presenter: lori ramella, new jersey department of education office of supplemental educational...
TRANSCRIPT
PRESENTER: Lori Ramella, New Jersey Department of Education
Office of Supplemental Educational Programs
January 8, 2015
State policy update Federal policy update New resources
Bilingual Administrative Code Counting of LEP students Assessment (PARCC and ACCESS)
N.J.A.C. 6A:15 outlines the programmatic and
administrative requirements for school districts that enroll students who are limited English proficient
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
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
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
3/4/15 – first discussion 4/1/15 – 2nd discussion, public testimony 5/6/15 – proposal level state board 12/7/15 – effective date, adopted code
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
Task Start Date End Date Duration
Test Ordering 01/05/15 02/04/15 30Pre-ID Ordering - NJ Smart Delivery
02/04/15
Districts Receive Test Materials 02/23/15 7Test Window 03/02/15 04/17/15 47Additional Materials Deadline 04/03/15
Districts Pack Completed Material 04/17/15 04/24/15 8
Districts Ship Completed Material to MT
04/24/15 3
All Materials Received at MT 04/29/15 Data Validation Window - If Desired
05/28/15 06/07/15 10
Reports Shipped to Districts 06/24/15 06/27/15 3
Printed Report Correction Window 06/27/15 07/17/15 20
Final Data Due To State 07/28/15
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
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.
ACCESS GRADE CLUSTER CHANGES
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.
http://www.state.nj.us/education/assessment/parcc/ELAccommodations.pdf
http://www.parcconline.org/parcc-accessibility-features-and-accommodations-manual
http://www.state.nj.us/education/assessment/parcc/PNPCBTTemplate.pdf
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.
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/title3/accountability/notification/
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.
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
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.
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.
Model Units FABRIC Parent Involvement Guide
• 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/
6 Threads◦ Foundational Skills◦ Academic Discussions◦ Background Knowledge◦ Resources◦ Individualized Assessment◦ Culture
http://www.state.nj.us/education/bilingual/pd/fabric.pdf
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
Connections
Introduction
Body
Example
Classroom Application
Professional learning communities Sheltered instruction professional
development In-service workshops Pre-service teacher education
• 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
New Jersey Department of Education
Office of Supplemental ProgramsBureau of Bilingual/ESL Education
Karen Campbell, Director, [email protected] Ramella, Bilingual/ESL Education Program Specialist,
[email protected] Bond, Bilingual/ESL Education Program Specialist,
www.state.nj.us/educationhttp://www.nj.gov/education/bilingual/
(609) 292-8777