icul
ar/in
stru
ctio
nal
adap
te;.o
nsa
Suf
ficie
nt E
SL.
and
nativ
e la
ngua
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ctio
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ater
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IMP
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RE
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ER
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Em
phas
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T E
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RM
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ILIN
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AL
CLA
SS
OR
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LE
PS
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DE
NT
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EE
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trav
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ayto
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r da
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ides
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rvic
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ides
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ive
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ent a
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or fu
nctio
nal
skill
s su
ppor
t dur
ing
sepa
rate
per
iods
.
PR
OG
RA
M.
Spe
cial
Edu
catio
nE
ligib
ility
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IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H 0
I8A
5:.a
iEs
WH
O R
EQ
UIR
E B
ILIN
GU
AL
SE
RV
ICE
SA
s P
ER
TH
EIR
MP
S.
NO
TE
:
LEP
stu
dent
s w
ithdi
sabi
litie
s ar
e id
entif
ied
byT
his
desi
gn s
houl
dbe
use
d to
sup
port
the
ES
L an
dna
tive
lang
uage
need
s of
stu
dent
sfr
om d
iver
seC
SE
team
as
disa
bled
end
requ
iring
bilin
gual
serv
ices
as
per
thei
rlE
Ps.
If s
tude
nt is
plac
ed In
Inte
rim A
ltern
ate
Pla
cem
ent,
an a
ltern
ate
lang
uage
gro
ups.
lang
uage
par
apro
fess
iona
lm
ust b
e lis
ted
on IE
P.
86
348
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Titl
eIm
plem
enta
tion
Cla
ss S
ize
&S
taff
Rat
io
,
Cer
tific
atio
nR
equi
rem
ents
Fis
cal I
mpl
icat
ions
Gen
era(
Spe
cial
inte
grat
edE
d.E
liS
ervi
ce
XX
GE
NE
RA
L E
DU
CA
TIO
N,
4.D
istr
ict E
SL
Itine
rant
Tea
cher
Dis
t. 75
has
To
be d
eter
min
ed a
ccor
ding
to d
istr
ict
NY
S E
SL
cert
ifica
tion
(Gen
eral
Edu
catio
n)iti
nera
nt E
SL
teac
hers
.ne
eds.
(Con
sulta
tion
with
gen
eral
educ
atio
n cl
assr
oom
teac
her)
Add
ition
al c
osts
per
team
is $
84.2
70.
Dis
tric
t ES
L Iti
nera
nt T
eam
(Spe
cial
Edu
catio
n)S
PE
CIA
L E
DU
CA
TIO
N
(ES
L te
ache
r w
ith b
iling
ual
para
prof
essi
onal
s fr
om d
iver
sela
ngua
ge g
roup
s).
Dua
l NY
S c
ertif
icat
ion
in E
SL
and
spec
ial e
duca
tion
orN
YS
ES
L ce
rtifi
catio
n(C
onsu
ltatio
n w
ith s
peci
aled
ucat
ion
teac
her)
pain
aual
Par
apro
fess
iona
l
,
Bili
ngua
l par
apro
fess
iona
l has
a hi
gh s
choo
l dip
lom
a w
ith a
tle
ast s
ix c
olle
ge c
redi
ts. T
hebi
lingu
al p
arap
rofe
ssio
nal
mus
t hav
e go
od n
ativ
ela
ngua
ge a
nd E
nglis
h sk
ills.
8
35
8i)
OF
FIC
E O
IF B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
L P
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
nd S
peci
al E
duca
tion
Stu
dent
s
Sin
ce s
tude
nts
lose
tim
eaw
ay fr
om c
lass
room
, pul
l-out
pro
gram
sar
e or
gani
zatio
nally
the
leas
t effe
ctiv
e ap
proa
ch, a
s su
ppor
ted
by r
esea
rch.
1996
ED
ITIO
N
Titl
e an
d D
escr
iptio
nIn
stru
ctio
nsC
ompo
nent
s
B.
Out
-of-
Cla
ss (
Pul
l-out
) E
SL
Min
imum
of o
ne u
nit O
f ES
LC
onte
nt a
rea
inst
ruct
ion
thro
ugh
ES
LE
SL
inst
ruct
ion
at le
ast
one
perio
d a
day
on a
"pu
ll-ou
t" b
asis
from
the
self-
con
tain
ed m
onol
ingu
alm
etho
dolo
gyl
App
ropr
iate
ES
L ap
pro
ache
sE
nglis
h ge
nera
l or
spec
ial e
duca
tion
clas
s.A
ppro
pria
te c
urric
ular
/ ins
truc
tiona
l ada
ptat
ions
Con
sulta
tion
with
ele
men
tary
/spe
cial
edu
catio
nan
d/or
Col
labo
rativ
e pl
anni
ngcl
assr
oom
teac
her
betw
een
ES
L te
ache
r an
d
cont
ent a
rea
teac
hers
.S
uffic
ient
inst
ruct
iona
l mat
eria
ls a
nd c
urric
ulum
Lang
uage
Crit
eria
and
Elig
ibili
tyLe
vel/A
ge
Lang
uage
Crit
eria
Stu
dent
s ar
e Id
entif
ied
as L
EP
bas
ed o
n th
e re
sults
of th
e H
ome
Lang
uage
Iden
tific
atio
n S
urve
y an
dpe
rfor
man
ce o
n th
e La
ngua
ge A
sses
smen
t Bat
tery
.
gene
ral E
duca
Sio
n E
ligib
ility
NO
TE
:
IMP
LEM
EN
TE
D O
NLY
WH
EN
TH
ER
E A
RE
DIV
ER
SE
LAN
GU
AG
E G
RO
UP
S A
ND
NO
T E
NO
UG
H L
EP
ST
UD
EN
TS
TO
FO
RM
A B
IUN
GU
AL
CLA
SS
OR
WH
EN
LE
P S
TU
DE
NT
SH
AV
EB
EE
N O
PT
ED
OU
T O
F A
BIL
ING
UA
L E
DU
CA
TIO
NP
RO
GR
AM
.
