1 New Jersey Profile of Limited English Proficient Students

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New Jersey Profile of Limited English Proficient Students

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Students

Language Minority Students276,031

Limited English Proficient 66,451 Languages

151 Total Districts 500

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District Programs

Districts with bilingual education 77Full-time only 23Part-time only 38Districts with full-time and part-time 16

Districts with ESL only 232 Districts with English Language

Services 160

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Languages

1. Spanish 9. Urdu

2. Korean 10. Tagalog

3. Portuguese

4. Haitian Creole

5. Arabic

6. Gujarati

7. Mandarin

8. Polish

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Administrative CodeN.J.A.C.6A:15 Bilingual Education

20 or more LEP students of one language group

English as a Second Language10 or LEP more students of any language

English Language Services9 or fewer students

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Title III No Child Left Behind Purpose: To help ensure that limited

English proficient students attain English proficiency, develop high levels of academic achievement in English and meet the same academic standards as all students are expected to meet.

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Title III

Formula Grants to States and Districts Apply through consolidated NCLB

application process Subgrants must be at least $10,000 or

districts may form consortia to meet minimum

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Accountability

Annual Measurable Achievement Objectives for English Language ProficiencyStudents must progress one level in English

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

Levels are : 1. Beginners; 2. Lower Intermediate; 3. Higher Intermediate; 4.Advanced; 5. English Proficient

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Accountability

Objective for Attainment of English Language Proficiency

Grades K-4 4 years or less in a program

Grades 5-12 5 years or less in a program

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Translating Law and Code into Meaningful and Effective Program Services

Considerations: Impact of No Child Left Behind (NCLB) Goals of Bilingual/ESL Programs Curriculum for Bilingual and ESL Stand-Alone vs. Integrated Programs

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New Jersey TESOL/NJBE Chapter Roundtables - www.njtesol-njbe.org

English Language Proficiency Standards Student Intake and Student Tracking Scheduling

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Language Services for Limited English Proficient Students (LEP) The Bilingual Education Law of 1974 (N.J.S.A. 35-15 to 26)

stipulates that districts must establish bilingual education program when enrollment of limited English proficient (LEP) students from the same language reaches 20 or more students in one district.

New Jersey Administrative Code (N.J.A.C. 6A:15) outlines

the programmatic and administrative requirements for school districts that enroll students who are limited English

proficient.

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Program Plans

Program plans are required every three years for both Bilingual, ESL and English Language Services.

New Program plans will be request next spring for 2005 to 2008

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TYPES OF PROGRAMS

There are four types of language assistance programs/services

Full time Bilingual program with an ESL support component.

Bilingual program alternative ESL only English Language Service (ELS)

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LIMITED ENGLISH PROFICIENT (LEP)STUDENT ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2004-2005

Each year, the Office of Specialized Populations collects enrollment information on students who have a native language other than English and students who are limited English proficient (LEP). The department will continue to collect the data through the Internet to include the following types of date:

Data for three-and four-year-old preschool students; and Data for LEP special education students in grades K-12. Number of students from the total district population that

speak a language other than English at home

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The student information reported should be based on enrollment as of October 15, 2004, and the report must be submitted via the Internet to the Department of Education by November 19, 2004.

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Your DOE Net account will not provide access to the LEP data collection. LEP accounts must be assigned through the DOE Web Administrator System. Information regarding the Web Administrator System can be found at http://www.state.nj.us/njded/data/collections/. The form necessary to submit and create a Web Administrator Account is available at this site.

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For technical assistance with the data collection system, please e-mail your questions to [email protected] or call (609) 292-8777.

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Immigrant Student Count

Each February, a count is requested on the number of immigrant students in districts.

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

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Federal Definition of Immigrant Student

1. Aged 3 to 21

2. Were not born in any state, Puerto Rico, U.S. Virgin Islands (St. Thomas, ST. Croix and St. John

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

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LEP Annual Progress/Exit

Each spring or close to the end of the school year, districts are required to report to NJDOE the results of the language proficiency test. ALL DISTRICTS WITH LEP STUDENTS MUST REPORT.

The results that are reported are the number of students that scores in each of the 5 proficiency levels.

Reporting must be done by grade level and time in program.

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Recording Language Proficiency Data on ELP Maintain records of scores and proficiency

levels for all students on all sections of the test

Maintain records of continuous date language instruction began and grade level of the student

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Reporting ELP and Exit Data

By school By grade By time in program receiving English language

instruction (Less than 1 yr, first year, second year, etc.)

Number of students at each level of English language proficiency (Levels 1,2,3,4 & 5)

Number of students exiting Number of students improving at least one level from

previous year

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TITLE III Parental Notification

NCLB provides specific instructions and requirements that districts must, no later than 30 days after the beginning of the school year, must inform the parent or parents of a limited English proficient (LEP) student that their child has been identified for participation in a language instruction educational program.

