New Jersey Profile of Limited English Proficient Students

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New Jersey Profile of Limited English
Proficient Students
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Students- 2004-05

• Language Minority Students 274,027
• Limited English Proficient
• 61, 287
• Languages 155
• Total Districts 482

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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

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Languages

• Spanish 8. Mandarin
• Portuguese 9. Urdu
• Korean 10. Tagalog
• Haitian Creole
• Gujarati
• Arabic
• Polish

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Administrative CodeN.J.A.C.6A15

• 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

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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.

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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

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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

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Accountability

• Objective for Attainment of English Language
  Proficiency
• Grades K-4 4 years or less in a program
• Grades 5-12 5 years or less in a program

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ESL/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

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Language Services for Limited English Proficient
Students (LEP)

• The Bilingual Education Law of 1974 (N.J.S.A.
  35-15 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. 6A15)
  outlines the programmatic and administrative
  requirements for school districts that enroll
  students who are limited English proficient.

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Language Assistance Programs and Services

• Four Types of Programs
• Full-Time Bilingual Program with ESL support
  
• Bilingual Program Alternative
• ESL-Only
• English Language Service (ELS)

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Full-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.

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• Example
• School district with over 200 Spanish-speaking
  students and over 20 Bilingualcertified
  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.

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Bilingual 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-time
• Bilingual Resource
• High-Intensity ESL

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Bilingual Part-time

• Students are mainstreamed in English program
  classes, but receive daily instruction by a
  certified bilingual teacher in mathematics and
  reading.

17

• Example
• 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.

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Bilingual Resource

• Students receive daily instruction or support
  from a certified bilingual teacher in identified
  subjects and for special assignments.

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Example 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.
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High-Intensity ESL

• Students 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.

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Example 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.
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ESL-Only

• A 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.

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English 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.

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Example School district with 8 ELS students are
provided approximately 90-100 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.
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LIMITED ENGLISH PROFICIENT (LEP)STUDENT
ENROLLMENT TRACKING SYSTEMSCHOOL 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 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

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LIMITED ENGLISH PROFICIENT (LEP)STUDENT
ENROLLMENT TRACKING SYSTEMSCHOOL 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.

http//homeroom.state.nj.us
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LIMITED ENGLISH PROFICIENT (LEP)STUDENT
ENROLLMENT TRACKING SYSTEMSCHOOL 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
  http//www.state.nj.us/njded/data/collections/.
  The form necessary to submit and create a Web
  Administrator Account is available at this site.
  

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LIMITED ENGLISH PROFICIENT (LEP)STUDENT
ENROLLMENT TRACKING SYSTEMSCHOOL YEAR 2005-2006

• For technical assistance with the data collection
  system, please e-mail your questions to
  LEP_at_doe.state.nj.us or call [phone].

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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.
• Districts experiencing a significant increase
  may receive immigrant funds under Title III.

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Eligibility 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 years
• total public and nonpublic enrollment must be 20
  or more immigrant students
• must be eligible for Title III funds (10,000 or
  greater or a consortium)

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Federal Definition of Immigrant Student

• Aged 3 to 21
• Were not born in any state, Puerto Rico, U.S.
  Virgin Islands (St. Thomas, St. Croix and St.
  John
• Have not been attending one or more schools in
  one or more states for more than three full
  academic years.

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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.

http//homeroom.state.nj.us
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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
• LEP Student Sample Database

http//www.nj.gov/njded/bilingual/resources/lepdb2
.htm
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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

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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 6A15-1.13.

http//www.nj.gov/njded/bilingual/policy/title3par
.htm
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Assessment

• Language Proficiency
• State Assessments

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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)

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Use of Language Proficiency Tests

• Identification of LEP Students upon Enrollment
• Measure Progress in Learning English
• Determine Readiness for Exit (multiple indicators)

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Statewide Assessments

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

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New Jersey English Language Proficiency Standards

• 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 2005-06)

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Professional Development

• Second Language Model Program Resource Centers
• NJTESOL-NJBE www.njtesol-njbe.org
• English Language Learners in the Mainstream
  Tutorial

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Sheltered-Instruction Training

• A professional development model with an
  effective approach for teaching limited English
  proficient students both language and content.

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Sheltered-Instruction Training

• Four-day summer institute three follow-up
  meetings throughout the school year
• On-site support by college faculty
• Provide training to secondary content teachers on
  effective sheltered-instruction strategies
• Build capacity of teachers to provide turn-key
  training and coaching on sheltered instruction
  for ELLs

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http//www.njpep.org/tutorials/ell_mainstream/inde
x.html
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New Jersey Department of Education
Office of Specialized Populations Bureau of
Bilingual/ESL Education James F. Curry, Acting
Director, james.curry_at_doe.state.nj.us Raquel
Sinai, Bilingual/ESL Coordinator,
raquel.sinai_at_doe.state.nj.us Lori Ramella,
Bilingual/ESL Education Program Specialist,
lori.ramella_at_doe.state.nj.us Ericka Reed,
Bilingual/ESL Education Program
Specialist, ericka.reed_at_doe.state.nj.us www.stat
e.nj.us/education www.nj.gov/njded/bilingual (609)
292-8777