Experienced Bilingual/ESL/ELS Supervisors Training 2016 · Department of Education Bilingual/ESL/ELS Three-Year Program Plans • Every three years, all school districts at which

New JerseyDepartment of Education

Experienced Bilingual/ESL/ELS Supervisors Training 2016

PRESENTERS:Kenneth Bond and Lori Ramella

Office of Supplemental Educational ProgramsNew Jersey Department of Education


Think / Pair / Share

• What has been your greatest programmatic success since this time last year?

• What has been your greatest programmatic difficulty since this time last year?



Professional Development Opportunities

• December 1 and 2, 2016 – Training presented by WIDA staff"Leading Schools for ELLs" (invite only)

• December 6 and 7, 2016 (two-day session) – Training presented by WIDA staff"Leading Schools for ELLs“

• December 12, 2016 (one-day session) – Training presented by NJDOE staff"ELL Superintendent Institute"

• December 19, 2016 (one-day session) – Training presented by NJDOE staff and district staff "Newcomer Summit"



• January 19, 2017 (one-day session) – Training presented by WIDA staff"Differentiation for Linguistically Diverse Students"

• January 31 – February 1, 2017 (two-day session) – Training presented by WIDA staff"Collaboration"

• March 6-8, 2017 (three-day session) – Training presented by NJDOE staffApplication Required "Sheltered Instruction Training of Trainers"



• March 14-15, 2017 (two-day session) – Training presented by WIDA staff"Standards-Based Lesson Planning for ELLs“

• April 18, 2017 (a.m. and p.m. session) – Training presented by NJDOE staff"Institutions of Higher Education Summit" –

• July 10-12, 2017 (three-day session) – Training presented by NJDOE staffApplication Required "Sheltered Instruction Training of Trainers"


• New Spanish parent webpage


On the Horizon . . .

• THREAD - An Approach for Recruitment & Retention of Bilingual Professionals in Education

• 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


ELL Model Program Resource Centers 2016-2018

County District or Charter School Program

Cumberland Vineland School District K-5 Bilingual Program

Bergen Englewood Public Schools Elementary Two-Way Immersion Program

Hudson Hoboken Dual Language Charter School Dual Language Program

Monmouth Howell Township Public Schools K-8 ESL Program

Somerset Franklin Township School District K-4 and 9-12 ESL Program; K-4 Bilingual Program

Union Elizabeth School District K-12 Bilingual Program

Union Linden Public Schools K-12 ESL Program


State Policy Update


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


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


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


How ELLs are Counted on NJDOE Reports

• http://www.nj.gov/education/bilingual/policy/LEPNJDOEReports.pdf

• Updated September 2016 and includes information about...• NJSMART• PARCC• ACCESS• ASSA• Chapter 192

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


Immigrant

• 3 year business rule removed• 3 years are cumulative, not consecutive• Districts need to ensure that immigrant status is removed for non-

immigrant students for the October 15 and June 30 snapshots


Home Language

• Districts need to check home language of students to ensure that English is correctly identified for ELLs

• Grades 3-12 ELLs for 2015

Ranking Language # of Students1. SPA 267652. ENG 21663. ARA 1370


Bilingual Certification in New Jersey

• http://www.nj.gov/education/bilingual/policy/certification.pdf

• Co-Certification now allowed for ELA and ESL certificates• Certification required in native language of ELLs

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


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Areas of Focus

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Three-Year Plan Review Bilingual Education Program Waiver Review

• Identification of students • Program descriptions • Number of certified staff

hired for the program • Bilingual and ESL

curriculum development • Evaluation design • Review process for exit

• Age range• Grade span• Geographic location• Achievement data


Three-Year Plan Review

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Bilingual/ESL/ELS Three-Year Program Plans• 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.


Identification of students

• Page 4• Applicable New Jersey Regulations: N.J.A.C. 6A:14-3.4(f); N.J.A.C.

6A:15-1.3(a)2; N.J.A.C. 6A:15-1.3(b); N.J.A.C. 6A:15-1.3(b); P.L. 1995 c.327

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Identifying ELLs who are Eligible for Special Education Services• ELLs can be referred and/or evaluated for special education and

related services while receiving bilingual/ESL/ELS services. • An ELL who is determined eligible for special education and related

services or eligible for speech-language services must continue to receive bilingual/ESL/ELS services.

