ell superintendent institute - new jersey€¦ · these students are ells, above the age of seven,...

New Jersey

Department of Education

ELL Superintendent Institute

New Jersey


Name Tags

Please make name tents that include your name and district so that we can get to know you.

New Jersey


Human Affinity Diagram

New Jersey


• Introductions:• On a post it, please write your biggest question,

concern, goal, or interest related to ELL education.

• Standup and introduce yourself to someone.

• Find out if your post-its have an affinity or not.

• Form a group, and be prepared to share your “affinity”:

• Language Structure:

• We are all interested in…

Human Affinity Diagram

New Jersey


Anticipation Guide

• To pique your interest in the research, we are giving you a “test”. You will work with a partner to answer questions or fill in blanks on the Anticipation Guide. Then we will discuss our answers and talk more about research.

• Source:• http://www.all4ed.org/files/LangAndLiteracyInStandardsELLs.pdf• http://www.state.nj.us/education/data/• http://www.acf.hhs.gov/programs/orr/programs/ucs/state-by-state-uc-

placed-sponsors• http://ncela.ed.gov/files/uploads/3/Biennial_Report_1012.pdf

http://www.all4ed.org/files/LangAndLiteracyInStandardsELLs.pdf

http://www.state.nj.us/education/data/

http://www.acf.hhs.gov/programs/orr/programs/ucs/state-by-state-uc-placed-sponsors

http://ncela.ed.gov/files/uploads/3/Biennial_Report_1012.pdf

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ELLs in New Jersey

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Who are ELLs?

• Students with a native language other than English.

• Students who are in the process of learning English.

• Students who are at varying degrees of English language proficiency as measured by an English language proficiency test.

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Growth in ELL Enrollment

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ELLs by the Numbers

• Top 10 languages in order: • Spanish• Arabic• Chinese• Gujarati• Haitian Creole• Portuguese• Urdu• Korean• Bengali• Vietnamese.

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Recent Immigrants in New Jersey

• Refugees

From a specific persecuted group

Unable or unwilling to return home for fear of serious harm

• Unaccompanied minors

Immigrated to the US without parent/guardian

• SIFEs/SLIFEs

Students with a limited or interrupted education

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Unaccompanied Minors

2,637 unaccompanied immigrant youth were released to sponsors in NJ

from October 2015 to September 2016

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SIFES/SLIFES

These students are ELLs, above the age of seven, who:

• have missed more than six consecutive months of formal schooling prior to enrolling in a U.S. school; and/or

• are more than two years below grade level in content due to limited educational supports prior to enrolling in a U.S. school.

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Comprehensible Input

• To promote academic growth, it is essential that ELLs’ first languages are used and/or teachers engage students using strategies to make content comprehensible.

Task: Watch Mandarin lesson and complete activity.

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VIDEO_TS/VIDEO_TS.IFO

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Performance and ELP

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Department of Education What is WIDA?

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WIDA Consortium

WIDA Standards

ACCESS 2.0 Assessment

Can Do Descriptors

Classroom Instruction

Teachers consider 3 types of language:1. Word Level2. Sentence Level3. Discourse Level1. Social and instructional

2. Language arts3. Math4. Social studies5. Science

Students can score 1-6 in 4 domains. Scores are called levels. Students are ready to exit at 4.5 composite.

- Over 30 states- Founded in 2002 - Response to NCLB - At UW-Madison

Describe what language tasks students can accomplish at each level

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ACCESS for ELLsEnglish Language Proficiency (ELP) Levels

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Entering (Level 1) • Label objects, pictures, or diagrams from word/phrase banks

• Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)

Bridging (Level 5) • Distinguish between literal and figurative language in oral discourse • Answer analytical questions about grade-level text • Apply content-based information to new contexts • Perform tasks at the same language complexity as their English-speaking peers

What ELLs Can Do in English (Grades 3-5)

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97%

86%

52%

16%

6%

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Think-Pair-Share

• When evaluating the academic achievement of ELLs, what are the implications of the correlation between English language proficiency (on ACCESS for ELLs) and content proficiency (PARCC, etc.).

