Module A Meet Tsien Tsien 2013 data 4 In 2014 there were 78225 ELLs in NJ Schools 562 of the student population 5 A CLOSER LOOK Hudson County had the largest population of ELLs in 2014 at ID: 689270
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Slide1
Supporting English Language Learners
Module A: Meet
Tsien
TsienSlide2
2013 dataSlide3Slide4
4
In 2014 there were 78,225 ELLs in NJ Schools
5.62% of the student populationSlide5
5
A CLOSER LOOK
Hudson County
had the largest population of ELLs in 2014 at
11,332
which was
12.96%
of its total student population.
Sussex County
had the smallest population of ELLs in 2014 at
118 which was.55% of its total student population.
Cumberland County
had
2,472
ELLs in 2014 which was
8.81%
of its total student population.
Slide6
6
Meet
Tsien
TsienSlide7
www.bing.com/videos/search?q=all+about+tibet&FORM=HDRSC3&adlt=strict#view=detail&mid=D8809C53BC9B2984772AD8809C53BC9B2984772A
7Slide8
What would you and your district colleagues do to smooth
Tsien
Tsien’s
transition to your school district?
What
would
you
do for
Tsien
Tsien on day one, week one, and month one of her arrival?8Welcome to ABC School DistrictSlide9
Day One
Week One
Month OneSlide10
10
New
Jersey Administrative Code (N.J.A.C. 6A:15) outlines the programmatic and administrative requirements for school districts that enroll students who are
English Language Learners.
(
http://www.state.nj.us/education/code/current/title6a/chap15.pdf
)Slide11
N.J.A.C. 6A:15-1.3 Identification of eligible English Language Learners (ELLs)
The district board of education shall determine
at the time of enrollment
the native language of each ELL. Each district board of education shall:
Initiate a
home language survey
Develop a
screening process
(interviews, observations, assessments)
Administer a department-approved
language proficiency assessment
The screening shall be conducted by a bilingual/ESL or other certified teacher, and shall be designed to distinguish students who are proficient English speakers and need no further testing.
11
Determining Eligibility
www.state.nj.us/education/code/current/title6a/chap15.pdf
Slide12
W-APT
ACCESS 2.0
MODEL
MAC II
IPT
LAS
LINKS
CELLA
12
Language Proficiency Assessments
www.state.nj.us/education/bilingual/resources/prof_tests.htm
Slide13
N.J.A.C.6A:15-1.3(b) –
The language proficiency assessment must measure the level of reading in English.
In addition, the district must:
Look at the previous academic performance of students including their performance on standardized tests in English
Review the input of teaching staff members responsible for the educational program for ELL students.
The district board of education shall also use age-appropriate methodologies to identify ELL
preschool
students to determine their individual language development needs.
13
Determining Eligibility
www.state.nj.us/education/code/current/title6a/chap15.pdf
Slide14
Interviews
Observations
Assessments
14
The Screening ProcessSlide15
There are three types of Language Assistance Programs:
English Language Services (ELS)
– at least one but fewer than 10 ELL students. ELS shall be provided in addition to the regular school program. Any certified teacher can provide this instruction.
English as a Second Language (ESL)
– at least one period of ESL instruction based on student language proficiency whenever there are 10 or more ELL students. A certified ESL teacher must provide this instruction.
Bilingual
– whenever there are 20 or more ELL students in any one language classification enrolled. A certified teacher with a bilingual endorsement can provide this instruction.
ELL students are also entitled to tutoring, after school programs, summer programs, and remedial services as needed.
N.J.A.C. 6A:15-1.4 and 1.9
15
Language Assistance Programs for English Language LearnersSlide16
A district may annually request a waiver from N.J.A.C. 6A:15-1.5
Instructional program alternative
Must demonstrate
impracticality
16
Bilingual Waiver RequestsSlide17
The following are
alternative programs
of
instruction for bilingual students in districts
where there is no full-time bilingual program
available:
Bilingual Part-time
Bilingual Resource
Bilingual Tutorial
These alternative program(s) must be taught by a certified teacher(s) with bilingual endorsement.