• Districts should consider embedding special education services in existing bilingual/ESL/ELS classes to provide the services in the general education setting.

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Program Description

• Page 6• Applicable New Jersey Regulations: N.J.A.C. 6A:15-1.2; N.J.A.C. 6A:15-

1.8(b); N.J.A.C. 6A:15- 1.15(b)

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Program Description Requirements• Program Design Considerations:

• Programs must support ELLs’ ability to access the content and language of their subject-area classes• ELLs in all program types (except for ELS) must receive at least one period of instruction every day

by a certified ESL teacher• Middle school and high school programs using block scheduling can provide weekly instruction that

is the equivalent to at least one period for each day of school in a given week• Districts must provide appropriate instructional programs to preschool ELLs (See Preschool Program

Implementation Guidelines)• Staff Considerations:

• ESL-certified teachers are qualified to fulfill the English language arts requirements for ELLs• Must develop a plan for training bilingual, ESL, and mainstream teachers/administrators based on

their needs

• Parent Considerations:• All districts with full-time and alternative programs must establish a parent advisory committee on

bilingual/ESL education29

http://www.nj.gov/education/ece/guide/


Number of Hired Certified Staff

• Page 8• Applicable New Jersey Regulations: N.J.A.C. 6A:15-1.6(a)1.iii;

N.J.A.C.6A:13-3.1(b); N.J.A.C. 6A:32-1 et seq.; P.L. 2007, c. 260; N.J.A.C. 6A:13-3.1

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Numbers of Certified Staff and Class Size

Framework for Bilingual Class Size Maximums*Classes includingELP 1-2 students

Classes including onlyELP 3 and higher students

K-1 21 Students 25 Students2-12 18 Students** 25 Students

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Framework for ESL Class Size Maximums*Classes includingELP 1-2 students

Classes including onlyELP 3 and higher students

K-1

21 Students 25 Students2-12

15 Students** 20 Students


• *These class size maximums will be in effect starting with the June 2017 collection of the Three-Year Plan and are based on feedback from the New Jersey Bilingual Advisory Committee, stakeholders, and application of research (IES, 2007). Districts will need to provide a significant justification if maximums are exceeded.

• **These class sizes also reflect maximum size for classes with SLIFEs.

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Number of Certified Staff and Grade Span

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ESL Grade Span Maximums

K-1 1-3 2-5 4-8 9-12

Bilingual Grade Span Maximums

K 1-2 2-3 3-4 4-5 5-6 6-8 9-12


Bilingual and ESL Curriculum Development

• Page 10• Applicable New Jersey Regulations: N.J.A.C. 6A:15-1.8(A); N.J.A.C

6A:15-1.4(d); N.J.A.C. 6A:15- 1.4(c)

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Bilingual and ESL Curriculum Development

• Bilingual education curriculum must:• Prepare ELLs to acquire sufficient English skills and content knowledge to

meet state standards;• Align with state standards, all of the WIDA ELD standards, and the use of two

languages; and• Attain adoption by the district board of education.

• ESL curriculum must:• Align with all of the WIDA ELD standards;• Attain adoption by the district board of education; and• Cross reference the school district’s content area curricula (including bilingual

education, if applicable) to ensure that ESL instruction is correlated to all content areas.

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https://www.wida.us/standards/eld.aspx

https://www.wida.us/standards/eld.aspx


Evaluation Design

• Page 10• Applicable New Jersey Regulations: N.J.A.C. 6A:15-1.6(a)1.v; 6A:15-

1.13

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Evaluation Design• Of Students

• Federal regulatory guidance requires districts to conduct internal program reviews every two years to ensure ELL programs are built to allow students to perform on parity with their non-ELL peers within a reasonable amount of time

• For Parents• Each district must send progress reports to parents/guardians of students

enrolled in bilingual, ESL, or ELS programs in the same manner and frequency as other progress reports and in the native language of LEP parents

• This report must include a bilingual/ESL/ELS report card and a score report from the annual ELP test

• Information about the ACCESS for ELLs score reports can be found on https://www.wida.us/assessment/ACCESS20.aspx#scoring

