ESL Manual (Repaired)

7/28/2019 ESL Manual (Repaired)

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An ESL Manual

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A Resource2B

for Teachers3B

and Administrators


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4BTable of Contents

Welcome, Evolution and Terminology................Pg 3

Identification and Testing....Pg 4

Regulations..Pg 6

General Information.....Pg 7

Teacher Information......Pg 11

Accommodations for ESL Students with 2 + years in USA..Pg 16

Testing Accommodations.Pg 18

Testing RequirementsPg 20

Parent Notification Letter..Pg 21

Home Language Questionnaire.Pg 22

NYSESLAT Parent Brochure...Pg 23


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Welcome!

THE OCSD ESL PROGRAM:

The mission of the ESL Program is to provide English Language Learners and theirfamilies with equity and access to an excellent education by strengthening anddeveloping instructional staff, promoting parental involvement and improving availableresources. The ESL Department strives to create a rigorous learning environment thatfocuses on academic achievement, language and social development, research-basedinstructional methods in Ureading, writing, speaking, and listening U, and culturalawareness. We work in partnership with the OCM-BOCES BETAC, SUNY Oswego,who provides us with TESOL Practicum students, and the Oswego County MigrantEducation Department who recently wrote a grant so that our students could attend

Discover College events at SUNY Oswego and at Oswego BOCES.

There are five NYS ESL standards:

1. English for information and understanding2. English for literary response, enjoyment, and expression3. English for critical analysis and evaluation4. English for social and classroom interaction5. English for cross-cultural knowledge and understanding

OUR STUDENTS AND STAFF:

Our ESL students have come to Oswego from Puerto Rico, Mexico, Russia, France,Paraguay, India, Egypt and China, and we have ESL students in all seven schools.There are currently three ESL Teachers: Mrs. Garafalo, Mrs. Stevens, and Mr. Steffen.

The Evolution of ESL and ESL Terminology

There have been many changes to the OCSDs ESL Teachers role, especiallyover the last six years. In 2002, a specific NYS assessment was implemented,

the NYS English as a Second Language Achievement Test (NYSESLAT).NYSESLAT is similar to the ELA and other state assessments. It is a four part,four day exam which tests reading, writing, speaking, and listening skills. Theexam scores are used to determine what level the ESL student will be placed in,weekly ESL class time requirements, and if he/she requires ESL services.


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In addition, many middle and high schools now give number grades, homework,and high school Regents

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creditsU

for ESL classes (CR Part 154) and foreignlanguage (CR Part 100, section 100.2 LOTE)

In June 2007, the NYS Board of Regents passed an emergency amendment

requiring that all schools in NYS comply with all provisions of CR Part 154,including ESL time requirements. ESL is considered a required subject ratherthan a support service, and it is considered by NYS to be the ESL students ELAclass for Beginner and Intermediate students.

In December 2007, newU

Reading First Guidelines For ELL StudentsU

were issuedproviding a model for adding an ESL component to the 90 minute Literacy Block.This now allows an opportunity for ESL teachers to pull ESL students for ESLinstruction during the 90 minute Literacy Block.

Terminology

The world of second language acquisition has many acronyms. Several of these areincluded below:

ESL = English as a Second Language; English learned in an environment whereEnglish is the predominant language of communication.

L1 = First Language, mother tongue; language used first and most often by a speaker.

L2 = Second Language; any language learned after the mother tongue; could becomedominant language.

LEP = Limited English Proficient; term used denote English language learners whereEnglish is the L2

Bilingual Education (BE): An educational program in which two languages are usedduring instruction in order to 1) continue primary language (Ll) development, 2) provideinstruction in content in both Ll and L2, and 3) English acquisition.

Comprehensible Input (CI): Language that is understood by the learner. Focuses on

meaning first and uses simplified speech.

TESOL: Teachers of English to Speakers of Other Languages. This is a national andprofessional association. (www.tesol.org)

NYSTESOL: The NYS professional organization for TESOL teachers.(www.nystesol.org)


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5B

Identification and Testing

How are students identified?

Every parent that registers a child in NYS must fill out a HOME LANGUAGEQUESTIONNAIRE (HLQ). The HLQ is available in English and several other differentlanguages on the NYS Bilingual Ed. Web site. If anywhere on the form a question isanswered with a language other than English, then the student is given an InformalInterview before LAB-R testing.

The child is then tested using the LAB-R (Language Assessment Battery-Revised.)There are four parts to the test: Listening, Speaking, Reading and Writing. During the

interview, if the child speaks no English then s/he is simply labeled LEP. If the childspeaks some English then s/he is given the speaking section of the LAB-R.