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Policy

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New Jersey Policy

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Requirements of the Bilingual Code

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Legal Milestones for ELLs in New Jersey

• The Bilingual Education Law passed in 1974 (N.J.S.A. 35-15 to 26) and established requirements for bilingual education in New Jersey.

• New Jersey Administrative Code (N.J.A.C. 6A:15) is based on the 1974 law and outlines the programmatic and administrative requirements for ELLs.

New Jersey


Bilingual Code Re-Adoption (March 21, 2016)

• Key amendments include, but not limited to:

• Consistency of terminology and definitions

• Replacing the term “Limited English Proficient” and “LEP” with “English Language Learner” and “ELL”

• Specifications regarding parent notification timeframes

• Replacing passive voice with active voice to clarify responsibilities

• Expanding in-service training to supervisory roles and administrators

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What the Code Does (N.J.A.C. 6A:15)• 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

• Supports programs that build biliteracy

New Jersey


What the Code Does Not Do• Identify the needs of individual students

• Make a distinction between language proficiency levels and level of service

• Indicate a limit on how many schools/students an ESL teacher can reasonably visit/instruct daily

• Exempt districts from Title III requirements

New Jersey


Bilingual/ESL/ELS Three-Year Program Plans• Due date: June 30, 2017

• Every three years, all school districts at which English language learners (ELLs) are enrolled must complete a plan describing their district's program.

• The 2017-2018 school year is the beginning of a new three-year cycle.

• Assurances are signed by the district chief school administrator/charter school lead person and enrollment/program information must be included.

New Jersey


Quick Check

• I know that my district has a current Three-Year Plan

• I know that my district does not have a current Three-Year Plan

• I am not sure if my district has a current Three-Year Plan

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Bilingual Waiver • Due date: June 30, 2017

• Annually, districts may request a waiver of N.J.A.C. 6A:15-1.4(d), which requires a district to implement a full-time bilingual education program if it enrolls 20 or more ELLs in a single language group K-12.

• A waiver is necessary when the age range, grade span and/or geographic location of the district’s English Language Learners make it impractical for the district to provide a full-time bilingual program.

New Jersey


Quick Check

• My district requests a bilingual waiver

• My district does not request a bilingual waiver

• I am not sure if my district requests a bilingual waiver

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Review Criteria for Bil. Waiver and Three Year Planhttp://www.nj.gov/education/bilingual/policy/ImplementingELLPrograms.pdf

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http://www.nj.gov/education/bilingual/policy/ImplementingELLPrograms.pdf

New Jersey


Seal of Biliteracy

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Biliteracy History

• To recognize of benefits of being bilingual

• NJTESOL-NJBE and FLENJ endorsed

• Pilot districts 2013-2014, implementation 2014-2015, 2015-2016

• World language learners and ELLs

• Passed in NJ 216th legislature January 8, 2016

New Jersey


Biliteracy future for state of NJ: Implementation for 2016-2017 school year

• Optional for graduating high school seniors

• Focus group – June 14, 2016

• NJDOE will award a certificate with a seal, school district will affix insignia

• Student data to be captured in NJSMART

• Annual report to be submitted to governor

New Jersey


Seal of Biliteracy Link

• http://www.nj.gov/education/aps/cccs/wl/biliteracy/evidence.pdf

http://www.nj.gov/education/aps/cccs/wl/biliteracy/evidence.pdf

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N.J. State Seal of Biliteracy

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Federal Guidance

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OCR/DOJ Joint Guidance BackgroundReleased on January, 7 2015

• Joint guidance found in “Dear Colleagues Letter” around ELLs and civil rights

• Enforced by the Department of Justice and Office of Civil Rights

• Based on various civil rights legislation and court rulings

• Broadcast sent to NJ districts on 2/24/2015

New Jersey


January 2015 Guidance

• Joint Dear Colleague Letter http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

• The Civil Rights Fact Sheet is a summary of the longer “Dear Colleague” letter.

