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1 New Jersey Profile of Limited English Proficient Students.

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1 1 New Jersey Profile of Limited English Proficient Students

2 2 Students Language Minority Students276,031 Limited English Proficient 66,451 Languages 151 Total Districts 500

3 3 District Programs Districts with bilingual education 77 Full-time only 23 Part-time only 38 Districts with full-time and part-time 16 Districts with ESL only 232 Districts with English Language Services 160

4 4 Languages 1. Spanish9. Urdu 2. Korean10. Tagalog 3. Portuguese 4. Haitian Creole 5. Arabic 6. Gujarati 7. Mandarin 8. Polish

5 5 Administrative Code N.J.A.C.6A:15 Bilingual Education 20 or more LEP students of one language group English as a Second Language 10 or LEP more students of any language English Language Services 9 or fewer students

6 6 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.

7 7 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

8 8 Accountability Annual Measurable Achievement Objectives for English Language Proficiency Students 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

9 9 Accountability Objective for Attainment of English Language Proficiency Grades K-4 4 years or less in a program Grades years or less in a program

10 10 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

11 11 New Jersey TESOL/NJBE Chapter Roundtables - English Language Proficiency Standards Student Intake and Student Tracking Scheduling

12 12 Language 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.

13 13 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

14 14 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)

15 15 LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 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

16 16 LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 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.

17 17 LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 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 s/. The form necessary to submit and create a Web Administrator Account is available at this site. s/

18 18 LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR For technical assistance with the data collection system, please your questions to or call (609)

19 19 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.

20 20 Federal Definition of Immigrant Student 1. Aged 3 to 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.

21 21 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.

22 22 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

23 23 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

24 24 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:

25 25 Assessment Language Proficiency State Assessments

26 26 Language Proficiency Tests Approved Tests: IDEA Proficiency Test (IPT)- Ballard and Tighe Publishers Maculaitis II (MACII) Test of English Language Proficiency –Touchstone Applied Science Associates Language Assessment Scales (LAS)- CTB/McGraw-Hill New Test ( Spring, 2006)- ELDA

27 27 Use of Language Proficiency Tests Identification of LEP Students upon Enrollment Measure Progress in Learning English Determine Readiness for Exit (multiple indicators)

28 28 Statewide Assessments LEP students may take assessments with accommodations Extra time Bilingual dictionary Translated instructions Exemption from Language Arts Literacy test during 1 st year in U.S. school (tentative)

29 29 Previous standards aligned the TESOL ESL standards to New Jerseys 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 ) New Jersey English Language Proficiency Standards

30 30 The Goal To teach English Language Learners (ELLs) to use English to achieve academically in all content areas

31 31 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

32 32 TESOLs ESL Standards New Jersey Language Arts Literacy Core Curriculum Content Standards New Jersey Five Language Proficiency Levels Sample Classroom Tasks The Components

33 33 Standards Template Strands and Cumulative Progress Indicators LAL Content/ Standard/ Grade/Strand/C PI or TESOL Goal/ Standard/Grade Cluster English Language Proficiency Levels Classroom Tasks

34 34 Grades 3-5 Reading 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 English Language Proficiency Levels 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 Level 1: Retell a story by organizing picture cards in a sequence or illustrating the sequence on a story board.

35 35 resources/elp.pdf Strands and Cumulative Progress Indicators LAL Content/ Standard/ Grade/Strand/CPI or TESOL Goal/ Standard/Grade Cluster English Language Proficiency Levels Classroom Tasks Participate in creative responses to texts (e.g., role-paly, oral presentations) G.111-5Level 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.

36 36 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.

37 37 P rofessional 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 –

38 38

39 39 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

40 40 New Jersey Department of Education Office of Specialized Populations Bureau of Bilingual/ESL Education James F. Curry, Acting Director, Raquel Sinai, Bilingual/ESL Coordinator, Louis DAmato, Bilingual/ESL Education Program Specialist, Lori Ramella, Bilingual/ESL Education Program Specialist, (609)

41 41 Atlantic City Board of Education MaryAnn Mena District ESL/Bilingual Teacher (609) ext. 5055

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