If the child does not pass the speaking section, then s/he is labeled LEP. If the childpasses the speaking section, then the rest of the test is administered.If the child fails any sections of the test s/he is labeled LEP and receives services. If a

child passes all sections of the test then s/he is labeled EP or English Proficient.

What happens after identification?

Once students are identified, they are labeled based on their language ability as

Beginner, Intermediate, or Advanced and placed in an ESL program.

How long do ESL students receive services?

Students are allowed to receive services for 3 years; an extension can be requestedannually from the Commissioner for up to

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years. If student passed the NYSESLAT,student tests out of ESL. His/her performance is monitored for one-two years afterexiting.

How often are students tested?

Students are tested for identification and placement purposes with the LAB-R onlyonce. Once that is determined they are only tested once per year in May using adifferent NYS assessment called the NYSESLAT. Students are tested every May usingthe NYS English as a Second Language Achievement Test (NYSESLAT). It is a statetest that is secure and is different every year, just like the NYS Language Arts, SocialStudies, Math and Science tests.


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The test items are written by Harcourt and ESL teachers from across the state. TheNYSESLAT is used to determine eligibility for services and the level of each student.The speaking and writing parts are graded by the ESL teacher. The listening andwriting are scored by Regional Informational Center (RICs). The final scaled scores aredetermined by Harcourt & SED and arrive at local schools in late August.

What happens when a student tests out?

When an ESL student tests out of ESL, they are considered transitional and aremonitored for the following 1-2 years. A student who tests out of ESL does not have tobe working on grade level. A former ESL student may not be retested for ESL servicesin the future. ESL must be offered in schools where LEP students attend.

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REGULATIONS

The federal government and the state education department have specific regulationsregarding the education of LEP students. The NYS regulations on identification andservices to LEP student can be found in CR 117 & CR 154.

7B

Responsibility for LEPs according to CR Part 154?

-ALL boards of education are required to prepare certain reports and follow specificprocedures regarding the education of LEP students. School districts with LEP studentsare required to provide ESL and/or bilingual services. If a district has 20 or more LEPstudents in the same grade, same building and who speak the same language then theyshall implement a bilingual program. If a district has less than 20 LEP students in thesame grade, same building, who speak the same language then they shall implement afreestanding ESL program. This is what OCSD has.

-School districts are required to distribute to parents/guardians with limited Englishproficiency, school related information in English or when necessary the language theyunderstand.

-School districts are required to refer LEP students, who are suspected of having ahandicapping condition, to the committee on special education and assure that abilingual multidisciplinary assessment is conducted before the committee identifiespupils with LEP status as having a handicapping condition. All districts shall provideappropriate support services needed by LEP students to achieve and maintain asatisfactory level of academic performance. (Home visits, counseling, etc. done in thenative language.)

-All districts with LEP students shall provide Uannual U professional development to allpersonnel providing instruction or other services to such pupils in order to enhance theirappreciation for the students native languages and cultures and their ability to provideappropriate instructional and support services.


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-Parents must be notified in English UandUtheir native language of their childs placementin an ESL/Bilingual program and provided with an orientation program outlining schoolrules, etc.

ALL 28 learning standards and the ESL standards apply to LEP children. ESL has itsown standards (5) that are very similar to the ELA standards. Beginner and Intermediatestudents are not required to take ELA class but Advanced ESL students are. Parentswho would prefer that their child be in a bilingual program have the right to transfer theirchild to a school with a bilingual program. Parents/guardians

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withdraw their childfrom an ESL program but can withdraw them from a bilingual program.

Can ESL students be referred to CSE for other support services?

ESL students can be considered for other support services or special education

identification at any time. ESL students should be evaluated for support services orspecial education identification evaluation on anU

individual basisU

. Discussions about thechild should include the classroom teacher(s), ESL teacher and the CSE team. Areferral to CSE would be for the exceptional child. Support services would not beexpected for all ESL children. ESL students shouldbe evaluated in their

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dominantU

language. It may be English or their native language. The testing is done by a bilingualpsychologist. A former ESL student that has tested out of ESL, in most cases, should beevaluated in English.

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Questions to be explored prior to referral

1. Has the student had time to adjust to a new environment: language, community,classroom, family situation, etc.?

2. What are the students priorexperiences with school?

3. Has the students had the opportunity to learn in his/her first language?

4. Has the student ever received ESL/Bilingual instruction?

5. Does the student demonstrate lack of adaptive behavior or cognitive difficulties inthe home/community as s/he does in the school environment?

6. How can we be sure the student really needs to be referred?

7. Would this student have difficulty learning in any case? (Home country andnative language)


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8. Has the district made sufficient/appropriate efforts to assist the student withingeneral education, and that these efforts have been similar in quality and quantityto those offered to monolingual English-speaking students who have experiencedthe same difficulties?

9. Is the suspected disability intrinsic to the student?

10.Have the pre-referral efforts been complete, honest and appropriate?

