PRESENTER: Lori Ramella, New Jersey
Department of Education
Office of Supplemental Educational
Programs
January 8, 2015
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State policy update
Federal policy update
New resources
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Bilingual Administrative Code
Counting of LEP students
Assessment (PARCC and ACCESS)
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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
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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
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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
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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
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NJSMART
 LEP Program Start Date
 LEP Program Completion Date
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PARCC
 LEP Start Date
 July 1 of current year
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AMAOs
• Date of enrollment
• preschool
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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
Pre-ID Ordering - NJ Smart
Delivery
Districts Receive Test Materials
Test Window
Additional Materials Deadline
01/05/15
02/04/15
30
Districts Pack Completed Material
Districts Ship Completed Material
to MT
All Materials Received at MT
Data Validation Window - If
Desired
Reports Shipped to Districts
02/04/15
03/02/15
02/23/15
04/17/15
04/03/15
7
47
04/17/15
04/24/15
8
04/24/15
3
04/29/15
05/28/15
06/07/15
10
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
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Opportunities
NJ SMART ACCESS for
ELLs Pre-ID Label
Data Submission
Pre-ID Labels
Test Booklets
Data Validation
Window
Printed Report
Correction Window
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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
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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.
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http://www.state.nj.us/education/assessmen
t/parcc/ELAccommodations.pdf
http://www.parcconline.org/parccaccessibility-features-and-accommodationsmanual
http://www.state.nj.us/education/assessmen
t/parcc/PNPCBTTemplate.pdf
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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.
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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/tit
le3/accountability/notification/
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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.
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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
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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.
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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.
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Model Units
FABRIC
Parent Involvement Guide
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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
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Foundational Skills
Academic Discussions
Background Knowledge
Resources
Individualized Assessment
Culture
http://www.state.nj.us/education/bilingual/pd/fab
ric.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
Classroom
Application
Example
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Professional learning communities
Sheltered instruction professional
development
In-service workshops
Pre-service teacher education
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Highlights 6 types of involvement
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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 Programs
Bureau of Bilingual/ESL Education
Karen Campbell, Director, karen.campbell@doe.state.nj.us
Lori Ramella, Bilingual/ESL Education Program Specialist,
lori.ramella@doe.state.nj.us
Kenneth Bond, Bilingual/ESL Education Program Specialist,
kenneth.bond@doe.state.nj.us
www.state.nj.us/education
http://www.nj.gov/education/bilingual/
(609) 292-8777