Ensuring Equal Educational Opportunities for English Language Learners. Buffalo SY

Size: px
Start display at page:

Download "Ensuring Equal Educational Opportunities for English Language Learners. Buffalo SY"

Transcription

1 Ensuring Equal Educational Opportunities for English Language Learners Buffalo SY

2 True/False 1. All ELLs must achieve Commanding in order to exit ELL status. 2. Former ELLs must continue to receive at least.5 units of study or its equivalent of Integrated ENL in ELA/Core Content area or other such services for at least two years. 3. Most ELLs in NYS are born outside of the United States. 4. The maximum allowable grade span for grouping instruction in grades K-12 ENL or BE classes is two contiguous grades. 5. Classroom teachers should have 15% of professional development devoted to teaching ELLs and teachers of ELLs should have 50% of professional development devoted to teaching ELLs. 6. School districts are required to complete the identification process before an ELL student receives a final school placement. True False 2

3 True/False 7. ELLs otherwise eligible to graduate in January 2015 or thereafter, who entered the school system in 9 th grade or above, are eligible to earn a local diploma via appeal by: 1. meeting the appeal conditions available to all students, and 2. scoring between on the Regents Exam in English 8. Parents have 5 days to return signed notification and consent to Bilingual Education or ENL program placement. 9. School districts are required to annually estimate ELL enrollment before the end of each school year, and create a sufficient number of Bilingual Education programs in the district, if there are 30 or more ELLs districtwide of the same grade level who speak the same home language. 10. In order to ensure program continuity, schools are required to continue providing a Bilingual Education program if at least 15 students who speak the same home language were enrolled in such a program in the previous school year. True False 3

4 CR Part 154 The Process The Department spent the 3 years engaging the field about areas of Part 154 that should be revised or enhanced to better serve the needs of ELLs Internal interdepartmental discussions discussions with key stakeholders (including focus groups) in the state developed proposed policy changes and enhancements Key Recommendations from Research and Feedback In September 2014, CR Part 154 was amended and adopted by the New York State Board of Regents to better serve the needs of ELLS. School year was a planning year for districts September 2015 CR Part 154 full implementation began 4

5 Key Recommendations from Research and Feedback Bilingualism is a desirable outcome for students and program options that support bilingualism should be expanded. ESL instruction should be done primarily through an integrated approach. Identification and Exiting ELL status should be based on multiple measures and sources of information rather than one high stake Exam. All teachers and administrators need better preparation to met the needs of ELLs. Parents of ELLs need the information necessary to make informed decisions and be partners in their children's education. SED needs to carefully monitor implementation to ensure that districts understand their obligations and are meeting them. 5

6 Number of ELLs by County and District Top ELL Districts # of ELLs New York City Brentwood 5,742 Rochester (3,981) Syracuse (3,339) Utica (1,736) Buffalo 4,799 Rochester 3,981 Yonkers 3,362 Syracuse 3,339 East Ramapo 2,503 Hempstead 2,147 Buffalo (4,799) Albany (804) Central Islip 2,025 Utica 1,736 Newburgh 1,463 Port Chester-Rye 1,231 Albany 804 Poughkeepsie 451 Poughkeepsie (451) Of the approximately 2.7 million public school students in New York State, 8% are English Language Learners. Newburgh (1,463) Yonkers (3,362) New York City (158,904) East Ramapo (2,503) Port Chester Rye (1,231) Brentwood (5,742) Hempstead (2,147) Central Islip (2,025) Source: NYS SIRS

7 Percentage of ELLs as a share of Total Student Population by County and District Big 4, 6% Long Island, 13% ROS, 11% Buffalo CSD (16.6%) Dunkirk CSD (12.7%) Lackawanna CSD (17.4%) NYC, 70% Rochester CSD(13.9%) Utica CSD (18.3%) Syracuse CSD(16.7%) Ithaca CSD (6.2%) 16.6% of the total student population in Buffalo are ELLs Source: NYS SIRS Fallsburgh CSD (10.8%) East Ramapo (30.9%) Newburgh (14.6%) New York City (14.5%) Yonkers (13.6)% Schenectady CSD (4.2%) Albany CSD (10%) Ellenville CSD (5%) Hudson CSD (8%) Poughkeepsie CSD (10.7%) Brewster CSD (5.4%) Portchester Rye (28.1%) Peekskill (20.4%) Tarrytown (17.4%) Westbury(33.4%) Central Islip (31.1%) Brentwood (33%) Roosevelt (25.5%) Freeport (19.1%) Hempstead (32.4%) % ELL of Total County County Population Bronx 20.5% Queens 17.2% Kings 15.1% New York 14.5% Rockland 10.9% Westchester 8.2% Suffolk 7.7% Nassau 6.8% Richmond 6.3% Oneida 5.9% Orange 5.7% Onondaga 5.6% Monroe 5.2% Erie 5.1% Sullivan 4.2% Albany 3.8% Columbia 3.4% Chautauqua 3.3% Tompkins 3.2% Putnam 2.7% Dutchess 2.7% Ulster 2.5% Schenectady 2.4% Wyandanch (19.4%) 7

8 Clarence - 1% ELLs District Map Western New York Sweet home- 4% ELLs Tonawanda - 1% ELLs Amherst - 3% ELLs Kenmore - 2% ELLs Buffalo 16.6% ELLs Cleveland % ELLs Cheektowaga- 2% ELLs Lackawanna-15.4% ELLs West Seneca- 1% ELLs Alden - 0.3% ELLs 8

9 Linguistic and Cultural Diversity French, 1.2% Haitian, 1.6% Urdu, 1.7% Russian, 1.7% Bengali, 3.1% Nepali, 0.8% Karen, 1.0% Arabic, 4.3% Chinese, 10.6% Other, 9.8% Top 10 ELL Home Languages SY: Spanish Chinese Arabic Bengali Russian Urdu Haitian Spanish, 64.3% French Karen Nepali Other Source: NYS SIRS

10 Linguistic and Cultural Diversity Rest of State Top 10 languages Buffalo Top 10 languages Burmese, 1.30% Somali, 1.60% Japanese, 1.10% Urdu, French, 0.90% 1.20% Swahili, 2.1% Bengali, 3.3% French, 1.6% Nepali, 2.00% Chinese, 2.60% Karen, 3.00% Arabic, 3.70% Spanish, 69.80% Spanish Arabic Karen Chinese Nepali Somali Burmese Urdu Japanese French Nepali, 6.7% Burmese, 7.3% Other, 7.5% Somali, 8.1% Arabic, 9.1% Spanish, 34.6% Karen, 12.3% Spanish Karen Arabic Somali Other Burmese Nepali Bengali Swahili French Source: NYS SIRS Linguistically diverse state with over 200 languages spoken by our students. 10