9B

What tests are ESL students required to take?

All LEP students in grades 3 through 8 are required to take the NYS ELA assessment,exceptthose students who, as of January 3 of each school year, have been enrolled inschool in the United States for less than one year. There are no exemptions from theStates grade 3 through 8 Math tests. The tests are available in Chinese, Haitian

Creole, Korean, Russian and Spanish. They may be translated orally into otherlanguages for the LEP students whose first language is rare and one for which a writtentranslation is not available. All LEP students must take the NYS grade 4 and 8 Science

Assessment as well as the grade 5 and 8 Social Studies tests. They may take it inEnglish and/or their native language. The tests are available in Chinese, Haitian Creoleand Spanish. The test may be translated orally into the students native language if awritten translation is not available.

All LEP students are required to pass the NYS English Regents in English in order tograduate.

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What are Testing Accommodations for ESL Students?

Time extension ( time and a half)

Separate location

Electronic/paper bilingual dictionaries and glossaries allowed (only directtranslation of words no definitions allowed)

Simultaneous use of English and home language editions ordered from NYSED

Oral translation (for lower incidence rare languages)

NYS ELA Test/English Regents Listening Section read 3 times

11B

Do ESL students have to take Foreign Language?

If ESL students arrive at the age of 11, they can be granted 3 to 5 high school credits fora sequence in a language if the school has documentation stating that they attendedschool in their country until age 11. (See LOTE CR Part 100.2) They do NOT have totake a foreign language if they arrive at age 11 and have documentation. (Although theytend to be successful in Foreign Language classes if they have had prior knowledge ofEnglish)


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12B

What is BICS?

Basic Interpersonal Communication Skills is (BICS) is the form of language that is

commonly associated with conversations in the hallway, or before class, or at some kindof recreational or social event. It takes approximately 2-3 years for students tobecomeproficient in BICS. BICS is also manifested in relation to CONCRETEconcepts.

Many teachers are confounded by the fact that their ESL students have developedBICS proficiency but appear to have little success in the formal classroom setting.Thats because the students have not yet developed CALPCognitive AcademicLanguage Proficiency.

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What is CALP?

CALP is what students must develop if they are going to be able to make sense out ofthe abstract concepts the teachers are trying to teach them. CALP can take (onaverage 5-7 years) up to 10 years to acquire.

If a student has developed CALP in their native language, then our job is to facilitate thetransfer of CALP by giving the student new labels for the abstract concepts they arefamiliar with.

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How do ESL students feel?

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CULTURE SHOCKU

is precipitated by the anxiety that results from losing all familiarsigns and symbols of social discourse. By leaving their country (a decision that theyhave no control over) they leave their friends, family, school, sense of being safe, andall other aspects of their lives to start a new life in an unfamiliar and unknown land, oftenwith unrealistic expectations. They can feel UangryU as well.

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OVERWHELMEDU: When they first arrive at school they dont understand our schedule,

our classroom set up, our student-centered classroom, cooperative learning, buyinglunch, bringing clothes for gym, books for class, or anything else about school. Theycant understand anything because it is all in a language foreign to them.

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CONFUSED:U

Often they have no idea what is going on. Where do they go? What dothey need? What can they do? What cant they do? What bus do they take? What dothey do when they have to go to the bathroom? Where are the bathrooms? What iseveryone else doing?


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U

TIRED:U Spending the day in a completely different language is exhausting. They may

understand no English or some English but either way it is absolutely exhausting. Theyare trying to listen for words they know, translate words they dont know, c onnect theirnew knowledge to their prior knowledge, which is in their first language.

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LOST:U

Everything is foreign to them. The school set up, the choices at lunch, the roomlocations, where the assignments are listed, everything makes them feel lost.

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ISOLATION:U They feel very alone. Often they have no one to talk to or share their

feelings with. That is why it is helpful to find someone in the building that can speak hisor her native language.

15B

What do ESL students need?

Instruction in English as a Second Language: Reading, Writing, Speaking,Listening, & Culture

Academic InstructionA place to go to feel safe and to rest

Consistency and stability

To be allowed to be silent

Access to literature at their reading level

Assistance in understanding everything about the school community

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Teacher Information

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What is typical ESL support?

First of all, there is no typical ESL support. The program can be arranged in manydifferent ways. Generally, it is done as a push in, as a pull out, or as a combination ofthe two. ESL pull out is done so that the ESL teacher focuses on ESL and teachesESL to her students using a content area approach.

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How can I communicate with my ESL parents?

Use a translator which can be found by calling Amy Di Vita, Special Programs.

Send written correspondence in the native language and English.

