Supporting English Language Learners

1. Supporting English Language Learners Module A: Meet TsienTsien

2. 2013 data

4. In 2014 there were 78,225 ELLs in NJ Schools 5.62% of the student population

5. A CLOSER LOOK • Cumberland County had • 2,472 • ELLs in 2014 which was • 8.81% • of its total student population. • 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.

6. Meet TsienTsien

7. www.bing.com/videos/search?q=all+about+tibet&FORM=HDRSC3&adlt=strict#view=detail&mid=D8809C53BC9B2984772AD8809C53BC9B2984772Awww.bing.com/videos/search?q=all+about+tibet&FORM=HDRSC3&adlt=strict#view=detail&mid=D8809C53BC9B2984772AD8809C53BC9B2984772A

8. Welcome to ABC School District • What would you and your district colleagues do to smooth TsienTsien’s transition to your school district? • What would you do for TsienTsienon day one, week one, and month one of her arrival?

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)

11. Determining Eligibility www.state.nj.us/education/code/current/title6a/chap15.pdf 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 enrollmentthe 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.

12. Language Proficiency Assessmentswww.state.nj.us/education/bilingual/resources/prof_tests.htm • W-APT • ACCESS 2.0 • MODEL • MAC II • IPT • LAS • LINKS • CELLA

13. Determining Eligibility www.state.nj.us/education/code/current/title6a/chap15.pdf 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.

14. The Screening Process • Interviews • Observations • Assessments

15. Language Assistance Programs for English Language Learners • 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

16. Bilingual Waiver Requests • A district may annually request a waiver from N.J.A.C. 6A:15-1.5 • Instructional program alternative • Must demonstrate impracticality  

17. Alternative Programs that use Students’ Native Language 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.

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 training

19. N.J.A.C. 6A:15-1.13 Parent Notification • 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

20. Parent Notification Requirements • 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.

21. Parent Notification Requirements 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;

22. Parent Notification Requirements • 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.

23. Other Parental Considerations • 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.

24. Title III Parent Notification Resources 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

25. Dear Colleagues… Civil Rights Letter • 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.

26. Dear Colleagues… Civil Rights Letter • 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 LEP parents must be given access (in their native language) to information brought to the attention of on-LEP parents, including:

27. 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.

28. End of Module A

29. Contact Information • Please email lep@doe.state.nj.uswith any questions or comments you may have regarding this module.