11 ELL Subgroups Newcomers Students who have been in our schools for three years or less and are English Language Learners. ELLs in our schools one year or less are exempt from the ELA. Developing ELLs Students who have received ELL services for 4 to 6 years. Long-term ELLs Students who have completed at least six years of ELL services in a New York State school and continue to require ELL services. ELL Students with Disabilities ELLs served by an Individualized Education Plan (IEP). An IEP team determines a student s eligibility for special education services and the language in which special education services are delivered. Students with Inconsistent/Interrupted Formal Education ELLs who have attended schools in the U.S. for less than twelve months and who, upon initial enrollment in schools are two or more years below grade level in literacy in their home language and/or two or more years below grade level in math due to inconsistent or interrupted schooling prior to arrival in the U.S. Former ELLs A Former ELL is a student who was identified as an ELL and has met the criteria for exiting ELL status. Upon exiting ELL status, Former ELLs are entitled to receive at least two years of Former ELL services. 11

12 ELL Subgroups New York State Buffalo Newcomers Developing ELLs Long-term ELLs Students with Inconsistent/Interrupted Formal Education ELL Students with Disabilities 152,629 (63.3%) 3,335 (62.3%) 60,144 (24.9%) 1,400 (26.2%) 28,294 (11.7%) 618 (11.5%) 21,037 (8.7%) 792 (14.7%) 52,890 (21.9%) 879 (16.4%) 12

13 What We Know About SIFE SIFE are not all the same they fall along a spectrum and their needs vary; SIFE do not have the literacy and conceptual/content knowledge assumed for grade level participation; The lives of many SIFE have been impacted by war, natural disaster, or economic hardship;. 13

14 Creating Structures and Systems That Support SIFE Academic Socio- Emotional Home language Culture and Community

15 The Multilingual Literacy Diagnostic (MLD) The MLD is a statewide diagnostic tool created to determine the students literacy levels in their home language in order to identify the gap and provide appropriate instruction for SIFE students. The tool is currently available in 9 different languages and may be available in more languages in the future. Current languages available are: Bangla, Chinese, English, Haitian Creole, Spanish, Arabic, Urdu, Sgaw, Karen and Maay Maay 15

16 Foundational Language and Literacy Curriculum The curriculum is designed to meet the needs of low-literacy newcomer SIFE students in secondary (middle and high) school. The curriculum offers a rigorous and accelerated framework for providing students with the necessary content, language and literacy skills essential for academic success. The Foundational Language and Literacy (FLL) curriculum draws from CCSS Foundational Skills and focuses on the development of basic oral English language as well as reading and writing skills. 6.mov 16

17 Disability Classifications by ELL Status Buffalo vs. Rest of State Buffalo- Disability Classifications by ELL Status % 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 40.9% 32.3% Learning Disability 19.6% 20.6% 19.5% 18.5% Speech or Language Impairment Other Health Impairment 13.0% 6.4% 6.3% 4.6% 5.4% 4.8% 4.4% 1.5% 0.9% 0.3% 0.2% 0.2% 0.2% 0.2% Emotional Disturbance Intellectual Disability ELL Multiple Disabilities Not ELL Autism Hearing Impairment Visual Impairment Traumatic Brain Injury Rest of NY State - Disability Classifications by ELL Status % 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 39.4% 38.5% 35.2% 18.5% Speech or Language Impairment Learning Disability 8.6% 22.6% Other Health Impairment 4.4% 5.8% 4.3% 2.5% Multiple Disabilities ELL Intellectual Disability Not ELL 7.5% 6.0% 1.6% 1.4% 0.9% 0.7% 0.3% 0.4% Autism Emotional Disturbance Hearing Impairment Orthopedic Impairment Source: NYS SIRS

18 ELA (Grades 3-8) by Performance Level 2015 EngageNY.org 18

19 Math (Grades 3-8) by Performance Level 2015 EngageNY.org 19

20 NYSESLAT 2015 EngageNY.org 20

21 Buffalo ELL Graduation Rate

22 Co-Teaching

23 Co-Teaching

24 Seal of Biliteracy What is the Seal of Biliteracy? It is a formal recognition of a student s proficiency and achievement in English and one or more Languages other than English (LOTE). It can take the form of a seal that appears on the students diploma as well as a notation on the official transcript. Also recognizes high school graduates who have attained a high level of proficiency in listening, speaking, reading, and writing in one or more languages, in addition to English.

25 How Districts Can Establish a Seal of Biliteracy Program Create a Seal of Biliteracy Committee. o Communicate the program to students, parents and public o Review student applications o Advise students o Monitor progress o Evaluate student work Notify NYSED of intent to establish program through application form that will allow us to provide feedback and guidance. Complete district end of year report notifying NYSED of students receiving the Seal.

26 Blueprint for ELL Success The Blueprint is composed of the following 8 principles: 1. All teachers are teachers of ELLs and need to plan accordingly. 2. All schools boards and districts/school leaders are responsible for ensuring that the academic, linguistic, social, and emotional needs of ELLs are addressed. 3. Districts and schools engage all ELLs in instruction that is gradeappropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 Common Core Learning Standards. 4. Districts and schools recognize that bilingualism and biliteracy are assets and provide opportunities for all students to earn a Seal of Biliteracy upon obtaining a high school diploma. 26

27 Blueprint for ELL Success Eight Principles, continued: 5. Districts and schools value all parents and families of ELLs as partners in education and effectively involve them in the education of their children. 6. District and school communities leverage the expertise of bilingual, ENL, and Language Other Than English (LOTE) teachers and support personnel while increasing their professional capacities. 7. Districts and school communities leverage ELLs home languages, cultural assets, and prior knowledge. 8. Districts and schools use diagnostic tools and formative assessment practices in order to monitor ELLs content knowledge as well as new and home language development to inform instruction. 27

28 IMPLEMENTATION During orientation, school districts will use the following whiteboard animation video to introduce parents to Bilingual Education and English as a New Language programs: 7/resources.html Mineola School District in Long Island has already made great strides in terms of implementation: high/4pduqhvnb8k-high_ccny+-+stanford+-+video+3+edit.mp4 28