Conduct a home visit

Ask for the assistance of the child or older siblings (although not ideal)

Ask for the assistance of the ESL teacher

Use an online translation site likeHU

www.babelfish.altavista.comU
http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/http://www.babelfish.altavista.com/


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19BWhat is the ESL teachers role?

Teach English through using English: Reading, Writing, Speaking and Listening

(and Culture); content area vocabulary and key concepts.To act as advisorto mainstream teachers and administrators

To be there for the ESL student in all aspects

To be a resource to those in the building regarding ESL

To help the students adapt to their new situation and to help acculturate themamong other things

An ESL teacher does not translate but can refer those who do to the district.

What can General Education teachers do to help the newly arrived ESL student?

Learn the correct pronunciation of the students name and teach the rest of the

class.Do not assume anything. Everything we do and say is culturally bound.

When giving directions use the same language pattern so that the student canbegin to understand and associate meaning to what you are saying.

Repetition and redundancy is important. Paraphrase and simplify yoursentences.

Use your ESL teacher as a resource. He or she can be very helpful with yournew students.

Make a My Words box. After an ESL student has mastered a word the studentadds it to their box.

Students acquire listening skills first, so only ask them questions that can be

answered with yes/no.Remember textbook English is a specific dialect of English that uses differenttenses and vocabulary from spoken English.

Use picture books instead of textbooks when possible. Often students can writeabout the information presented in the pictures but cant understand the text.

When writing is too difficult then ask the students to illustrate the concepts.

When testing, use the same sentence structures used in lecturing.

A 5 W Matrix (Who, What, When, Where, and Why) is often helpful as a learningstrategy and an alternative testing device.

Label your classroom. Students can label things in the classroom and in their

lockers in their native language and in English.Use real life examples when introducing new topics. Relate them to your life orthe lives of your students.

Set up situations where ESL students need to use English such as pairing with anative speaker who is understanding of their difficulties or one that could benefitin confidence from assisting an ESL student.

Use the whole language approach when teaching literature to ESL students.


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Remember that ESL students may go through a silent phase. They understandwhat is going on but are unable to express themselves. Also, students fromother countries may not answer questions due to their fear of being wrong. Intheir culture to be wrong may disgrace their family.

20B

General Education Teacher Tips

Put the ESL student in the position of teacher or knower whenever possible.An ESL student can often teach a game, rhyme or song to your class in theirnative language.

Do an art, cooking or science project with your ESL students and then have themrepeat it, teaching their English-speaking peers.

Emphasize multicultural aspects of topics whenever possible.

Read aloud to the children.

Find books that are bilingual- in both their native language and in English andsend them home with the books to share with their parents. Encourage parents

to read to the children in their native language. Reading skills transfer from onelanguage to another.

Communicate class directions using at least two modalities whenever possible.

When appropriate, accept non-verbal responses to demonstrate understanding.

Cue students into sequence marker words so they can better follow classroompresentations (first, second, third).

ESL students may be unfamiliar with print conventions: Cursive, bold, italics,parentheses, map keys, etc

When students are unable to formulate requests, offer controlled choices.

Try to give ESL students opportunities to achieve success. Ask them questionsyou KNOW they can answer.

Try to use the calendar daily and talk briefly about the weather.Comment on the color of different things in the room and what hey are wearingso that they learn the color words quickly.

Set up a listening center with books on tape for your ESL students.

Modify spelling test by deleting 1 or 2 letters and have them fill in the missingletters.

Make a newcomer bag and include: Simple games, picture dictionary, a photoalbum that shows typical class activities and labels objects and areas of theroom, a simple craft, magazines and catalogues to cut and paste (to make apicture dictionary of their own), stamps and coins or play money, puzzlesespecially of the US and world, books on tape.

Some activities they can do with a classmate: a campus/school tour book, analphabet book, a calendar.


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When speaking to an ESL student

Speak naturally but clearly with pauses

Let the child be silent

Model rather than correct

Let the child restKeep checking for understanding (some cultures dont allow a direct No)

Dont confuse conversational with academic English

Encourage and appreciate bilingual students

21B

How can I adapt a textbook?

Identify the language focus and study skills that are targeted in the chapter orthat you would like to teach.

Identify the unit theme, chapter topic, key concepts, vocabulary, people, andevents from each chapter that you want the students to learn. Color-code each

concept using various colored highlighters. Remove all of the graphs, charts,diagrams, timelines, historical documents, and photos and their captions. Gluethese items (and their captions) onto sheets of plain white paper color codecaptions to related concepts

Cut and paste the text that relates to the items you have removed and glue themonto the page. Edit by highlighting important points and simplifying complicatedsentence structure. Color code.

Copy each vocabulary word onto a 3 x 5 card. These may be illustrated or havedefinitions written on them as a student activity.