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https://www.wida.us/assessment/ACCESS20.aspx#scoring


Review Process for Exit

• Page 11• Applicable New Jersey Regulation: N.J.A.C. 6A:15-1.10; P.L. 1995 c.327

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Review Process for Exit

• Exiting ELLs with Disabilities• An ELL with a disability can be "exited" from ELL status when he/she no

longer meets the definition of an ELL• There is no provision in state or federal law that would authorize the IEP Team

to remove the ELL designation before the student has attained English proficiency

• This occurs when the student meets the Department’s definition of "proficient" in English. Personnel do not have the authority under federal law to remove a student's ELL designation solely because the student has an IEP

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Bilingual Waiver Review

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Age Range

• Grouping Age Ranges• If implementing full-time bilingual education would cause districts to group

students of multiple age ranges into a class that would inhibit developmentally appropriate instruction, districts may request an alternative program type

• ELP of Age Range• If implementing full-time bilingual education would cause districts to group

students of a wide distribution of ELP levels into a class that would inhibit linguistically appropriate instruction, districts may request an alternative program type

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Grade Span

• Consecutive Grade Spans• Except in Kindergarten, if there are enough ELLs in one language classification

to create a full-time bilingual class, but surrounding grades do not have enough ELLs for a full-time bilingual class, districts may request an alternative program type

• Grade Span in Departmentalized Programs Requiring Customized Programs • If, as a result of departmentalization required for customized programs of

study, districts are unable to provide a full range of required courses and activities offered to non-ELLs, they may request an alternative program type

• ELP Levels in one Grade Span• If there are low numbers of ELLs outside of newcomer classes, and it becomes

impractical to provide full-time bilingual education to ELLs outside of newcomer classes, districts may request an alternative program type 44


Geographic Location

• Geographic Location of Schools• If the district has 20 or more ELLs in one language classification, but

the students are spread across a large geographic area, it may be impractical to offer bilingual education if there are not enough ELLs to form full-time bilingual education classes in neighborhood schools

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Opportunities for Change

• Which of the following areas do you need to address in your local context?

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Three-Year Plan Review Bilingual Education Program Waiver Review

• Identification of students • Program descriptions • Number of certified staff hired for

the program • Bilingual and ESL curriculum

development • Evaluation design • Review process for exit

• Age range• Grade span• Geographic location• Achievement data


Federal Guidance


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

# Elementary and Middle Schools High Schools

1Academic Achievement (proficiency) Academic Achievement:

- Must include proficiency - May, at state discretion, include growth

2Academic 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


ESSA - Native Language Academic Assessment RequirementESSA and proposed federal regulations require:• Define “languages other than English that are present to a significant

extent in the participating student population”• Determine which languages other than English are present to a

significant extent in the student population• Describe how the state will make every effort to develop assessments

in the identified languages; such description must include a:• Plan and timeline for developing such assessments;• Description of the process, including public comment, consultation

with educators, parents, and other stakeholders regarding those assessments; and

• If applicable, an explanation of the reasons the State has not developed such assessments.


ESSA Title III ELL 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


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


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


New Resources

• DLL-- https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/toolkit

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

• Multilingual Paraprofessionals-- https://na-production.s3.amazonaws.com/documents/DLLWH_ParasBrief6.1.pdf

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/Dual%20Language%20Learners/toolkit

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

https://na-production.s3.amazonaws.com/documents/DLLWH_ParasBrief6.1.pdf


WIDA/ACCESS


New for This Year-- General• ALL ELLs are Required to Take ACCESS• Standard Setting Results

• In general, panelists recommended that all domains and all grades have higher scale score to proficiency level cutscores

• If we keep our cutscore the same, it will become more rigorous• TSMs

• Single computer testing for small districts and offsite testing• Reload TSM on all servers

• PreID Process• Completed through the State Assessment Submission• http://www.nj.gov/education/bilingual/policy/LEPNJDOEReports.pdf

• WIDA AMS Troubleshooting Chart• https://www.wida.us/assessment/access%202.0/documents/OnlineACCESSforELLsTroubl

eshootingChart.pdf

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

https://www.wida.us/assessment/access%202.0/documents/OnlineACCESSforELLsTroubleshootingChart.pdf