LEP
stu
dent
s id
entif
ied
as In
nee
d of
ES
L se
rvic
es.
Spe
cial
Edu
catio
n E
ligib
ility
TH
IS M
OD
EL
IS N
OT
AP
PR
OP
RIA
TE
FO
R L
EP
ST
UD
EN
TS
WIT
H D
ISA
BIU
TIE
S W
HO
RE
QU
IRE
BIL
ING
UA
LS
ER
VIC
ES
AS
PE
R T
HE
IR IE
Ps.
LEP
stu
dent
s w
ith d
isab
ilitie
sar
e id
entif
ied
by th
eC
SE
team
as
disa
bled
and
req
uirin
g E
SL
only
as
per
thei
r IE
F's
.
Ele
men
tary
,In
term
edia
te
36
5
OF
FIC
E O
F B
ILIN
GU
AL
ED
UC
AT
ION
Bili
ngua
l/ES
LP
rogr
ams,
Mod
els
and
Org
aniz
atio
nal D
esig
nsfo
r G
ener
al a
ndS
peci
al E
duca
tion
Stu
dent
s
1996
ED
ITIO
N
Sin
ce s
tude
nts
lose
time
away
from
clas
sroo
m, p
ull-o
utpr
ogra
ms
are
orga
niza
tiona
lly th
ele
ast e
ffect
ive
appr
oach
, as
supp
orte
dby
res
earc
h.T
itle
Impl
emen
tatio
nC
lass
Siz
e &
Sta
ff R
atio
Cer
tific
atio
nR
equi
rem
ents
Fis
cal I
mpl
icat
ions
5.O
ut-o
f-C
lass
(P
ull-
outl
ES
L
Gen
eral
Ed,
Spe
cial
Ed,
Inte
orat
ed-
Bili
ngua
l Gen
eral
Edu
catio
nG
EN
ER
AL
ED
UC
AT
ION
It sh
ould
be
note
dth
at th
e ex
istin
gpr
ogra
ms
do In
cur
exce
ss c
osts
for
the
Pul
l-Out
ES
Lte
ache
r.
X
fxam
oles
:C
.S.D
s #2
& 9
X
Ser
vice
X
1:75
(pe
r w
eek)
(Titl
e I r
equi
rem
ents
;ra
tio m
ayva
ryac
cord
ing
to fu
ndin
g so
urce
)
For
Spe
cial
Edu
catio
n, p
leas
e co
nsul
t
NY
S E
SL
Cer
tific
atio
n,
PE
CIA
L E
DU
CA
TIO
N
NY
S E
SL
cert
ifica
tion
(Mus
tbe
in c
onsu
ltatio
nw
ith N
YS
cert
ified
spe
cial
edu
catio
nte
ache
r!.
Edu
catio
nal S
ervi
ces
for
Stu
dent
,w
ith H
andi
caon
ina
Con
ditio
ns fo
rsp
ecifi
c si
ze a
nd s
taff
ratio
s
Ple
ase
cons
ult P
SE
Mai
nstr
eam
ing
Man
ual f
or g
uide
lines
for
Inte
grat
edse
rvic
es a
nd S
peci
alC
ircul
ar #
1 -
1990
-199
1 up
date
37
APPENDIX
Baca, L. & H Cervantes (1989). The bilingual special education interface.(Second Edition). New York: Merrill.
Guidelines for Programs Under Part 154 of Commissioner's Rectulations for Pupilswith Limited English Proficiency. Albany, NY: The University of the State of NewYork, The State Education Department, Office of Bilingual Education, April 1990,Reprinted June 1995.
Guidelines for Services to Students with Limited Enolish Proficiency and SpecialEducation Needs in New York State. Albany, NY: The University of the State ofNew York, The State Education Department, 1990 and Reprinted 1991.
Report on the Implementation of the Regents Policy Payer: Proposed Action Planfor Bilingual Education in New York State. Albany, NY: The University of theState of New York, The State Education Department, Office of Bilingual Education,April, 1995.
Tikunoff, W.J. (1985) Applying sionificant bilinoual instructional features in theClassroom. Roslyn, VA: National Clearinghouse for Bilingual Education.
93
uci
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NYC BOARD OF EDUCATION DOCUMENTSPERMISSION REQUIRED:
1. Facts.and.Figures: Answers to Frequently Asked Questions aboutLEP Students and gilingual/ESL PrograMs.
2. New geginnings: Ensuring' Quality giIingUal/ESL Instruction inNYC'Public Schools.
3. Un Marco Abierto...
41. Bilingual/ESL Programs, Models, and Organizational Designs for.General and Special EdUdation...
5. Informational Booklet on. Mainstreaming for Parents ofBilingual Students:
Russian/English editiOnChinese/English edition'Haitian Creole/English 'editionSpanish/English edition
.6: ESL Professional Development Manual for:SpeCial'EducationTeachers
SarlY Childhood,tevelUpper Elementary Level.Intermediate and Junior High LevelResource Literature .
7, Ann SeVi Ak'To4t Entelijans Elev AYisiyen Yo. Tapping intoHaitian EtudentS' Multiple Intelligences.
8. *Russian/English Interdisciplinary Lessons for GeneralEducation and Speical EdUcation Students: .
,Pre K-12Grades .3-5
9. .STARS for ESL: Meeting Higher Standards in Grades 6-8.
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