Collect in one location, the graphic organizers, research materials, referencebooks, models, and any other tools that will be needed by your LEP/ELL studentsto do the required activities. Record the text as it is read.

22B

What are some assessment tips?

Focus on ELL students meaning and content knowledge, not language errorssuch as grammar mistakes or awkward phrasing.

Grade a combination of process and product. Using only product criteria can beunfair to any students.

Explain to students what and how you grade early in the class. Show examplesof good work.

Have grades reflect a variety of measures (some less dependent on fluentlanguage skills) such as participation, projects, portfolios, and oral explanations.

Adapt tests and test administrations (allow more time for ELL students, read thetest to them, make the questions simpler, lower the number of questions, thenumber of answers on a multiple choice question, etc.) Teach test-taking skillsand strategies.

Teach students how to learn. Arrange support such as a buddy or study group

Teach students self-evaluation.


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Grade ESL beginners as satisfactory/unsatisfactory or at/above/belowexpectations until the end of the year, and then assign a letter grade for the year.

Put a note on the report card and transcript to identify the student as an Englishlanguage learner. Write comments to clarify how you graded the student.

Recognize effort and improvement in ways other than grades.

23B

Designing alternative assessments

What do you want the students to know and be able to do at the end of the unit?

Is there an alternative assessment that will demonstrate this?

What are the criteria for excellent performance: (List at least 3.)

Do students have ongoing support and ongoing feedback during this work?What additional support can you provide ESL students?

Does the activity require students to learn new knowledge and skills? How arestudents made aware of what they have learned and how they have learned it?

What are the pros of this assessment for ESL students? What are the cons of

this assessment for ESL students?

Practical alternative assessments for the content areas

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Learning Logs and JournalsU (a notebook where students keep track of what

they are learning in their own words, creating a one sentence summary of whatthey learned from the unit).

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Role Play:U Students role-play characters from literature, social studies, or other

relevant content areas.

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Student Reflections:U Students rate their own performance using arubric/checklist. They also address their learning styles and preferences

UVenn Diagrams and Other Graphic Organizers U: Organizers help students touse higher-order thinking skills individually, in pairs or in groups. They focusstudents attention on ideas and reduce concern with language. Matrices, webs,timelines, KWL charts, etc. are wonderful to use with ESL students.

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Projects and Other Performance Assessments:U

Projects, exhibitions,investigations, portfolios, etc. give the students opportunities to be historians,literary critics, mathematicians, and scientists. Students may have to write,debate, create products, conduct experiments, etc.

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Portfolios:U

Collections of student work over a period of time gives the teacherand the student the ability to see a great deal of change, the achievement ofcurriculum objectives, etc. Students and teachers select the items. Studentsmay write a reflection about why they included a certain item. Portfolios may bebound like a book, in a folder or binder, in a box, on audio/videotape, on a CD-Rom, etc.


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24B

Instructional Accommodations for ESL Students

Teach concrete first then abstract

Use pre-reading activities

Reduce non-essential details

Develop schema (background knowledge necessary to understand content) Build

on the known (e.g., make connections with the students culture, experience,interests, skills)

Make a copy of your lecture notes for the ESL students so that they may listeninstead of copy

Help the ESL students become acquainted with their textbooks (table ofcontents, glossary, index, etc.)

Encourage participation by telling the ESL students a question the day beforeyou will ask it.

Encourage the ESL students to tell you when they need more of an explanation.

Use visuals/ hands on manipulatives

Use gestures to convey meaning non-verbally

Provide concrete real examples and experiencesSimplify vocabulary/change slang and idioms to simpler language

Highlight/review/repeat key points and vocabulary frequently

Establish consistent classroom routines/list steps for completing assignments

Use yes/no, either/or, and why/how questions

Check for comprehension on a regular basis

Allow wait time for response to questions

Create story and semantic maps

Use cooperative learning groups

Make outlines/use graphic organizers

Use audio/videotapes to reinforce learning (when using video use close captionfeature when possible)

Use simplified books that cover key concepts being taught

Encourage students to use bilingual translators, dictionaries, glossaries, etc. as alearning tool

Have students write essays in the native language (or when writing have themwrite in English, when they come to a word they don t know have them put it intheir native language and then continue in English, they can look those words uplater)

Prepare outline forms to guide note taking

Encourage highlighting of photocopies for key words

Have students create bilingual vocabulary lists (let same-language students do ittogether and have your English speakers do definitions in their own words orthrough illustrations)

Define important concepts before their first use.

