5Administrative Code N.J.A.C.6A:15 Bilingual Education20 or more LEP students of one language groupEnglish as a Second Language10 or LEP more students of any languageEnglish Language Services9 or fewer students
6Title 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.
7Title III Formula Grants to States and Districts Apply through consolidated NCLB application processSubgrants must be at least $10,000 or districts may form consortia to meet minimum
8AccountabilityAnnual 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
9AccountabilityObjective for Attainment of English Language ProficiencyGrades K years or less in a programGrades years or less in a program
10ESL/Bilingual/ELS Three-Year Program Plans Program plans are required every three years for Bilingual, ESL and English Language Services.New Program plans have been requested for 2005 to 2008
11Language Services for Limited English Proficient Students (LEP) The Bilingual Education Law of 1974 (N.J.S.A 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.
12Language Assistance Programs and Services Four Types of ProgramsFull-Time Bilingual Program with ESL supportBilingual Program AlternativeESL-OnlyEnglish Language Service (ELS)
13Full-Time Bilingual Program with ESL Support Full-time program of instruction in all subjects which a child is required by law or rule to receive, administered in the native language of the limited English proficient student and also in English.A bilingual program must be provided when there are 20 or more limited English proficient students in any one language classification enrolled within the school district.
14Example:School district with over 200 Spanish-speaking students and over 20 Bilingual–certified teachers, offers a self-contained program for K-8 and departmentalized program for 9-12.The use of native language for instruction is influenced by the English language proficiency in English and academic level of student in their native language.
15Bilingual Program Alternative An alternative program of instruction for bilingual students in districts where there is no full-time bilingual program available.Alternative program options are:Bilingual Part-timeBilingual ResourceHigh-Intensity ESL
16Bilingual Part-timeStudents are mainstreamed in English program classes, but receive daily instruction by a certified bilingual teacher in mathematics and reading.
17Example:School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offers a part-time pullout bilingual resource room.Students receive a minimum of one period of developmental reading instruction and support in math from the bilingual teacher, in addition to their regular ESL instruction.
18Bilingual ResourceStudents receive daily instruction or support from a certified bilingual teacher in identified subjects and for special assignments.
19Example:School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offer a part-time pullout bilingual resource room.Students receive content area support, in addition to regular ESL classes.
20High-Intensity ESLStudents receive two or more periods a day of ESL instruction. One period is the standard ESL class, and the other period is tutorial or ESL reading class.
21Example:School district with approximately 25 bilingual Spanish students, and 3 ESL teachers, offers High-intensity ESL.Students receive two class periods of ESL instruction. The teachers provide push-in instruction for content area classes and daily pull-out instruction for ESL.
22ESL-OnlyA daily developmental second language program of up to two periods of instruction based on students needs.An ESL-Only program must be provided when there are 10 or more LEP students enrolled within the school district.
23English Language Services (ELS) Services designed to improve the English language skills of students of limited English proficiency.These services are provided in districts with less than 10 students of limited English proficiency.
24Example:School district with 8 ELS students are provided approximately minutes weekly of ELS instruction.Students are fully integrated in the student body, but are provided ELS instruction weekly from a certified teacher in the district.
25LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006 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 data:Data for three-and four-year-old preschool students; andData 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
26LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006 The student information reported should be based on enrollment as of October 15, 2005, and the report must be submitted via the Internet to the Department of Education.
27LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006 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 The form necessary to submit and create a Web Administrator Account is available at this site.
28LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006 For technical assistance with the data collection system, please your questions to or call (609)
29Immigrant 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.Districts experiencing a “significant increase” may receive immigrant funds under Title III.
30Eligibility Criteria for Immigrant Funds combined public and nonpublic immigrant student enrollment must be at least a 2% increase as compared to the average of the two previous yearstotal public and nonpublic enrollment must be 20 or more immigrant studentsmust be eligible for Title III funds ($10,000 or greater or a consortium)
31Federal Definition of Immigrant Student Aged 3 to 21Were not born in any state, Puerto Rico, U.S. Virgin Islands (St. Thomas, St. Croix and St. JohnHave not been attending one or more schools in one or more states for more than three full academic years.
32LEP 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.
33Recording Language Proficiency Data on ELP Maintain records of scores and proficiency levels for all students on all sections of the testMaintain records of continuous date language instruction began and grade level of the studentLEP Student Sample Database
34Reporting ELP and Exit Data By schoolBy gradeBy 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 exitingNumber of students improving at least one level from previous year
35TITLE 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:
37Language Proficiency Tests Approved Tests:IDEA Proficiency Test (IPT)- Ballard and Tighe PublishersMaculaitis II (MACII) Test of English Language Proficiency –Touchstone Applied Science AssociatesLanguage Assessment Scales (LAS)-CTB/McGraw-HillNew Test ( Spring, 2006)
38Use of Language Proficiency Tests Identification of LEP Students upon EnrollmentMeasure Progress in Learning EnglishDetermine Readiness for Exit (multiple indicators)
39Statewide Assessments LEP students may take assessments with accommodationsExtra timeBilingual dictionaryTranslated instructionsExemption from Language Arts Literacy test during 1st year in U.S. school
40New Jersey English Language Proficiency Standards Previous standards aligned the TESOL ESL standards to New Jersey’s Language Arts Literacy StandardsNJ Language Arts Literacy Standards were revised in 2002 and in 2004No Child Left Behind mandates ELP standards that:address the four domains of listening, speaking, reading and writing andare linked to the academic content and achievement standards in reading/language arts, mathematics and science (by )
41Professional Development Second Language Model Program Resource CentersNJTESOL-NJBE –English Language Learners in the Mainstream Tutorial
42Sheltered-Instruction Training A professional development model with an effective approach for teaching limited English proficient students both language and content.
43Sheltered-Instruction Training Four-day summer institute; three follow-up meetings throughout the school yearOn-site support by college facultyProvide training to secondary content teachers on effective sheltered-instruction strategiesBuild capacity of teachers to provide turn-key training and coaching on sheltered instruction for ELLs
45New Jersey Department of Education Office of Specialized PopulationsBureau of Bilingual/ESL EducationJames F. Curry, Acting Director,Raquel Sinai, Bilingual/ESL Coordinator,Lori Ramella, Bilingual/ESL Education Program Specialist,Ericka Reed, Bilingual/ESL Education Program Specialist,(609)