29 Blueprint for ELL Success The Blueprint is composed of the following 8 principles: 1. All teachers are teachers of ELLs and need to plan accordingly. 2. All schools boards and districts/school leaders are responsible for ensuring that the academic, linguistic, social, and emotional needs of ELLs are addressed. 3. Districts and schools engage all ELLs in instruction that is gradeappropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 Common Core Learning Standards. 4. Districts and schools recognize that bilingualism and biliteracy are assets and provide opportunities for all students to earn a Seal of Biliteracy upon obtaining a high school diploma. 29

30 Blueprint for ELL Success 8 Principles, continued: 5. Districts and schools value all parents and families of ELLs as partners in education and effectively involve them in the education of their children. 6. District and school communities leverage the expertise of bilingual, ENL, and Language Other Than English (LOTE) teachers and support personnel while increasing their professional capacities. 7. Districts and school communities leverage ELLs home languages, cultural assets, and prior knowledge. 8. Districts and schools use diagnostic tools and formative assessment practices in order to monitor ELLs content knowledge as well as new and home language development to inform instruction. 30

31 AREAS OF CR PART 154 REGULATION ELL Identification Parent Notification and Information Retention of Records ELL Program Placement Program Requirements Provision of Programs Grade Span Program Continuity Students with Disabilities ELL Exit Criteria Intervention Support for ELLs Former ELL Services Graduation Requirements Professional Development Certification School District Planning and Reporting Requirements 31

32 ELL IDENTIFICATION SUBPARTS & ADOPTED REGULATION Implement a three step ELL identification process to ensure holistic and individualized decisions can be made by qualified personnel, including: 1)administration of the Home Language Questionnaire; 2)individual interview with the student; TIMELINE Full Implementation 3)administration of a statewide English language proficiency identification assessment. Qualified personnel is defined as a Bilingual Education or ESOL teacher, or a teacher trained in cultural competency, language development and the needs of English Language Learners. New Home Language Questionnaire Home Language Questionnaire Guidance 32

33 ELL IDENTIFICATION Cont d SUBPARTS & ADOPTED REGULATION School districts are required to identify ELLs as Students with Interrupted/Inconsistent Formal Education (SIFE) as an additional part of the interview during the identification process. It includes a review of academic history and student work samples to determine level in home language and math. [ (a)(6)] TIMELINE Full Implementation Multilingual Literacy Diagnostic (MLD) Bangla, Chinese, English, Haitian Creole, Spanish, Arabic, Urdu, Sgaw, Karen and Maay Maay SIFE Oral Interview Questionnaire Upon receiving a written request within an ELL s first 45 days of enrollment, school districts are required to implement a review process by qualified personnel to determine if a student may have been misidentified. A review of ELL identification determination would commence upon written request by a parent, a teacher with the consent of the parent, or a student, if the student is 18 years old or older. Before a change in ELL determination is final, parental consent, student consent if the student is 18 years or older, and principal and superintendent approval are required. [ (b)] Full Implementation Home Language Questionnaire Guidance

34 RETENTION OF RECORDS SUBPARTS & ADOPTED REGULATION School districts are required to collect and maintain: Records indicating parent s preferred language or mode of communication; and Records of notices and forms generated during the identification and placement process in ELL student s cumulative record. PARENT NOTIFICATION AND INFORMATION Parent notification and communication is required to be in the language best understood by the parents as indicated and on file in each ELL student s cumulative record. School personnel are required to meet with parents or persons in parental relation at least once a year, in addition to other generally required meetings with parents, to discuss with parents their child s academic content and language development progress and needs. TIMELINE Full Implementation Parent Orientation Video: ELL Programs in New York State Pen-Pal A Guide for Parents of ELLs in New York State NYSITELL Parent Information Brochure NYSESLAT Parent Information Brochure ELL Parent Hotline Parent Bill of Rights Parent Notification Letters Roadmap to College Full Implementation

35 ELL PROGRAM PLACEMENT SUBPARTS & ADOPTED REGULATION ELL identification, parent notification, signed consent, and placement in a Bilingual Education or ENL program is required to take place within 10 school days after initiating the identification process. [ (g)(1)] TIMELINE Full Implementation School districts are required to complete the identification process before an ELL student receives a final school placement. A student is to be provisionally placed in a school until the identification process is completed. [ (a)(8)] PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS English as a New Language instruction is required to be offered through two settings: (1)Integrated ENL (ENL methodologies in content area instruction co-taught or individually taught by a dually certified teacher); and (2)Stand-Alone ENL (ENL instruction with an ESOL teacher to develop the English language needed for academic success). [152.2(m)and(x)] Full Implementation - Professional development - Resources 35

36 PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS Cont d SUBPARTS & ADOPTED REGULATION Each school with 20 or more ELL students of the same grade who speak the same home language continues to be required to provide a Bilingual Education program. [ (d)(4)] TIMELINE Full Implementation School districts are required to annually estimate ELL enrollment before the end of each school year, and create a sufficient number of Bilingual Education programs in the district, if there are 20 or more ELLs district wide of the same grade level who speak the same home language. [ (d)(1)] New Bilingual Education programs are not to be placed in a school identified as a School Under Registration Review or as a Focus or Priority School. [ (d)(3)] A school district will be allowed to apply for a one-year waiver for languages that represent less than 5% of the statewide ELL population, if the district can demonstrate it meets established criteria and provides alternate home language supports. [ (d)(6)] Full Implementation 36

37 CR Part (K-8) Transitional Bilingual Education Program ENGLISH PROFICIENCY LEVEL STAND ALONE ENL ENTERING (Beginning) 1 unit of study in ENL (180 min.) EMERGING (Low Intermediate).5 unit of study in ENL (90 min.) TRANSITIONING (Intermediate) EXPANDING (Advanced) COMMANDING (Proficient) LANGUAGE ARTS INTEGRATED ENL / ELA FLEXIBILITY 1 unit of study in ENL/ELA (180 min.) 1 unit of study in ENL/ELA (180 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) 1 unit of study in ENL/ELA or other Content Area (180 min.) TOTAL 360 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week HOME LANGUAGE ARTS 1 HLA Class 1 HLA Class 1 HLA Class 1 HLA Class.5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* BILINGUAL INSTRUCTION BILINGUAL CONTENT AREA SUBJECTS Minimum of 2 Minimum of 2 Minimum of 1** Minimum of 1** STAFFING/ PERSONNEL K 8 BILINGUAL EDUCATION PROGRAM (K 6 Bilingual) Common Branch teacher with a bilingual extension (7 8 Bilingual) Content Area teacher with a bilingual extension. [HLA must be taught by a certified Language Other Than English teacher.] K 8 ENGLISH AS A NEW LANGUAGE PROGRAM (K 8 STAND ALONE) ESOL certified teacher (K 6 ENL) Common Branch K 6 teachers with a bilingual extension can teach the ENL component of a K 6 Bilingual Education program. (7 8 ENL) Integrated ENL can be taught by an ESOL teacher with Content Area certification or two individually certified teachers. The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner that monitor and support the student s language development and academic progress. Content Area shall mean ELA, Math, Science, and Social Studies. **This provision is a pending regulatory change expected to go into effect in June 2015 for the school year. 37