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

http://www.nj.gov/education/bilingual/policy/civil.htm

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Dear Colleague Letter: Points of Interest• ELLs cannot be excluded from services due to scheduling conflicts (p. 14)

• Students must receive appropriate/adequate quantities of bilingual materials in bilingual programs (p.16)

• SIFES must have • interaction with English-speaking peers during nonacademic instruction/lunch/recess;• the same access to laboratories; and• grade-level math (p.18)

• School-level assessments must include L1 for students instructed in L1 (p.20)

• School districts are responsible for growth of ELLs whose parents opt-out, cannot recommend opt-out, and must document opt-out(p. 30)

• Program effectiveness measurement (p.39)• Rate of English proficiency• Meaningful participation in the standard educational program

New Jersey


Dear Colleague Letter: TranslationsLEP parents must be given access to information brought to the attention of non-LEP parents, including:

• ELL programs

• Special education information

• IEP meetings

• Grievance procedures

• Notices of nondiscrimination

• Student discipline policies and procedures

• Registration/enrollment

• Report cards

• Requests for parent permission for activities

• Parent-teacher conferences

• Parent handbooks

• Gifted and talented

• Etc.

New Jersey


Findings in NJ Schools

Not in compliance in the areas of:• Exiting and monitoring ELLs;

• Evaluation of ELL programs;

• Communication with LEP parents/guardians;

• Evaluations and placement of ELLs with disabilities;

• AP/IB/GATE course participation; and

• Teacher student ratio for ELLs as compared to non-ELLs.

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Newcomer Tool Kit

• http://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf

• Tool Kit provides discussion of topics relevant to newcomer students/families, professional learning activities, and selected resources.

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http://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf

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EL Toolkit

• http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

• Toolkit to help teachers and schools fulfil civil rights obligations.

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http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

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Punctuate Your Thoughts• Read through the EL Toolkit handout

independently (focus on the main text and Tool #1).

• Write notes and mark with the following symbols where you have questions (?), ah has (!), and things you’d like to remember (*).

• After reading the text, pair up and

discuss how and why you punctuated

the text.

• Share important findings with the group.

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Every Student Succeeds Act

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Every Student Succeeds Act

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Elementary and Secondary Education Act of 1965

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No Child Left Behind 2001

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Every Student Succeeds Act of 2015

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Accountability IndicatorsESEA: 1111(c)(4)(B), Proposed: 34 CFR 200.14

# Elementary and Middle Schools High Schools

1

Academic Achievement (proficiency) Academic Achievement:- Must include proficiency - May, at state discretion, include growth

2

Academic Progress (growth or another measure) Graduation rate:- Must include 4-yr adjusted rate- May include extended yr adjusted rate

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Progress Toward English Language Proficiency:- Must use progress (growth)- May use measure of total or percentage of students reaching

English proficiency

Progress Toward English Language Proficiency:- Must use progress (growth)- May use measure of total or percentage of students reaching

English proficiency

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At least one School Quality or Student Success Indicator, which must be:- Valid, reliable, and comparable across all LEAs;- Calculated in the same way for all schools (except that

measures may vary by each grade span)- Able to be disaggregated for each subgroup

At least one School Quality or Student Success Indicator, which must be:- Valid, reliable, and comparable across all LEAs;- Calculated in the same way for all schools (except that

measures may vary by each grade span)- Able to be disaggregated for each subgroup

Note: Participation rate on the statewide test must be factored into the state’s accountability system (federal law requires 95% of all students and each subgroup of student to participate in statewide tests)

ESSA – Accountability Overview

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Title III ELL

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Title III

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

--to increase English language proficiency

--to provide professional development

• Apply through consolidated NCLB application process

• Subgrants must be at least $10,000 or districts may form consortia to meet minimum (MOU needed)

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Title III Activities• Increasing English language proficiency and academic achievement*