17
Alternative Programs that use
Students’ Native LanguageSlide18
18
Alternative Programs that are English Based
The following are alternative programs
of
instruction
for bilingual students in
districts
where
there is no full-time
bilingual
program available:
High-Intensity
ESL – ESL certified teacher(s)
Sheltered Instruction – content area certified staff with Sheltered Instruction trainingSlide19
Parent Notification
By mail
Include a statement that the parents may decline their child’s enrollment
In writing and in the language in which the parent(s) possesses a primary speaking ability, and in English
Progress Reports
Same manner and frequency as progress reports are sent to parent(s) of other students enrolled in the school district
Written in English and in the native language of parent(s) of students enrolled in the bilingual and ESL program
Exit
Notify the parent(s) when students meet the exit criteria and are placed in a monolingual English program. The notice shall be in English and in the language in which the parent(s) possesses a primary speaking ability
19
N.J.A.C. 6A:15-1.13
Parent NotificationSlide20
No later than 30 days
after the beginning of the school year.
If a child has not been identified as ELL prior to the beginning of the school year, then the parents must be notified
within two weeks of the child's placement in a language instruction educational program
.
20
Parent Notification RequirementsSlide21
The notice shall include:
Why the child was identified as ELL and why the child needs to be placed in a language instructional educational program that will assist the child to develop and attain English proficiency and meet state standards;
The child's level of English proficiency, how such level was assessed, and the child's academic level;
The method of instruction that will be used to serve the child, including a description of other methods of instruction available and how those methods differ in content, instructional goals, and the use of English and a native language, if applicable;
How the program will meet the specific needs of the child in attaining English and meeting state standards;
21
Parent Notification RequirementsSlide22
The program's exit requirements, the expected rate of transition into a classroom not tailored for ELL students, and, in the case of high school students, the expected rate of
graduation;
How the instructional program will meet the objectives of an individualized education program of a child with a disability;
Written guidance on the rights that parents have to remove their child from a program upon their request, in accordance with N.J.A.C. 6A:15-1.13, or to choose another program or method of instruction, if available, and how parents will be provided assistance in selecting the best program to serve their child.
Outreach to parents must include information on:
How parents can become involved in the education of their children; and
How they can actively participate in helping their children learn English, achieve at high levels in the core academic subjects and meet state standards.
22
Parent Notification RequirementsSlide23
Outreach also must include regular meetings for parents and notices of such meetings to parents so that parents have the opportunity to provide suggestions and
recommendations.
All information must be provided to the parents of an ELL child in an understandable and uniform format and, to the extent practicable, in a language that the parent can understand.
23
Other Parental ConsiderationsSlide24
www.state.nj.us/education/bilingual/title3/accountability/notification/
www.state.nj.us/education/bilingual/resources/
www.isbe.net/bilingual/htmls/amao_parent_letters.htm
www.state.nj.us/education/bilingual/resources/Title3ParentInvolvement.pdf
24
Title III Parent Notification ResourcesSlide25
Civil Rights Letter - http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
A child cannot be admitted to or excluded from participating in a federally assisted education program on the basis of a surname or language-minority status
.
25
Dear Colleagues…
Civil Rights LetterSlide26
Dear Colleagues… Civil Rights Letter
LEP parents must be given access (in their native language) to information brought to the attention of on-LEP parents, including:
ELL programs
Special education information
IEP meetings
Grievance procedures
Notices of nondiscrimination
Student discipline policies and procedures
Registration/enrollment
Report
cards
Requests for parent permission for activities
Parent-teacher conferences
Parent handbooks
Gifted and talented
Magnet and charter schools
26Slide27
Now go back to your Day One, Week One, Month One chart:
Are your plans aligned to N.J.A.C. 6A:15-1.3; 1-4 and 1-13?
Make revisions, if necessary.
27Slide28
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End of Module ASlide29
Please email
lep@doe.state.nj.us
with any questions or comments you may have regarding this module.
29
Contact Information