1. PRESENTER: Lori Ramella, New Jersey Department of Education Office of Supplemental Educational Programs January 8, 2015

2.  State policy update  Federal policy update  New resources

3.  Bilingual Administrative Code  Counting of LEP students  Assessment (PARCC and ACCESS)

4.  N.J.A.C. 6A:15  outlines the programmatic and administrative requirements for school districts that enroll students who are limited English proficient

5. Protects the rights of English learners to language assistance and other instructional services Establishes the minimum requirements for language assistance programs Defines program types Provides procedures for identifying, placing and exiting students; as well as procedures for NJDOE administration Establishes requirements for parent notification and parent involvement

6.  Identify the needs of individual students  Make a distinction between language proficiency levels and level of service  Set a maximum number of students in an ESL or bilingual class, or a teacher/student ratio  Indicate how many grade or language levels can be combined in an ESL class  Indicate a limit on how many schools/students an ESL teacher can reasonably visit/instruct daily

7.  Sunset date 9/16/15  LEP vs. ELL  Definition of ESL – change to “at least one period of instruction”  Update preschool references  Clarify “reentry” into program after exit

8.  3/4/15 – first discussion  4/1/15 – 2 nd discussion, public testimony  5/6/15 – proposal level state board  12/7/15 – effective date, adopted code

9.  Application for State School Aid (ASSA)  Participating in bilingual, ESL, ELS program ‣ NJSMART  LEP Program Start Date  LEP Program Completion Date ‣ PARCC  LEP Start Date  July 1 of current year ‣ AMAOs Date of enrollment preschool ‣ Chapter 192 nonpublic school students score below cut-off level of ELP test at least on other indicator

10. TaskStart DateEnd DateDuration Test Ordering01/05/1502/04/1530 Pre-ID Ordering - NJ Smart Delivery 02/04/15 Districts Receive Test Materials 02/23/157 Test Window03/02/1504/17/1547 Additional Materials Deadline 04/03/15 Districts Pack Completed Material04/17/1504/24/158 Districts Ship Completed Material to MT 04/24/153 All Materials Received at MT 04/29/15 Data Validation Window - If Desired 05/28/1506/07/1510 Reports Shipped to Districts06/24/1506/27/153 Printed Report Correction Window06/27/1507/17/1520 Final Data Due To State 07/28/15

11. Opportunities  NJ SMART ACCESS for ELLs Pre-ID Label Data Submission  Pre-ID Labels  Test Booklets  Data Validation Window  Printed Report Correction Window What to Check for  State Student ID  Date of enrollment in the district  Current grade  Spelling of name  Date of birth  School District

13. Changes to Delivery: Both the ACCESS for ELLs 2.0 Summative Assessment and Screener will be computer-delivered. Changes to the Speaking Subtest: No longer be delivered face-to-face in individual test administration sessions. Speaking prompts will be delivered by computer and student speech samples digitally recorded. These digital recordings will then be centrally scored by trained raters. Changes to the Writing Subtest: As locally determined, students will either key their responses to prompts on the Writing subtest or produce handwritten responses which will be scored offsite. Changes to the Listening Subtest: Listening prompts will be pre-recorded and delivered by computer, allowing for a more authentic testing experience that includes a variety of standard dialects.

15. ACCESS G RADE C LUSTER C HANGES

16.  Exemptions  Spanish math  Accommodations: ◦ (1) extended time ◦ (2) word-to-word dictionary ◦ (3) mathematics response speech-to-text/mathematics response human scribe ◦ (4) general administration directions read aloud and repeated in student’s native language ◦ (5) general administration directions clarified in student’s native language ◦ (6) online translation of mathematics assessments in Spanish ◦ (7) paper-based edition of the mathematics assessments in Spanish ◦ (8) large print edition of the mathematics assessments in Spanish ◦ (9) text-to-speech for the mathematics assessments in Spanish ◦ (10) human reader for the mathematics assessments in Spanish.

17.  http://www.state.nj.us/education/assessmen t/parcc/ELAccommodations.pdf http://www.state.nj.us/education/assessmen t/parcc/ELAccommodations.pdf  http://www.parcconline.org/parcc- accessibility-features-and-accommodations- manual http://www.parcconline.org/parcc- accessibility-features-and-accommodations- manual  http://www.state.nj.us/education/assessmen t/parcc/PNPCBTTemplate.pdf http://www.state.nj.us/education/assessmen t/parcc/PNPCBTTemplate.pdf

19.  ELLs whose parents have declined language assistance program services must still be tested with the ACCESS for ELLs test.  School districts must ensure that all ELLs are assessed annually with the correct grade or grade cluster on the ACCESS for ELLs test.

20.  School districts must inform a parent or parents of an ELL of their parental rights not later than 30 days after the beginning of each school year, including all subsequent years in which a child continues to be enrolled in a language assistance program.  See the following link for more information: http://www.state.nj.us/education/bilingual/tit le3/accountability/notification/ http://www.state.nj.us/education/bilingual/tit le3/accountability/notification/

21.  Why the child was identified as LEP 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.

22.  How the program will meet the specific needs of the child in attaining English and meeting state standards;  The program's exit requirements, the expected rate of transition into a classroom not tailored for LEP 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; and

23.  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.

24.  When reporting immigrant student data on NJSMART school districts must count all students who meet the federal definition of immigrant students, including those born in U.S. territories.  School districts that receive Title III immigrant subgrants must use the funds for purposes that specifically target immigrant children and youth and that are distinct from those purposes for which the Title III LEP grant is used.

25.  Model Units  FABRIC  Parent Involvement Guide

26. ELA, K-12 Connect CCSS & WIDA to classroom can be used by both ESL and general education teachers in either push-in or pull-out program designs Each lesson in the unit spans three to five days and is divided into the following sections: 1) key vocabulary, key language forms and conventions; 2) preparing the learner by activating prior and/or building background knowledge; 3) interacting with text which includes close reading of excerpts from text; 4) extending understanding and 5) a formative assessment either infused in the lesson or completed at the end of the lesson. 6-7 lessons within each unit Formative assessment at end of each lesson http://www.state.nj.us/education/modelcurriculum/ela/exemplars/

27. 6 Threads ◦ Foundational Skills ◦ Academic Discussions ◦ Background Knowledge ◦ Resources ◦ Individualized Assessment ◦ Culture http://www.state.nj.us/education/bilingual/pd/fab ric.pdf

28. Purpose  Gives background for teachers and administrators  Can be used with staff who have limited training Sections  Introduction  6 threads  Helpful links for teachers  FABRIC Classroom Feedback Guide

29. Connections Introduction Body Example Classroom Application

30.  Professional learning communities  Sheltered instruction professional development  In-service workshops  Pre-service teacher education

31. Highlights 6 types of involvement ◦ Parenting ◦ Communicating ◦ Volunteering ◦ Learning at home ◦ Decision making ◦ Collaborating with community Tips for parental involvement School leadership Resources/articles/websites Examples of best practices

32. New Jersey Department of Education Office of Supplemental Programs Bureau of Bilingual/ESL Education Karen Campbell, Director, karen.campbell@doe.state.nj.uskaren.campbell@doe.state.nj.us Lori Ramella, Bilingual/ESL Education Program Specialist, lori.ramella@doe.state.nj.us lori.ramella@doe.state.nj.us Kenneth Bond, Bilingual/ESL Education Program Specialist, kenneth.bond@doe.state.nj.us kenneth.bond@doe.state.nj.us www.state.nj.us/education http://www.nj.gov/education/bilingual/ (609) 292-8777