Record lectures on tape and lend the tapes to ESL students

Have native English speakers write summaries or rewrite difficult chapters forESL students reading assignments


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Provide opportunities for ESL students to demonstrate their talents and pride intheir cultural background through sharing

Use manuscript when writing (many ESL students do not know cursive)

Review reading strategies and study skills often to remind students of the bestways to learn

Encourage students to read in their native language (find content books in theirlanguage when available)

25B

Assessment Accommodations for ESL Students

Have students point to the picture of a correct answer (limit choices)

Have students circle a correct answer (limit choice)

Reduce choices on a multiple-choice test

Have students complete fill-in-the-blanks exercises with a word bank provided

Give open-book tests

Instruct students to draw a picture illustrating a concept

Ask students to retell/restate (orally and in writing)

Instruct students to define/explain/summarize orally in English (or in nativelanguage to another student who can translate to English)

Have students compare and contrast (orally and in writing)

Use cloze procedures with outlines, charts, timelines, etc.

Adapt expectations (answer 7 out of 10 questions, write one paragraph instead of3)

Model questions with its response to show what is expected on homework,quizzes, tests, etc.

26B

ESL Websites

New York States Bilingual Ed. Web Page HUwww.emsc.nysed.gov/biling UHBETAC HUwww.ocmboces.org/teacherpage2.cfm?teacher=582 UHHelp, They Dont Speak English!

HU

www.escort.orgU

Activities for ESL Students HUwww.a4esl.com USpanish/English Picture Dictionary HUwww.enchantedlearning.com UElementary Level Activities

HU

www.eslkidstuff.comU

HUwww.starfall.com UHUwww.earobics.com/gamegoo/gooey.html U

ESL Teacher Organization HUwww.nystesol.org UWord Search Puzzles, Vocabulary

HU

www.edhelper.comU

Printable Books HUwww.readinga-z.com UFree Translation HUwww.babelfish.altavista.com UHVocabulary HUhttp://www.vocabulary.co.il UHEverything ESL

HU

www.everythingesl.netU
http://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.emsc.nysed.gov/ciai/biling/nysben.htmlhttp://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.escort.org/http://www.escort.org/http://www.escort.org/http://www.escort.org/http://www.escort.org/http://www.a4esl.com/http://www.a4esl.com/http://www.a4esl.com/http://www.a4esl.com/http://www.a4esl.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.eslkidstuff.com/http://www.eslkidstuff.com/http://www.eslkidstuff.com/http://www.eslkidstuff.com/http://www.eslkidstuff.com/http://www.starfall.com/http://www.starfall.com/http://www.starfall.com/http://www.starfall.com/http://www.starfall.com/http://www.earobics.com/gamegoo/gooey.htmlhttp://www.earobics.com/gamegoo/gooey.htmlhttp://www.earobics.com/gamegoo/gooey.htmlhttp://www.earobics.com/gamegoo/gooey.htmlhttp://www.earobics.com/gamegoo/gooey.htmlhttp://www.nystesol.org/http://www.nystesol.org/http://www.nystesol.org/http://www.nystesol.org/http://www.nystesol.org/http://www.edhelper.com/http://www.edhelper.com/http://www.edhelper.com/http://www.edhelper.com/http://www.edhelper.com/http://www.readinga-z.com/http://www.readinga-z.com/http://www.readinga-z.com/http://www.readinga-z.com/http://www.readinga-z.com/http://www.freetranslation.com/http://www.freetranslation.com/http://www.freetranslation.com/http://www.freetranslation.com/http://www.freetranslation.com/http://www.freetranslation.com/http://www.vocabulary.co.il/http://www.vocabulary.co.il/http://www.vocabulary.co.il/http://www.vocabulary.co.il/http://www.vocabulary.co.il/http://www.vocabulary.co.il/http://www.everythingesl.net/http://www.everythingesl.net/http://www.everythingesl.net/http://www.everythingesl.net/http://www.everythingesl.net/http://www.everythingesl.net/http://www.vocabulary.co.il/http://www.freetranslation.com/http://www.readinga-z.com/http://www.edhelper.com/http://www.nystesol.org/http://www.earobics.com/gamegoo/gooey.htmlhttp://www.starfall.com/http://www.eslkidstuff.com/http://www.enchantedlearning.com/http://www.a4esl.com/http://www.escort.org/http://www.ocmboces.org/teacherpage2.cfm?teacher=582http://www.emsc.nysed.gov/ciai/biling/nysben.html


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New York State Education Department/Office of State Assessment

Status of Testing Accommodations for LEP/ELL Students

Elementary/Middle School State Tests

Curriculum Area Grade Approved Accommodations for LEP Students

English Language Arts

*(with the exception of those

students who, as of January 3, ofeach year , have been enrolled inschool in the United States forless than one year.)

3-8 Optimum testing environmentExtended test time (time & a half)Use of bilingual dictionaries (text and

electronic)Read listening comprehension passage 3times.

