Annalisa Allegro, Coordinator
Mid-West RBERN at Monroe 2-Orleans BOCES
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
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/