1. Implementation of Amended CR Part 154
Staff & Curriculum Development Network
March 5, 2015
Mid-West RBE-RN at Monroe 2-Orleans BOCES

2. ELL IDENTIFICATION EXISTING REGULATION ADOPTED REGULATION
A three step ELL identification process by school staff, including:
administration of the Home Language Questionnaire;
an informal individual interview with the student; and
the administration of a statewide English language proficiency identification assessment.  
Current regulations do not define the qualifications of staff required to administer the identification process.
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.
Implement a four step ELL identification process to ensure holistic and individualized decisions can be made by qualified personnel, including:
administration of the Home Language Questionnaire;
individual interview with the student with review of student work in English and home language
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
administration of a statewide English language proficiency identification assessment.
Qualified personnel is defined as a bilingual education or ESOL teacher, or a teacher trained in cultural competency, language development and the needs of English Language Learners.
Records of notices and forms generated during the identification and placement process in ELL student’s cumulative record

3. 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.

4. 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

5. 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 (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). [ ]
Bilingual Education program required when:
When there are 20 or more ELLs in the same grade across the district, who speak the same language [ (d)(3)]

6. 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

7. ENL PROGRAM REQUIREMENTS ENL STAFF/CERTIFICATION
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:
Integrated ENL in a core content area (ELA, math, science, or social studies
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 & 154-2
ADOPTED REGULATION
Current regulations require school districts to provide English as a Second Language instruction through a Stand-Alone 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)]

8. 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

9. BILINGUAL EDUCATION PROGRAM REQUIREMENTS Bilingual Program Staff
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:
Language arts component (Home Language Arts)
English as a New Language component
Bilingual content area instructional components in at least two core content areas (math, science, social studies)
STAFF/CERTIFICATION
Bilingual Program Staff
ENL Program Staff
Bilingual Program staff require
teachers with NYS certification in elementary or content area and a bilingual extension
Counselors, SE staff, psychologists with bilingual extension
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)]

10. 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

11. INTERVENTION SUPPORT FOR ELLS SCHOOL DISTRICT PLANNING AND REPORTING
EXISTING REGULATION
ADOPTED 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.
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. [ (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. [ (c)]

12. 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

13. PROFESSIONAL DEVELOPMENT
CR PART 154
EXISTING
REGULATION
SUBPARTS
154-1 &
ADOPTED REGULATION
Current regulations require in-service 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.
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

14. 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