38 LANGUAGE ARTS CR Part (9-12) Transitional Bilingual Education Program ENGLISH PROFICIENCY LEVEL STAND ALONE ENL INTEGRATED ENL / ELA FLEXIBILITY ENTERING (Beginning) 1 unit of study in ENL (180 min.) 1 unit of study in ENL/ELA (180 min.) 1 unit of study can be STAND ALONE ENL instruction or INTEGRATED ENL in Content Area (180 min.) EMERGING (Low Intermediate).5 unit of study in ENL (90 min.) 1 unit of study in ENL/ELA (180 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) TRANSITIONING (Intermediate).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) EXPANDING (Advanced) 1 unit of study in ENL/ELA or other** Content Area (180 min.) TOTAL 540 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week HOME LANGUAGE ARTS 1 HLA Course 1 HLA Course 1 HLA Course 1 HLA Course COMMANDING (Proficient).5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* BILINGUAL INSTRUCTION BILINGUAL CONTENT AREA SUBJECTS Minimum of 2 Minimum of 2 Minimum of 1** Minimum of 1** AWARDING STAFFING/ CREDITS PERSONNEL STAND ALONE ENL Elective credit is awarded upon passing each corresponding STAND ALONE ENL unit of study INTEGRATED ENL Content area credit is awarded upon passing each corresponding ENL unit of study in ELA, Math, Science, or Social Studies BILINGUAL EDUCATION PROGRAM (9 12) Bilingual Content Area teacher with a bilingual extension. [HLA must be taught by a certified Language Other Than English teacher.] HOME LANGUAGE ARTS** Language Other Than English credit is awarded upon passing each corresponding HLA unit of study BILINGUAL CONTENT AREA** Content area credit is awarded upon passing each corresponding Bilingual Content Area subject ENGLISH AS A NEW LANGUAGE PROGRAM (9 12) Stand alone ESOL certified teacher (9 12) Integrated ENL can be taught by an ESOL teacher with Content Area certification or two individually certified teachers. The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner, that monitor and support the student s language development and academic progress. Core Content Area shall mean ELA, Math, Science, and Social Studies **This provision is a pending regulatory change expected to go into effect in June 2015 for the school year. Updated April 10,

39 CR Part (K-8) English as New Language (ENL) Units of Study and Staffing Requirements ENGLISH PROFICIENCY LEVEL ENL INSTRUCTIONAL TIME (MINIMUM) STAND ALONE ENL INTEGRATED ENL ENTERING (Beginning) 2 units of study per week (360 min.) 1 unit of study in ENL (180 min.) 1 unit of study in ENL/ELA (180 min.) EMERGING (Low Intermediate) 2 units of study per week (360 min.).5 unit of study in ENL (90 min.) 1 unit of study in ENL/ELA (180 min.) FLEXIBILITY.5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) TRANSITIONING (Intermediate) 1 unit of study per week (180 min.).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) EXPANDING (Advanced) 1 unit of study per week (180 min.) 1 unit of study in ENL/ELA or other Content Area (180 min.) COMMANDING (Proficient) Former ELLs must continue to receive services for an additional two years.5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* TOTAL 360 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week STAFFING/ PERSONNEL STAND ALONE ENL K 12 Certified ESOL teacher INTEGRATED ENL 1 DUALLY CERTIFIED TEACHER ESOL and Common Branch (K 6) or Content Area (7 8) teacher who holds both certifications INTEGRATED ENL 2 INDIVIDUALLY CERTIFIED TEACHERS (CO TEACHING) A certified ESOL teacher and a K 6 certified elementary school teacher A certified ESOL teacher and a 7 8 certified content area teacher (ELA, Math, Science, or Social Studies) The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special education class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner that monitor and support the student s language development and academic progress. Core Content Area shall mean ELA, Math, Science, and Social Studies. One unit of study = 180 minutes of instruction per week per year. Updated April 10,

40 GRADE SPAN SUBPARTS & ADOPTED REGULATION The maximum allowable grade span is two contiguous grades for grouping instruction in ENL and Bilingual Education programs. [ (i)] TIMELINE Full Implementation PROGRAM CONTINUITY Districts are required to provide program continuity so that ELLs can continue to receive the program type (Bilingual Education or ENL) in which they were initially enrolled. [ (e)] In order to ensure program continuity, schools are required to continue providing a Bilingual Education program if at least 15 students who speak the same home language were enrolled in such a program in the previous school year. [ (e)] Full Implementation 40

41 ELL EXIT CRITERIA SUBPARTS & ADOPTED REGULATION TIMELINE Exit criteria has expanded to allow qualified students to exit ELL status by: OPTION 1) Scoring at the Proficient/Commanding level on the NYSESLAT [ (m)(1)(i)] OPTION 2) Scoring at the Advanced/Expanding level on the NYSESLAT, -and- 3+ on a grade 3-8 ELA Assessment, -or on the Regents Exam in English [ (m)(1)(ii)] Full Implementation OPTION 3) Please see Areas of Pending Regulation: Students with Disabilities. [ (m)(2)] 41

42 INTERVENTION SUPPORT FOR ELLS SUBPARTS & ADOPTED REGULATION Districts are required to annually identify ELLs not demonstrating adequate performance and provide additional support services aligned to district wide intervention plans. [ (j)] TIMELINE Full Implementation FORMER ELL SERVICES School districts are required to provide at least two years of Former ELL services to support students who exit out of ELL status including: A half unit of study of Integrated ENL in ELA, Math, Science or Social Studies, ~and/or~ With OBEWL S approval, other services that monitor and support each Former ELL s language development and academic progress. [ (h)(1)(v)] and [ (h)(1)(v)] Full Implementation 42

43 PROFESSIONAL DEVELOPMENT SUBPARTS & ADOPTED REGULATION TIMELINE School districts are required to ensure that a prescribed percentage of Professional Development hours be specific to the needs of ELLs, co-teaching strategies, and integrating language and content instruction: 15% total hours ELL-specific PD for All Teachers ~and~ 50% total hours ELL-specific PD for Bilingual Education and ENL teachers Full Implementation 43