Districts not receiving Title III funds still must notify parents according to NJAC 6A:15-1.13.

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Assessment

Language ProficiencyState Assessments

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Language Proficiency Tests

Approved Tests: IDEA Proficiency Test (IPT)- Ballard and Tighe

PublishersMaculaitis II (MACII) Test of English Language

Proficiency –Touchstone Applied Science Associates

Language Assessment Scales (LAS)-

CTB/McGraw-Hill

New Test ( Spring, 2006)- ELDA

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Use of Language Proficiency Tests

Identification of LEP Students upon Enrollment

Measure Progress in Learning English

Determine Readiness for Exit (multiple indicators)

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Statewide Assessments

LEP students may take assessments with accommodations

Extra timeBilingual dictionaryTranslated instructions

Exemption from Language Arts Literacy test during 1st year in U.S. school (tentative)

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• Previous standards aligned the TESOL ESL standards to New Jersey’s Language Arts Literacy Standards

• NJ Language Arts Literacy Standards were revised in 2002 and in 2004

• No Child Left Behind mandates ELP standards that:

• address the four domains of listening, speaking, reading and writing and

• are linked to the academic content and achievement standards in reading/language arts, mathematics and science (by 2005-06)

New Jersey English Language Proficiency Standards

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The Goal

To teach English Language Learners (ELLs) to use English to achieve academically in all content areas

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The Purpose

Indicate what students should know to develop competence in English as a result of instruction

Assist curriculum developers Review, revise, or develop ESL curriculum

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• TESOL’s ESL Standards

• New Jersey Language Arts Literacy Core Curriculum Content Standards

• New Jersey Five Language Proficiency Levels

•Sample Classroom Tasks

The Components

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Standards TemplateStrands and Cumulative Progress Indicators

LAL Content/

Standard/

Grade/Strand/CPI or TESOL Goal/

Standard/Grade Cluster

English Language Proficiency Levels

Classroom Tasks

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Grades 3-5Reading English Language Proficiency Standard– Students will be able to read (decode and comprehend) texts for recreational and academic purposes.Strands and Cumulative Progress Indicators

LAL Content/Standard/Grade/Strand/CPI or TESOL Goal/Standard/Grade Cluster


Classroom Tasks

G. Comprehension Skills and Response to Text

Students will be able to read, analyze, and respond to demonstrate comprehension skills.

Apply basic reading comprehension skills using context to construct meaning.•Link concepts explicitly to students’ background experiences, past learning, new concepts and global connections.

TESOL Goal 2 Standard 3 – Grades 4-8

1-5 Level 1: Retell a story by organizing picture cards in a sequence or illustrating the sequence on a story board.

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http://www.nj.gov/njded/bilingual/resources/elp.pdfStrands and Cumulative Progress Indicators

LAL Content/Standard/Grade/Strand/CPI or TESOL Goal/Standard/Grade Cluster


Classroom Tasks

•Participate in creative responses to texts (e.g., role-paly, oral presentations).

3.1.3.G.11 1-5 Level 2: In a paired activity, students will ask and answer questions about key terms related to the American Revolution.

Level 3: After reading a chapter on energy, explain the difference between kinetic and potential energy.

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http://www.nj.gov/njded/bilingual/resources/elp.pdf

Level 4: Express a number sentence based on comprehension of a word problem.

Level 5: Analyze, synthesize, and infer the reasons why the Plains Indians decreased in population.

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Professional Development

ESL Reading – 10/27, 11/18, 12/14 ESL Content Sheltered Instruction Observation Protocol (SIOP) Setting Up A Data Tracking System English Language Learners in the Mainstream Online

Tutorial Second Language Model Program Resource Centers NJTESOL-NJBE – www.njtesol-njbe.org

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How To Use The Online Tutorial Formal ongoing in-service activity (3-4

weeks, 15 PD hours) Hybrid activity (partially conducted by a

district PD facilitator, partially going online to participate in course and complete assignments)

Learn on your own completely online

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New Jersey Department of EducationOffice of Specialized Populations

Bureau of Bilingual/ESL Education

James F. Curry, Acting Director, [email protected] Sinai, Bilingual/ESL Coordinator,

[email protected] D’Amato, Bilingual/ESL Education Program Specialist,

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

[email protected]

www.state.nj.us/educationwww.nj.gov/njded/bilingual(609) 292-8777

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Atlantic City Board of Education

MaryAnn MenaDistrict ESL/Bilingual Teacher(609) 343-7200 ext. 5055

Documents

1 New Jersey Profile of Limited English Proficient Students