Impact of Changes to NYSED Part 154 of Commissioner Regulations

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Annalisa Allegro, Coordinator

Mid-West RBERN at Monroe 2-Orleans BOCES

Acronyms

RBERN – Regional Bilingual Education Resource Network

ELL – English language learners (not LEP)

ESOL or ESL – English to speakers of other languages or English as a second language

SIFE – Students with interrupted formal education

NYSITELL – NYS Identification Test for English Language Learners

NYSESLAT – NYS English as a Second Language Achievement Test

Blueprint for ELL

Success

Purpose of CR Part 154

To ensure that ELLs are provided with appropriate and equitable educational programs and services so they may attain the highest level of academic success and English language proficiency.

Statutory Provision

EL 3204 and 3602; Parts 80.9, 80.10, 100, 117, 200 and 154 of the Regulations of the Commissioner of Education; Chapter

827 of the Laws of 1982.

Identification Process

Initial and reentry

SIFE status

Instructional Program

Parental Notification and Information

Retention of Identification and Review Records

Graduation Requirements

Support and Transition Services

Professional Development

Exit Criteria

District Planning/Reporting/Responsibilities

Jul 9

Sept 15-16

Oct 1

2014-15

2014-15

Sept 2015

Amendments published in NYS Register

Public comment period for 45 days

Amendments to Board of Regents for approval

Amended Part 154 regulations go into effect

Planning and optional implementation

FAQ’s and Guidance on implementation

Full Implementation

Additional step in process pg 5

For ELL SWD, determine whether disability is the determinant factor affecting ability to demonstrate proficiency in English

Qualified staff required to implement process

Identification of SIFE pg 5

Meetings with parents of ELLs

 in addition to generally required meetings, meetings in preferred language of parents on their child’s academic content progress and needs pg 6

Identification process for ELLs

Language proficiency team (LPT) for identification of ELLs with disabilities

Orientation meetings

Parent-teacher conferences

Quarterly progress meetings

Administrators and teachers

For both, 15% of professional development hours specific to needs of ELLs, language acquisition, cultural competency pg 9

Bilingual and ESL teachers

50% of professional development hours specific to needs of ELLs pg 9

Program delivery

Integrated and stand-alone ESL pg 7

Co-teaching or dual certification pg 7

Maximum grade span for instructional grouping is two contiguous grades pg 8

Administrators

ELL programs, regulations, culture

Classroom and content teachers

Research-based instruction for ELLs, culture, second language development, co-teaching

Bilingual and ESL teachers

Literacy development, content knowledge, co-teaching

Program delivery

Integrated and stand-alone ESL pg 7

Co-teaching or dual certification pg 7

Maximum grade span for instructional grouping is two contiguous grades pg 8

Co-teaching of ESL and content teachers

Limited grade span for instructional grouping

Exit criteria options pg 8

Transitional supports

 for at least two years after exit pg 9

Documentation & Record Keeping

ELL parent meetings pg 6

Identification and placement process in student’s cum folder pg 6

Annual estimates in spring of ELL enrollment and languages of the students pg 7

Information provided to parents pg 9

Reports on measurements and tracking academic progress of ELLs as a sub group pg 9

Reports on programs for subpopulations of ELLs pg 10

http://www.p12.nysed.gov/biling/bilinged/

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