44 SCHOOL DISTRICT PLANNING AND REPORTING SUB-PARTS & ADOPTED REGULATION School districts are required to provide additional information in comprehensive plans regarding programs for subpopulations of ELLs, information provided to parents in the languages they best understand, methods to annually measure and track ELL progress, and systems to identify, assess, and exit students from ELL status. [ (b)] TIMELINE Full Implementation School districts are required to provide additional information in reports regarding programs for subpopulations of ELLs including program information, if offered, by subpopulations and languages spoken in the school district. [ (c)] Full Implementation 44

45 STUDENTS WITH DISABILITIES SUBPART ADOPTED AMENDMENT ON NOVEMBER 17, 2014 TIMELINE Adopted Subpart regulations establish: 1)Identification criteria to determine whether, and if so which accommodations, a Student with a Disability uses during administration of the NYSITELL; and Full Implementation 2)ELL Exit process and criteria for eligible Students with a Disability. 45

46 PARENT NOTIFICATION & INFORMATION SUBPARTS & ADOPTED REGULATION SUBPART AMENDED TIMELINE Upon written notification of his/her child s placement in a Bilingual Education or ENL program, the parent has 5 days to sign and return a statement indicating parental consent. If the signed notification statement is not returned, the student will be placed in a Bilingual Education program, with the parent retaining the right to make the final program placement decision. Amendment from 5 to 10 days for parents to return signed notification and consent to Bilingual Education or ENL program placement Full Implementation 46

47 PROFESSIONAL DEVELOPMENT SUBPARTS & ADOPTED REGULATION SUBPART AMENDED TIMELINE School districts are required to ensure that at least 15% of professional development hours for all teachers, and 50% for Bilingual Education and ENL teachers be specific to the needs of ELLs, co-teaching strategies, and integrating language and content instruction for ELLs. Amendment to allow school districts to annually seek permission from the Commissioner for a one year waiver from the 15%~50% PD requirements if ELL enrollment makes up less than 5% of the school district s total student population, and the school district provides evidence that the district s PD plan meets the needs of its ELLs, coteaching strategies, and integrating language and content instruction for its ELLs Full Implementation 47

48 GRADUATION REQUIREMENTS SUBPARTS & ADOPTED REGULATION Separate rulemaking which requires regulatory amendments to Part 100. PART 100 AMENDED Amendments to Part 100 regulations to allow ELLs otherwise eligible to graduate in January 2015 or thereafter, who entered the school system in 9 th grade or above, to be eligible to earn a local diploma via appeal by: 1)Meeting the appeal conditions available to all students, and 2)Scoring between on the Regents Exam in English. TIMELINE February 2015 Full Implementation 48

49 PROSPECTIVE TEACHER CERTIFICATION SUBPARTS & ADOPTED REGULATION PART 80 PROPOSED AMENDMENT PROPOSED TIMELINE Separate rulemaking which requires regulatory amendments to Part 80. Proposed amendments to Part 80 will require all prospective teachers to complete coursework on ELL instructional needs, co-teaching strategies, and integrating language and content instruction for ELLs. PENDING 49

50 CERTIFICATION AND SENIORITY PROTECTION SUBPARTS & ADOPTED REGULATION PROPOSED STATUTORY CHANGE AND PART 80 AMENDMENT PROPOSED TIMELINE Separate rulemaking which requires statutory change and regulatory amendments to Part 80. Proposed statutory change and amendments to Part 80 will create: certification areas for bilingual teaching assistants; and tenure and seniority protection areas for bilingual teaching assistants, Bilingual Education teachers and ESOL teachers. PENDING 50

51 New York State Education Department Initiatives and Resources for English Language Learners Commissioner s Regulations Part 154 Blueprint for ELL Success Seal of Biliteracy ELL Curriculum Students with Inconsistent/Interrupted Formal Education ELL Scaffolds Math Translations (5 languages) ELL Leadership Council Students with Interrupted Formal Education Initiatives Bridges Identification material Resources Assessments NYSITELL NYSESLAT Parent Materials 51

52 Resources for Parents and Guardians of ELLs The following resources have been or will be translated in up to 25 languages: Parent Bill of Rights A Guide for Parents of ELLs in New York State NYSITELL Parent Information Brochure NYSESLAT Parent Information Brochure ELL Civil Rights Parent Website and Hotline Parent Orientation Video: ELL Programs in New York State Parent Orientation Checklist Parent Program Selection Form Parent Notification Letters: ELL Services Entitlement ELL Services Non-entitlement Exiting ELL Status Continuing ELL Status Roadmap to College Back 52

53 OFFICE OF BILINGUAL EDUCATION AND WORLD LANGUAGES ELL Parent Hotline at REGIONAL BILINGUAL EDUCATION RESOURCE NETWORKS 53

DLM NYSED Enrollment File Layout for NYSAA

DLM NYSED Enrollment File Layout for NYSAA Enrollment Field Definitions AYP_School_ Identifier Alphanumeric; 30 No The BEDSCODE of the DISTRICT that has Committee on Special Education (CSE) responsibility for the student. Must include any leading

More information

DATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P

DATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P TITLE III REQUIREMENTS STATE POLICY DEFINITIONS DISTRICT RESPONSIBILITY IDENTIFICATION OF LEP STUDENTS A district that receives funds under Title III of the No Child Left Behind Act shall comply with the

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

District English Language Learners (ELL) Plan

District English Language Learners (ELL) Plan 2016-2019 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Email: Sheila.Labissiere@famu.edu Phone: 850-412-5821 or 850-412-5930

More information

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

Intervention in Struggling Schools Through Receivership New York State. May 2015

Intervention in Struggling Schools Through Receivership New York State. May 2015 Intervention in Struggling Schools Through Receivership New York State May 2015 The Law - Education Law Section 211-f and Receivership In April 2015, Subpart E of Part EE of Chapter 56 of the Laws of 2015

More information

Frequently Asked Questions and Answers

Frequently Asked Questions and Answers Definition and Responsibilities 1. What is home education? Frequently Asked Questions and Answers Section 1002.01, F.S., defines home education as the sequentially progressive instruction of a student

More information

Mul lingual Ma ers. One Day Mini Area Conference 2017

Mul lingual Ma ers. One Day Mini Area Conference 2017 One Day Mini Area Conference 2017 Mul lingual Ma ers Saturday, 7:30 am 8:30 am registra on, breakfast, exhibits Clet Hall 8:30 am 1:00 pm conference St. Vincent Hall 5795 Lewiston Rd Niagara Univ, NY 14109

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION

More information

2013 District STAR Coordinator Workshop

2013 District STAR Coordinator Workshop 2013 District STAR Coordinator Workshop Objectives District STAR coordinators will Follow current STAR procedures properly. Ensure all materials are handled securely and appropriately. Train site coordinators

More information

ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013

ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013 ENGLISH LANGUAGE LEARNERS (ELL) UPDATE FOR SUNSHINE STATE TESOL 2013 Presented by: Chane Eplin, Bureau Chief Student Achievement through Language Acquisition Florida Department of Education May 16, 2013

More information

Educational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT

Educational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT Educational Quality Assurance Standards Residential Juvenile Justice Commitment Programs 2009 2010 Bureau of Exceptional Education and Student Services Division of K-12 Public Schools Florida Department

More information

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation. Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources

More information

Santa Fe Community College Teacher Academy Student Guide 1

Santa Fe Community College Teacher Academy Student Guide 1 Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.