• ELL professional development*

• Parent/family/community engagement*

• Upgrading ELL programs

• Curricula/materials/software/assessments for ELLs

• Tutorials and materials (including native language) for ELLs

• PreK-12 ELL program improvement

• Early college high school or dual enrollment programs for ELLs

• Improving instruction, including for ELLs with disabilities

*Required

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Title III Non-Regulatory Guidance

• http://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf

• Released September 23, 2016

• Clarifies ESSA Title III Legislation

http://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf

New Jersey


Points of Interest

• A-2: Supplement-not-supplant is not changing with Title I

• A-4: Title III funds can be used for requirements moved to Title I

• A-12: Initiatives/positions can be funded with both Title I and Title III

• A-15: Consortium requirements stay consistent with NCLB

• A-18: New, third required use of funds– parent/family/community

• D-1: Definition of professional development is more intensive

• F-6: Specific regulations for working with Head Start and other early childhood providers

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Title III Immigrant

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Federal Definition of Immigrant Student • Aged 3 to 21

• Were not born in any state,

• Have not been attending one or more schools in one or more states for more than three full academic years.

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Title III Immigrant Funds

• Provides additional funds for school districts that experience significant increases in their enrollment of immigrant children and youth

• Funds may be used to pay for activities that provide enhanced instructional opportunities for immigrant students

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Title III Immigrant FundsAllowable Uses

• Family literacy, parent outreach and training

• Recruitment and support for personnel that work with immigrant students

• Tutorials, mentoring, career or academic counseling

• Instructional materials and software

• Basic instructional services, including civics

• Activities coordinated with other agencies

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Resources

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THREAD

• Six Strands (Strategies) to address teacher shortage:

• Tap into community resources

• Harness existing resources & assets

• Reach across borders

• Establish educational partnerships

• Awareness of routes to certification

• Develop internal, untapped talent

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The FABRIC Paradigm

6 Threads• Foundational Skills

• Academic Discussions

• Background Knowledge

• Resources

• Individualized Assessment

• Culture

• http://www.nj.gov/education/bilingual/pd/fabric.pdf

http://www.nj.gov/education/bilingual/pd/fabric.pdf

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Bilingual/ESL Podcast

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https://itunes.apple.com/us/podcast/njdoe-bilingual-esl-podcast/id1179472669?mt=2

https://itunes.apple.com/us/podcast/njdoe-bilingual-esl-podcast/id1179472669?mt=2

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Leading By Example: Model Programs

SY 2016-2018 Cohort

Elizabeth: Bilingual K-12

Englewood: Dual Language PreK-6

HoLa Hoboken Dual Language Charter School: Dual Language K-8

Howell: ESL K-8

Franklin: ESL K-4, 9-12 and Bilingual K-4

Linden: ESL K-12

Vineland: Bilingual K-569

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Supporting Educators of ELLs

• WIDA Trainings (13 days)

• Bureau Trainings (18 days)

• Sheltered Instruction MOA • MOOC Platform

• RACs Technical Assistance

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Bilingual/ESL Website Tour

• http://www.nj.gov/education/bilingual/

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http://www.nj.gov/education/bilingual/

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Sentence Starters

• Complete the following sentences

• I learned something new about ___________________.

• I still have questions about ____________________.

• I need to have a conversation with __________ about ____________.

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Department of Education Looking Beyond Compliance

"If you want to build a ship, don't drum up people to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea."

- Antoine de Saint Exupéry

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Your Questions and Comments

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New Jersey Department of Education

Office of Supplemental Educational ProgramsBureau of Bilingual/ESL Education

Karen Campbell, Director, [email protected] Ramella, Bilingual/ESL Education Program Specialist,

[email protected] Bond, Bilingual/ESL Education Program Specialist,

[email protected] León, Bilingual/ESL Education Program Specialist,

[email protected]

www.state.nj.us/educationhttp://www.nj.gov/education/bilingual/

(609) 292-8777

mailto:[email protected]




http://www.state.nj.us/education

http://www.nj.gov/education/bilingual/

ell superintendent institute - new jersey€¦ · these students are ells, above the age of seven,...

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