Transcript Blueprint for ELL Success and Amended CR Part 154

Implementation of
Amended CR Part 154
STAFF & CURRICULUM DEVELOPMENT NETWORK
MARCH 5, 2015
Mid-West RBE-RN at Monroe 2-Orleans BOCES
ELL IDENTIFICATION
EXISTING REGULATION
A three step ELL identification
process by school staff, including:
(1) administration of the Home
Language Questionnaire;
(2) an informal individual interview
with the student; and
(3) the administration of a statewide
English language proficiency
identification assessment.
•
•
ADOPTED REGULATION
Implement a four step ELL identification process to
ensure holistic and individualized decisions can be made by
qualified personnel, including:
(1) administration of the Home Language Questionnaire;
(2) individual interview with the student with review of
student work in English and home language
(3) for students with a disability, determine if the disability is a
determinant factor affecting the student’s ability of
demonstrate proficiency in English through an LPT
(4) administration of a statewide English language proficiency
Current regulations do not define
identification assessment.
the qualifications of staff required • Qualified personnel is defined as a bilingual education or
to administer the identification
ESOL teacher, or a teacher trained in cultural competency,
process.
language development and the needs of English Language
Current regulations do not require
school districts to maintain
records of forms generated during •
the identification and placement
process in ELL student’s
cumulative record.
Learners.
Records of notices and forms generated during the
identification and placement process in ELL student’s
cumulative record
2
PARENT NOTIFICATION AND INFORMATION
Current regulations require school districts to
make an effort to meet with parents or
persons in parental relation at least twice a
year to help them understand the goals of the
program and how they might help their
children.
Parent notification and communication is required to
be in the language best understood by the parents as
indicated and on file in each ELL student’s
cumulative record.
School personnel is required to meet with parents or
persons in parental relation at least once a year, in
addition to other generally required meetings with
parents, to discuss with parents their child’s academic
content and language development progress and
needs.
District Actions
• Inform central office, building, and CSE staff of identification procedures
& parent communication/meeting requirements
• Review current identification process and align to new process
• Plan for ESOL teacher conducting identification process
• Plan for review of student work in home language and English
• Plan for review of an identified ELL with disabilities by LPT
• Plan ELL parent meeting agendas and communications
• Develop a sources for translators/interpreters
NYS Mandated Instructional Programs
“Each school district shall provide either a Bilingual Education or English
as a New Language Program to students identified as English Language
Learners. “
CR 154-2.4(d)
English as a New Language (ENL) program required when
• When at least one student in the district is identified as an English
Language Learner (ELL). [154.2.1]
Bilingual Education program required when:
• When there are 20 or more ELLs in the same grade across the
district, who speak the same language [154-2.3 (d)(3)]
Teacher Certifications & Roles
Title
Certification
Language of
Instruction
Teaching Role
Bilingual
Content teaching
certification
(elementary or
secondary)
plus bilingual
extension
Home language
of the student
Bilingual
elementary or
bilingual secondary
class
ESOL
ESOL (K-12)
certification
English
ENL class
ENL PROGRAM REQUIREMENTS
Current regulations require school
districts to provide English as a Second
Language Program with two
components: a language arts component
and a content area instructional
component
English as a New Language (ENL) program is comprised of
two components:
(1) Integrated ENL in a core content area (ELA, math,
science, or social studies
(2) Stand-Alone ENL/ESL (ESL instruction with an ESOL
teacher to develop the English language needed for
academic success). [152.2(m)and(x)]
ENL STAFF/CERTIFICATION
CR PART 154
EXISTING REGULATION
SUBPARTS 154-1 & 154-2
ADOPTED REGULATION
Current regulations require school
districts to provide English as a Second
Language instruction through a StandAlone model only.