Mathematics 3-8 Optimum testing environmentExtended test time (time & a half)Translated test into Chinese, Haitian-CreoleSpanishMathematics also available in Korean, RussianOral translations for low incidence languages

Use of bilingual glossariesAllow simultaneous use of English and NativeLanguage versions of test

Social Studies 3-8

Science 3-8


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High School Regents Exams

Curriculum Area Grade Approved Accommodations for LEP Students

English 11

Optimum testing environment

Extended test time (time & a half)Use of bilingual dictionaries (text andelectronic)Read listening comprehension passage 3timesInclude ESL teachers in team scoring ELARegents

Mathematics 9 - 12Optimum testing environmentExtended test time (time & a half)Translated test into Chinese, Haitian-Creole,Korean, Russian, Spanish

Oral translations for low incidence languagesUse of bilingual glossaries

Allow simultaneous use of English and NativeLanguage versions of test

Social Studies 10 & 11

Science 9 - 12

Information taken 9/30/05 from: http://www.emsc.nysed.gov/osa/


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Length of timein the US,excludingPuerto Rico

Must takeNYSESLAT?

Must take ELAin grades 3-8?

Must take EnglishRegents?

Must take statetests in contentareas (science,social studies,

math, andtechnologyincludingRegents)?

1-6 years Yes Yes, withaccommodations;Exempted areonly those ESLstudents who, asof January 3, ofeach year, havebeen enrolled inschool in the

United States forless than 1 year.

Yes, in order tograduate;accommodationsare allowed.

Yes, but may betaken in nativelanguage or withoral interpreter ifa rare language;otheraccommodationsare allowed.

0-6 years Yes Yes Yes, in order tograduate;accommodationsare allowed

Yes, but may betaken in nativelanguage or withoral interpreter ifa rare language;otheraccommodationsare allowed.

0-6 years Yes Yes, no

exemptions

Yes, in order to

graduate;accommodationsare allowed

Yes, but may be

taken in nativelanguage or withoral interpreter ifa rare language;otheraccommodationsare allowed.


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New York State Testing Requirements for Limited English Proficient (LEP) StudentsThe EMSC Office of State Assessment Website: HUhttp://www.emsc.nysed.gov/osa/ U

Change to ELA Testing:HU

http://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmU

Sample ESL Parent Notification Letter

U

2006-2007

Date____________________

Dear Parent or Guardian of:______________________________:

Upon enrolling in school, each parent or guardian completes a UHome LanguageUUQuestionnaireU to

determine if a language other than English is spoken by the student or used within the home. If alanguage other than English is present, the student is given an informal interview and LAB-R

test to measure his or her proficiency in English.

Your child was identified as being an English Language Learner (ELL) at a_______________level according to theU

LAB-R Language Proficiency AssessmentU

, and he/she

willbe enrolled in the schools ESL program for the ____________ school year. Your child will

take an annual achievement test each May called the NYSESLAT to determine his/her need forESL instruction during the next school year. You will be notified of the results in September.

Your childs ESL teacher is Mrs./Ms/Mr./_________________________________. She/he canbe contacted at (phone #) ________________________.

The goal of providing ESL services is to help your child become proficient in everyday English

as well as classroom English, and to learn the necessary content to be successful in the content-area classrooms.

If you have any questions, please call the office at__________________.

Sincerely,

0-6 years Yes, untilpassing scoreachieved

Yes Yes Yes
http://www.emsc.nysed.gov/osa/http://www.emsc.nysed.gov/osa/http://www.emsc.nysed.gov/osa/http://www.emsc.nysed.gov/osa/http://www.emsc.nysed.gov/osa/http://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/nyseslat/nclbmemo8-4-06.htmhttp://www.emsc.nysed.gov/osa/


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__________________________________________ _____________________

Principals Signature Date


22/27

22


23/27

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DECLARATION OF RIGHTS FOR PARENTS OF ENGLISH LANGUAGE LEARNERS

UNDER NO CHILD LEFT BEHIND

UnderUNo Child Left BehindU, parents of English Language Learners can expect:

1. To have your child receive a quality education and be taught by a highly qualified

teacher.President Bush and Secretary of Education Rod Paige believe that the key to a quality education is a highly

qualified teacher. The new education act requires that all teachers of the core academic subjects be highly

qualified by the end of the 2005-2006 school year, including teachers of English language learners.

2. To have your child learn English and other subjects such as reading and other language

arts and mathematics at the same academic level as all other students.Schools must provide English language learners the same educational opportunities to meet the same high

academic standards as their peers. The No Child Left Behind Act does not require schools to use a

particular method for teaching English language acquisition nor does it prohibit a child from learning

another language.

3. To know if your child has been identified and recommended for placement in an English

language acquisition program, and to accept or refuse such placement.A parent or guardian must be notified when his or her child is identified and recommended for placement in

a program for English language instruction. Notification must include the reason for placement, the

method of instruction and what is required for the child to exit the program, and it must be in a language or

manner that the parents understand.