More information

Bethune-Cookman University

Bethune-Cookman University Bethune-Cookman University The Independent Colleges and Universities of Florida Community College Articulation Manual 2012-2013 1 BETHUNE-COOKMAN UNIVERSITY ICUF ARTICULATION MANUAL GENERAL ADMISSION PROCEDURES

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

Miami-Dade County Public Schools

Miami-Dade County Public Schools ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to

More information

Student Assessment Policy: Education and Counselling

Student Assessment Policy: Education and Counselling Student Assessment Policy: Education and Counselling Title: Student Assessment Policy: Education and Counselling Author: Academic Dean Approved by: Academic Board Date: February 2014 Review date: February

More information

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final

More information

RESIDENCY POLICY. Council on Postsecondary Education State of Rhode Island and Providence Plantations

RESIDENCY POLICY. Council on Postsecondary Education State of Rhode Island and Providence Plantations S-5.0 RESIDENCY POLICY Council on Postsecondary Education State of Rhode Island and Providence Plantations Adopted: Amended: 12/02/1971 (BR) 05/22/1980 (BR) 07/02/1981 (BG) 04/15/1993 (BG) 09/27/1995 (BG)

More information

Superintendent s 100 Day Entry Plan Review

Superintendent s 100 Day Entry Plan Review Superintendent s 100 Day Entry Plan Review January 10, 2012 Thelma Meléndez de Santa Ana, Ph.D. Superintendent 2 The 100-Day Entry Plan Roll-Out What We ll Cover Reflections & Observations on Our Aha!

More information

Dutchess Community College College Connection Program

Dutchess Community College College Connection Program Dutchess Community College College Connection Program College Credit Earned While Still in High School Student Handbook 2015-2017 53 Pendell Road, Poughkeepsie, New York 12601-1595 (845) 431-8951 www.sunydutchess.edu

More information

A Diagnostic Tool for Taking your Program s Pulse

A Diagnostic Tool for Taking your Program s Pulse A Diagnostic Tool for Taking your Program s Pulse The questionnaire that follows is a print-friendly version of the Diagnostic Tool for self-evaluating English language programs in states, districts and

More information

Schenectady County Is An Equal Opportunity Employer. Open Competitive Examination

Schenectady County Is An Equal Opportunity Employer. Open Competitive Examination Schenectady County Is An Equal Opportunity Employer Open Competitive Examination Exam Title: Director of Public Works (Town of Rotterdam) Town of Rotterdam The resulting eligible list will be used to fill

More information

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures

More information

Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements

Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Section 3 & Section 4: 62-66 # Reminder: Watch for a blue box in top right corner

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan

More information

INTRODUCTION ( MCPS HS Course Bulletin)

INTRODUCTION ( MCPS HS Course Bulletin) INTRODUCTION (2012-2013 MCPS HS Course Bulletin) MARYLAND DIPLOMA REQUIREMENTS The state of Maryland authorizes one diploma for all high school graduates, based upon successful fulfillment of four categories

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

Tamwood Language Centre Policies Revision 12 November 2015

Tamwood Language Centre Policies Revision 12 November 2015 Do More, Learn More, BE MORE! By teaching, coaching and encouraging our students, Tamwood Language Centres helps students to develop their talents, achieve their educational goals and realize their potential.

More information

Making the ELPS-TELPAS Connection Grades K 12 Overview

Making the ELPS-TELPAS Connection Grades K 12 Overview Making the ELPS-TELPAS Connection Grades K 12 Overview 2017-2018 Texas Education Agency Student Assessment Division. Disclaimer These slides have been prepared by the Student Assessment Division of the

More information

Qs&As Providing Financial Aid to Former Everest College Students March 11, 2015

Qs&As Providing Financial Aid to Former Everest College Students March 11, 2015 Qs&As Providing Financial Aid to Former Everest College Students March 11, 2015 Q. How is the government helping students affected by the closure of Everest College? A. Ontario is providing financial assistance

More information

Exams: Accommodations Guidelines. English Language Learners

Exams: Accommodations Guidelines. English Language Learners PSSA Accommodations Guidelines for English Language Learners (ELLs) [Arlen: Please format this page like the cover page for the PSSA Accommodations Guidelines for Students PSSA with IEPs and Students with

More information

Section V Reclassification of English Learners to Fluent English Proficient

Section V Reclassification of English Learners to Fluent English Proficient Section V Reclassification of English Learners to Fluent English Proficient Understanding Reclassification of English Learners to Fluent English Proficient Decision Guide: Reclassifying a Student from

More information

Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview.

Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Cabarrus\Kannapolis Early College High School Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Student Name Student Number Middle

More information

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT Policy 423.1 This policy shall be administered in accordance with the state public school open enrollment law in sections 118.51 and

More information

CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...

CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another... A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES CHILDREN ARE SPECIAL From one parent to another... Learning that your child has or even may be suspected of having a disability is difficult.