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New for This Year-- TrainingState Checklist

• See https://www.wida.us/membership/states/NewJersey.aspx

Training Webinars• https://www.wida.us/assessment/access%202.0/documents/ACCESSWebinarCale

ndar.pdf

Online Tutorial• Replace TA and TC checklists

Trainer’s Facilitator Checklist• On wida.us portal

https://www.wida.us/membership/states/NewJersey.aspx

https://www.wida.us/assessment/access%202.0/documents/ACCESSWebinarCalendar.pdf


WIDA Screener: New Placement Test

• Resources are available through the WIDA portal on wida.us. • WIDA released the full training course for the paper-based WIDA

Screener.• The paper-based test can be ordered through WCEPS.• The online screener is still in development, but some training

components are available.

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WIDA Online Screener• Tech requirements are the same as AMS• Test timing

• 60 minutes for administration• Retrieve speaking and writing within 2 hours• 10 minutes to retrieve scores

• District scores writing and speaking• Educator scoring permission in AMS• Need to complete training in WIDA Portal

• Off-grade testing permitted at the beginning of the year• Handwriting

• Grades 1-3 print booklet• Scrap paper scored for 4-12


Alternate ACCESS

• New cutscore adopted• Set in coordination with WIDA and state committee in spring of 2016• Score set at A3 and multiple measures still need to be used


Feedback on ACCESS for ELLs 2.0

• Overall, we received positive feedback • NJDOE consulted the following resources to provide WIDA/DRC

feedback about future possibilities for improvement:oArchive of individual district feedbacko Issues raised on the NJTESOL/NJBE HotlistoNJDOE Bilingual Advisory CommitteeoOther NJDOE office

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ACCESS Score Increases

• The Theory:• In general, the increases in growth were due to tiering that was too low on previous

administrations of the paper test. Since domains are no longer capped in the online test, educators have seen an increase in growth.

• Why would this make a difference?• Theoretically, a 4.5 means the same thing at Tiers A, B, and C on the paper/online

ACCESS for ELLs test. On the paper test, however, listening and reading are capped in Tiers A (4.0) and B (5.0). As a result, students may not have fully demonstrated the extent of their proficiency in the capped domains for the 2015 administration of the ACCESS for ELLs assessment.


Analysis: Grade 1-2New Jersey Tier Distribution Overall WIDA Tier Distribution

A 0.30 0.22B 0.51 0.51C 0.19 0.28

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Difference in Tier A: 8%



A 0.26 0.09B 0.40 0.40C 0.33 0.51

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A 0.42 0.13B 0.36 0.35C 0.22 0.53

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A 0.37 0.17B 0.39 0.35C 0.24 0.48

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What does this mean?

• NJ’s scores may have been artificially suppressed because students were placed in tiers below their ability level.


ACCESS 2.0 Resources

• New Jersey-Specific FAQ• http://www.nj.gov/education/bilingual/ells/20/faq.htm

• WIDA Comprehensive FAQ• https://www.wida.us/assessment/ACCESS%202.0/FAQ.aspx

• NJDOE ACCESS 2.0 Site• http://www.nj.gov/education/bilingual/ells/20/

http://www.nj.gov/education/bilingual/ells/20/faq.htm

https://www.wida.us/assessment/ACCESS%202.0/FAQ.aspx

http://www.nj.gov/education/bilingual/ells/20/


Writing Field Test Recruitment

• WIDA needs to run this field test to be able to pass ESSA peer review requirements

• Contact [email protected] for more information

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mailto:[email protected]


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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“The reasonable man adapts himself to the world; the unreasonable one persists in trying to adapt the world to himself. Therefore all progress depends on the unreasonable man.”

- George Bernard Shaw


New Jersey Department of EducationOffice of Supplemental Educational Programs

Bureau of Bilingual/ESL Education

Karen Campbell, Director, [email protected]

Lori Ramella, Bilingual/ESL Education Program Specialist, [email protected]

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

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

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

(609) 292-8777





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

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

Documents

Experienced Bilingual/ESL/ELS Supervisors Training 2016 · Department of Education Bilingual/ESL/ELS Three-Year Program Plans • Every three years, all school districts at which