English as a New Language instruction is required to be
offered through two settings:
1) Integrated ENL/ESL (ESL methodologies in content
area instruction co-taught or individually taught by a
dually certified teacher);
and
2) Stand-Alone ENL/ESL (ESL instruction with an ESOL
teacher to develop the English language needed for
academic success). [152.2(m)and(x)]
7
District Actions
• Inform CO and building staff (principals, core course teachers, ESOL,
counselors) of program requirements
• Determine co-teaching needs based on language proficiency levels for
integrated ENL
• Seek certified staff & encourage dual certification
• Request development of certification and extension programs from
IHEs
• Provide time in schedule for co-planning
• Develop a professional development plan for
• Co-planning and co-teaching strategies
• Second language acquisition
• Content understanding
BILINGUAL EDUCATION PROGRAM REQUIREMENTS
Current regulations require school
districts to implement bilingual
programs comprised of two components:
a language arts instructional component
and a content area instructional
component
Bilingual Education program is comprised of three
components:
1) Language arts component (Home Language Arts)
2) English as a New Language component
3) Bilingual content area instructional components in at
least two core content areas (math, science, social
studies)
STAFF/CERTIFICATION
Bilingual Program Staff
Bilingual Program staff require
1) teachers with NYS certification in
elementary or content area and a
bilingual extension
2) Counselors, SE staff, psychologists
with bilingual extension
ENL Program Staff
English as a New Language instruction is required to be
offered through two settings:
1) Integrated ENL/ESL (ESL methodologies in content
area instruction co-taught or individually taught by a
dually certified teacher);
and
2) Stand-Alone ENL/ESL (ESL instruction with an ESOL
teacher to develop the English language needed for
academic success). [152.2(m)and(x)]
District Actions
• Inform CO and building staff (principals, core course teachers, ESOL,
counselors) of program requirements
• Seek certified staff & encourage dual certification
• Request development of certification and extension programs from
IHEs
• Determine co-teaching needs based on language proficiency levels for
integrated ENL
• Provide time in schedule for co-planning
• Develop a professional development plan for administrators,
content/classroom , bilingual, & ESOL teachers
• Co-planning and co-teaching strategies
• Second language acquisition’
• Integrating language and content
• Native language literacy and language development
INTERVENTION SUPPORT FOR ELLS
EXISTING REGULATION
Current regulations do not require school
districts to annually identify ELLs not
demonstrating adequate performance or provide
appropriate support services to achieve and
maintain academic success.
ADOPTED REGULATION
Districts are required to annually identify ELLs not
demonstrating adequate performance on the
NYSESLAT and provide additional support services
aligned to district wide intervention plans. [1542.3(j)]
SCHOOL DISTRICT PLANNING AND REPORTING
Current regulations do not require school
districts to report ELL program information for
subpopulations of ELLs or by languages spoken
in the school district. Current regulations do
require school districts to provide information in
reports regarding programs for ELLs,
information provided to parents, methods to
annually measure and track ELL progress, and
systems to identify, assess, and exit students
from ELL status
School districts are required to provide additional
information in reports regarding programs for
subpopulations of ELLs including program
information, if offered, by subpopulations and
languages spoken in the school district. [1542.4(c)]
District Actions
Record systems for subpopulations of ELLs
• Newcomers 0-3 yrs ELL
• Developing 4-6 yrs ELL
• Long Term: more than 6 yrs ELL
• Students with Interrupted Formal Education (SIFE)
• ELL students with disabilities : specific disability
• Former ELLs
Data collection/analysis systems for
• Languages spoken ( home language) by students in the district
• Preferred language of ELL parents
• Meeting dates/agendas; languages of the meeting
• ELL progress on NYSESLAT; meeting state benchmarks
PROFESSIONAL DEVELOPMENT
CR PART 154
EXISTING
REGULATION
Current regulations require inservice training to all personnel
providing instruction or other
services to ELLs, but do not
require specific types of
professional development
beyond the general requirement
of 175 hours of professional
development over 5 years.
SUBPARTS
154-1 & 154-2
ADOPTED REGULATION
School districts are required to ensure that
- at least 15% of professional development hours for all teachers
and administrators, and
- 50% for Bilingual Education and ENL/ESL teachers be specific
to the needs of ELLs, co-teaching strategies, and integrating
language and content instruction for ELLs.
If ELL enrollment makes up less than 5% of the school district’s
total student population, the school district may request a waiver
from the percentages in which the school district provides evidence
that the district’s PD plan meets the needs of its ELLs, co-teaching
strategies, and integrating language and content instruction for its
ELLs
13
District Actions
Cultivate partnerships for the design and delivery of professional
development.
• Colleges
• Teacher centers
• RSE-TASC
• SESIS
• RBE-RN
• Title III consortia
Integrate information, skills, strategies for ELLs in PD offerings