4. To choose a different English language acquisition program for your child, if one is

available.Parents may choose from among the various English language acquisition instructional programs in the

school, if more than one is available. If the child is placed in a program that is not meeting his or her

educational needs, the parent may have the child transferred to another available program in the district.

5. To transfer your child to another school if his or her school is identified as in need of

improvement.Once a school has been identified as in need of improvement, the public school choice provisions of the

law provide parents with children in these schools the option of transferring them to another public school

in the district, including a nearby charter school, if one is available, and the district will pay for or provide

transportation.

6. To apply for supplemental services, such as tutoring, for your child if his or her school is

identified as in need of improvement for two years.A supplemental service is extra educational help provided to students, such as tutoring and other after school

services. Students from low-income families who are enrolled in schools that are in need of

improvement for two years are eligible to receive these services.

7. To have your child tested annually to assess his or her progress in English language

acquisition.Testing is used to assess how students are performing and what they have learned. The No Child Left

Behind Act requires yearly assessment for English language proficiency (K-12). Schools must provide

student assessment reports to parents that will, among other things, let them know how well their child is

learning English.


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8. To receive information regarding your childs performance on academic tests.Under No Child Left Behind all children in grades 3-8 will be tested yearly, and those in grades 9-12 will

be tested at least once in math and reading-language arts. No Child Left Behind requires that parents be

notified of their childs academic progress in these subjects in a language or manner that they understand.

9. To have your child taught with programs that are scientifically proven to work.

English language learners can become fully proficient in English and master challenging content whenenrolled in high-quality programs with a highly qualified teacher. No Child Left Behind requires that

programs for English language learners funded under the act use curriculum and instructional methods that

reflect scientifically based research.

10. To have the opportunity for your child to reach his or her greatest academic potential.For the first time in the history of public education, there is a federal law that specifically addresses the

educational achievement gap between minority children and their peers by implementing strong

accountability measures. A quality K-12 education will assist every child who aspires to a college

education so that he or she can be academically prepared to enter an institution of higher learning upon

graduation.

No Child Left Behind--a new era in public education.

www.ed.gov--1-800-USA-LEARNOffice of English Language Acquisitionwww.ed.gov/about/offices/list/oela


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NYS OFFICE OF BILINGUAL EDUCATIONHU

http://www.emsc.nysed.gov/biling/U

ESL STUDENT TIME REQUIREMENTS CHART

ESL/English Language Requirements

English

ProficiencyLevel

GRADES K-8 GRADES 9-12

Number of Units of Study Number of Units of StudyESL NLA* ELA ESL NLA* ELA

Beginning 2

6hrs/wk

1 - 3

9 hrs.wk

1 -

Intermediate 2

6hrs/wk

1 - 2

6 hrs.wk

1 -

Advanced 1

3hrs/wk

1 1 1

3 hrs.wk

1 1

*Please note that a unit of study is equivalent to 180 minutes (3 hours) per week. Two units ofstudy equal 360 minutes (6 hours) per week, and three units of study equal 540 minutes (9hours) per week.

*NLA stands for Native American Language Arts, which does not apply.
http://www.emsc.nysed.gov/biling/http://www.emsc.nysed.gov/biling/http://www.emsc.nysed.gov/biling/http://www.emsc.nysed.gov/biling/http://www.emsc.nysed.gov/biling/http://www.emsc.nysed.gov/biling/


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New York State LEP Identification Process

1. SCREENING/ENROLLMENT Administer Home Language

QuestionnaireHome language is other than English or Home language is English.Students native language is other than English Students only language is English.STOPStudent is NOT LEP.Student enters general education program

Conduct Informal Interview in Native Language and English.Student speaks language other than English and Student does not speak any English

Go to #2

Student speaks little or no language other than English

Initial AssessmentSTOPStudent is NOT LEP.

Student enters general education program

2. INITIAL ASSESSMENTAdminister Language Assessment Battery-Revised (LAB-R)

Beginning, Intermediate or Advanced Level Proficient LevelStudent IS LEPGo to #3

Student scores at: Proficient

STOPStudent is NOT LEP.

Student enters general education program

3. PROGRAM PLACEMENTPlace Student in Appropriate ProgramStudent IS LEPPlace student in OCSDs Freestanding ESL Program

4. ANNUAL ASSESSMENTSpring Administer the New York State English as a SecondLanguage Achievement Test

(NYSESLAT)Student scores at:

Beginning, Intermediate or Advanced Level Proficient LevelStudent IS LEP CONTINUE SERVICESStudent scores at:

Proficient Level

Student is NOT LEP

Student enters general education program (CR PART 154)

Documents

ESL Manual (Repaired)