More information

TABLE OF CONTENTS Credit for Prior Learning... 74

TABLE OF CONTENTS Credit for Prior Learning... 74 TABLE OF CONTENTS Credit for Prior Learning... 74 Credit by Examination...74 Specific Course Credit...74 General Education and Associate Degree Credit by Exam...74 Advanced Placement (AP) Examination:

More information

TSI Operational Plan for Serving Lower Skilled Learners

TSI Operational Plan for Serving Lower Skilled Learners TSI Operational Plan for Serving Lower Skilled Learners VERSION 2.0* *This document represents a work in progress that is informed by and revised based on stakeholder comments and feedback. Each revised

More information

July 28, Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC

July 28, Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC 20202-2600 RE: Notice of Proposed Rulemaking for Assistance to States for the Education

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

LODI UNIFIED SCHOOL DISTRICT. Eliminate Rule Instruction

LODI UNIFIED SCHOOL DISTRICT. Eliminate Rule Instruction LODI UNIFIED SCHOOL DISTRICT Eliminate Rule 6162.52 Instruction High School Exit Examination Definitions Variation means a change in the manner in which the test is presented or administered, or in how

More information

FTE General Instructions

FTE General Instructions Florida Department of Education Bureau of PK-20 Education Data Warehouse and Office of Funding and Financial Reporting FTE General Instructions 2017-18 Questions and comments regarding this publication

More information

Common Core Path to Achievement. A Three Year Blueprint to Success

Common Core Path to Achievement. A Three Year Blueprint to Success Common Core Path to Achievement A Three Year Blueprint to Success The Winds of Change Continue to Blow!!! By the beginning of the 2014-2015 School Year, there will be a new accountability system in place

More information

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful

More information

IEP AMENDMENTS AND IEP CHANGES

IEP AMENDMENTS AND IEP CHANGES You supply the passion & dedication. IEP AMENDMENTS AND IEP CHANGES We ll support your daily practice. Who s here? ~ Something you want to learn more about 10 Basic Steps in Special Education Child is

More information

PROGRAM SERVICE CODE

PROGRAM SERVICE CODE 9/9/2013 PROGRAM SERVICE CODES SECTION 52 FTE SECTION 53 FTE RESIDENCY CODES DATA ELEMENT FIELDS AFFECTING SPECIAL EDUCATION PUPIL REPORTING Dianne Easterling, Department of Education Office of Special

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

RECRUITMENT AND EXAMINATIONS

RECRUITMENT AND EXAMINATIONS CHAPTER V: RECRUITMENT AND EXAMINATIONS RULE 5.1 RECRUITMENT Section 5.1.1 Announcement of Examinations RULE 5.2 EXAMINATION Section 5.2.1 Determination of Examinations 5.2.2 Open Competitive Examinations

More information

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,

More information

2. Sibling of a continuing student at the school requested. 3. Child of an employee of Anaheim Union High School District.

2. Sibling of a continuing student at the school requested. 3. Child of an employee of Anaheim Union High School District. TO THE DISTRICT Students living outside of the may be permitted to attend schools within the district for one or more of the reasons listed below and all applicable conditions are followed. Prior to enrollment,

More information

ONLINE COURSES. Flexibility to Meet Middle and High School Students at Their Point of Need

ONLINE COURSES. Flexibility to Meet Middle and High School Students at Their Point of Need ONLINE COURSES Flexibility to Meet Middle and High School Students at Their Point of Need 88 FuelEd Online Courses Standards-based online courses for middle and high school Struggling Seeking Greater Academic

More information

A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education

A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education Note: Additional information regarding AYP Results from 2003 through 2007 including a listing of each individual

More information

SY MEASURES OF STUDENT LEARNING (MOSL) SELECTIONS ELEMENTARY SCHOOL (GRADES K-5) SUPPLEMENT

SY MEASURES OF STUDENT LEARNING (MOSL) SELECTIONS ELEMENTARY SCHOOL (GRADES K-5) SUPPLEMENT SY 2016-17 MEASURES OF STUDENT LEARNING (MOSL) SELECTIONS ELEMENTARY SCHOOL (GRADES K-5) SUPPLEMENT January 23, 2017 OVERVIEW PURPOSE OF THIS DOCUMENT Each year, schools get the opportunity to re-select

More information

Master of Philosophy. 1 Rules. 2 Guidelines. 3 Definitions. 4 Academic standing

Master of Philosophy. 1 Rules. 2 Guidelines. 3 Definitions. 4 Academic standing 1 Rules 1.1 There shall be a degree which may be awarded an overall grade. The award of the grade shall be made for meritorious performance in the program, with greatest weight given to completion of the

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

B.A. in Arts and Sciences Major: Global Studies Sample 4-Year Plan

B.A. in Arts and Sciences Major: Global Studies Sample 4-Year Plan System Gen Ed Requirements (SGR's) Prerequisites/Comments CR SEM GR Major/College Requirements Prerequisites/Comments CR SEM GR SGR Goal 1 Written Communication 6 Modern Language 6+ credits, including

More information

My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion

My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion California s protection & advocacy system Toll-Free (800) 776-5746 My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion November 2014, Pub. #5563.01 If your special needs child

More information

Bilingual Staffing Guidelines

Bilingual Staffing Guidelines Bilingual Staffing Guidelines Introduction In accordance with the Yukon Languages Act, the Yukon government is committed to ensuring the public can receive government services in English or in French from

More information

Section 6 DISCIPLINE PROCEDURES

Section 6 DISCIPLINE PROCEDURES Section 6 DISCIPLINE PROCEDURES Area: DISCIPLINE - STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES Introduction: A student who has not yet been determined to be eligible for special

More information

District Superintendent

District Superintendent To Apply: Qualified candidates should submit the following: Letter of interest Application Resume Copies of Administrative Certification(s) Academic Transcripts References Send to: Mr. Christopher J. Todd,

More information

ATHLETIC TRAINING SERVICES AGREEMENT

ATHLETIC TRAINING SERVICES AGREEMENT ATHLETIC TRAINING SERVICES AGREEMENT THIS ATHLETIC TRAINING SERVICES AGREEMENT is made on this 17th day of May, 2017, by and between Strong Memorial Hospital/UR Medicine Sports Medicine, a division of

More information

Policy JECAA STUDENT RESIDENCY Proof of Legal Custody and Residency Establishment of Residency

Policy JECAA STUDENT RESIDENCY Proof of Legal Custody and Residency Establishment of Residency Policy JECAA STUDENT RESIDENCY In order to attend the Illinois Mathematics and Science Academy each year, a student must be a legal resident of the State of Illinois. In determining residency, the residence

More information

Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts. Reference Guide April 2016

Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts. Reference Guide April 2016 Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts Reference Guide April 2016 Massachusetts Department of Higher Education One Ashburton

More information

Degree Regulations and Programmes of Study Undergraduate Degree Programme Regulations 2017/18

Degree Regulations and Programmes of Study Undergraduate Degree Programme Regulations 2017/18 Degree Regulations and Programmes of Study Undergraduate Degree Programme Regulations 2017/18 A General Undergraduate Degree Regulations Compliance 1 Compliance and concessions 2 Head of College authority

More information

STUDENT ASSESSMENT AND EVALUATION POLICY

STUDENT ASSESSMENT AND EVALUATION POLICY STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0

More information

Admission ADMISSIONS POLICIES APPLYING TO BISHOP S UNIVERSITY. Application Procedure. Application Deadlines. CEGEP Applicants

Admission ADMISSIONS POLICIES APPLYING TO BISHOP S UNIVERSITY. Application Procedure. Application Deadlines. CEGEP Applicants Admission General inquiries from prospective students should be directed to: Recruitment Office Bishop s University 2600 College Street Sherbrooke, Quebec J1M 1Z7 Tel. 819-822-9600 ext. 2681 or 1 877-822-8200

More information

Port Jervis City School District Academic Intervention Services (AIS) Plan

Port Jervis City School District Academic Intervention Services (AIS) Plan Port Jervis City School District 2014-2016 Academic Intervention Services (AIS) Plan Port Jervis High School Port Jervis Middle School Anna S. Kuhl Elementary School Hamilton Bicentennial Elementary School

More information

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT Consultancy Special Education: January 11-12, 2016 Table of Contents District Visit Information 3 Narrative 4 Thoughts in Response to the Questions

More information

Cuero Independent School District

Cuero Independent School District Cuero Independent School District Texas Superintendent: Henry Lind Primary contact: Debra Baros, assistant superintendent* 1,985 students, prek-12, rural District Description Cuero Independent School District

More information

ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS

ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS ADULT BASIC EDUCATION CURRICULUM GUIDE TABLE OF CONTENTS 2006 revisions noted as revised SECTION 1: GOALS AND PHILOSOPHY Pages 2 14 SECTION 2: ENROLLMENT All revised Pages 15 55 15 19 BASED Course Descriptions

More information

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI) K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page

More information

World s Best Workforce Plan

World s Best Workforce Plan 2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section

More information

New Jersey Department of Education

New Jersey Department of Education New Jersey Department of Education Partnership for Assessment of Readiness for College and Careers (PARCC) Testing Accommodations for English Learners (EL) March 24, 2014 1 Overview Accommodations for

More information

Guide to the New Hampshire Rules for the Education of Children with Disabilities

Guide to the New Hampshire Rules for the Education of Children with Disabilities Guide to the New Hampshire Rules for the Education of Children with Disabilities This Document includes the NH Rules for the Education of Children with Disabilities that were adopted by the State Board

More information

Greta Bornemann (360) Patty Stephens (360)

Greta Bornemann (360) Patty Stephens (360) Patty Stephens (360) 725-6440 Patty.Stephens@k12.wa.us Greta Bornemann (360) 725-6352 Greta.Bornemann@k12.wa.us Agenda Goal: Provide information to help educators and students adjust to changes in mathematics

More information

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...

More information

BEST PRACTICES FOR PRINCIPAL SELECTION

BEST PRACTICES FOR PRINCIPAL SELECTION BEST PRACTICES FOR PRINCIPAL SELECTION This document guides councils through legal requirements and suggested best practices of the principal selection process. These suggested steps are written with the

More information

Oakland University OU STEP

Oakland University OU STEP Application to Program This packet includes the information, instructions, and forms that you will need to submit an application to the Oakland University Secondary Teacher Education Program (). The STEP

More information

Assessment and Evaluation for Student Performance Improvement. I. Evaluation of Instructional Programs for Performance Improvement

Assessment and Evaluation for Student Performance Improvement. I. Evaluation of Instructional Programs for Performance Improvement Assessment and Evaluation for Student Performance Improvement I. Evaluation of Instructional Programs for Performance Improvement The ongoing evaluation of educational programs is essential for improvement

More information

Hale`iwa. Elementary School Grades K-6. School Status and Improvement Report Content. Focus On School

Hale`iwa. Elementary School Grades K-6. School Status and Improvement Report Content. Focus On School Comprehensive Assessment and Accountability System Year 1999-2000 Hale`iwa Elementary Grades K-6 Focus on Description Context: Setting Student Community Process: Process: Certified Facilities Outcomes:

More information

Programme Specification. MSc in International Real Estate

Programme Specification. MSc in International Real Estate Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 E&R Report No. 08.29 February 2009 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 Authors: Dina Bulgakov-Cooke, Ph.D., and Nancy Baenen ABSTRACT North

More information

MADISON METROPOLITAN SCHOOL DISTRICT

MADISON METROPOLITAN SCHOOL DISTRICT MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3

More information

School Performance Plan Middle Schools

School Performance Plan Middle Schools SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE

More information

West Haven School District English Language Learners Program

West Haven School District English Language Learners Program West Haven School District English Language Learners Program 2016 W E S T H A V E N S C H O O L S Hello CIAO NÍN HǍO MERHABA ALLÔ CHÀO DZIEN DOBRY SALAAM Hola Dear Staff, Our combined community of bilingual

More information

IB Diploma Program Language Policy San Jose High School

IB Diploma Program Language Policy San Jose High School IB Diploma Program Language Policy San Jose High School Mission Statement San Jose High School (SJHS) is a diverse academic community of learners where we take pride and ownership of the international

More information

UW-Waukesha Pre-College Program. College Bound Take Charge of Your Future!

UW-Waukesha Pre-College Program. College Bound Take Charge of Your Future! UW-Waukesha Pre-College Program College Bound 2017 Take Charge of Your Future! This is a great program to increase your knowledge on various subjects. Students will be engaged in workshops and hands-on

More information

GradinG SyStem IE-SMU MBA

GradinG SyStem IE-SMU MBA Grading System IE-SMU MBA With the aim of encouraging students to reach their full potential in a healthy competitive environment and to obtain a rigorous information about their performance during the

More information

INTERSCHOLASTIC ATHLETICS

INTERSCHOLASTIC ATHLETICS INTERSCHOLASTIC ATHLETICS Participation by students in athletic competition is a privilege subject to Board policies and regulations. While the Board takes great pride in winning, it emphasizes and requires

More information

Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science

Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science Baker College Waiver Form Office Copy Secondary Teacher Preparation Mathematics / Social Studies Double Major Bachelor of Science NAME: UIN: Acknowledgment Form - Open Enrollment Program By initialing

More information

Emergency Safety Interventions Kansas Regulations and Comparisons to Other States. April 16, 2013

Emergency Safety Interventions Kansas Regulations and Comparisons to Other States. April 16, 2013 Emergency Safety Interventions Kansas Regulations and Comparisons to Other States April 16, 2013 Introductions Presenters Update on Kansas regulations Trainings on regulations Resources Comparison of Kansas

More information