BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS

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1 N.J. Department of Education Office of Student Achievement and Accountability Bureau of Bilingual/ESL Education P.O. Box 500 Trenton, NJ

2 A. District Information Atlantic/01 County Name/Code NEW JERSEY STATE DEPARTMENT OF EDUCATION Division of Student Services Office of Student Achievement and Accountability Bureau of Bilingual/ESL Education P.O. Box 500 Trenton, NJ BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION I Lisa C. Dagit, Director of Curriculum & Instruction Name and Title of Person Completing Plan Hamilton Township School District/1940 District Name/Code 1876 Dr. Dennis Foreman Drive Street Address of District Mays Landing, New Jersey Address City State Zip Code (609) Telephone Number of Person Completing Plan Lisa C. Dagit, Director of Curriculum & Instruction Name and Title of Contact Person Address (609) Telephone Number of Person Contact Person B. Statement of Assurances (N.J.S.A.18A:35-15 to 26 and N.J.A.C. 6A:15) 1. The bilingual and/or ESL program will be operated in compliance with New Jersey statutes and regulations. 2. A bilingual parent advisory committee should be established in the district implementing a bilingual program. 3. The parents/guardians of limited English proficient students will be notified in their native language of their rights to determine their child s participation in or exit from the program, in accordance with New Jersey regulations. 4. District staff will receive training in strategies to meet the needs of limited English proficient students. Mrs. Michelle Cappelluti Chief School Administrator Signature Date Signed July 19, 2011 Date of Board Approval

3 SECTION II- PARTS A to B DISTRICT and CODE: Hamilton Township/1940 A. PROGRAM STAFF Indicate the number of certified teachers in the chart. Teachers counted in 1 and 2 should not be duplicated in 3. TEACHER CERTIFICATION NUMBER OF TEACHERS 1. Bilingual-certified 0 2. ESL-certified 4 3. Bilingual/ESL (dual certification) 1 B. PROGRAM TYPE For each program type, indicate the number of students in bilingual and/or ESL programs, and language(s) used for instruction in bilingual programs (if applicable). If any of the program types are not applicable, leave the section blank. Please refer to N.J.A.C. 6A: located at for definitions of program types. Program Type Full-Time Bilingual (self-contained or departmentalized) (list by language) Alternative programs that use students nativelanguage for instruction ( Bilingual Part-time, Bilingual Tutorial, Bilingual Resource) Dual-Language Number Language(s) of Students 10 Spanish Alternative programs that are English-based ( High-Intensity ESL, Sheltered English Instruction) ESL-Only Programs 66 Other (Please specify) 3

4 SECTION III PART A: BILINGUAL PROGRAM NARRATIVE DISTRICT and CODE: Hamilton Township/1940 Districts operating a full-time and/or alternative program(s) that use native language (Bilingual Part-time, Bilingual Tutorial, Bilingual Resource) should complete a narrative describing the bilingual program. The narrative must include the following: The goals of the program The instructional setting (self-contained, pull-out, departmentalized, etc.) A description of how the native language is used for instruction An explanation of how the bilingual instruction/methodologies is aligned to the New Jersey Core Curriculum Content Standards (NJCCCS) and Common Core Standards A description of how the ESL curriculum is aligned to the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards for English Language Learners in Pre-K through Grade 12 Describe how the English language learners are monitored in the mainstream after they exit the language assistance program. The review process for exiting the program (multiple measures) The narrative must provide a description of ESL instruction offered as part of the bilingual program. Goals of Program Goal #1 To use English to communicate in social settings Objectives: A. Students will use English to participate in social interaction. B. Students will interact in, through, and with spoken and written English for personal expression and enjoyment. C. Students will use learning strategies to extend their communicative competence. Goal #2 - To use English to achieve academically in all content areas Objectives: A. Students will use English to interact in the classroom. B. Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. C. Students will use appropriate learning strategies to construct and apply academic knowledge. Goal #3 To use English in socially and culturally appropriate ways Objectives: A. Students will use the appropriate language variety, register and genre according to audience, purpose and setting. B. Students will use nonverbal communication appropriate to audience, purpose and setting. C. Students will use appropriate learning strategies to extend their sociolinguistic and socio-cultural competence. Instructional Setting: A full-time Bilingual Multi-Grade (Kindergarten & Grade One) Classroom that s primary focus will be on initial literacy instruction based on beginning level English Language Learners need for support of the native language for instruction. In addition to this, all students will receive an additional 40 to 60 minute class period of ESL instruction on a daily basis. The length of the class period is contingent upon the building s master schedule. 4

5 How the Native Language is Used for Instruction: The students in the Bilingual Program will receive instruction with Native Language support. The Bilingual Teacher will provide this support relative to the regular education language arts literacy, mathematics, social studies and science curriculums being used in the mainstreamed classes. This program is designed to assist Spanish speaking ELL in learning the emergent literacy skills in coordination with comprehending the regular education, grade level curriculum. Bilingual/ESL Curriculum Explanation: The HTSD Bilingual/ESL curriculum used in the instructional setting on a day-to-day basis: is an integrated curriculum that is designed to prepare English Language Learners (ELLs) to meet the English Language Proficiency Standards (ELPS), the New Jersey Core Curriculum Content Standards and the Common Core Standards. incorporates the development of the language/literacy components (listening, speaking, reading, writing, viewing and media literacy), and the utilization of these skills across all subject areas. presents content area integration throughout the curriculum. The infusion of content-area instruction in the Bilingual/ESL curriculum provides students with the opportunity to meet the academic achievement standards required of all students; therefore, Bilingual/ESL learning goals are directly linked to classroom goals. identifies the World Class Instructional Design Assessments (WIDA) Standards, the New Jersey Core Curriculum Content Standards (NJCCCS) for Language Arts Literacy, the Common Core ELA Standards starting in and the Teachers of English to Speakers of Other Languages (TESOL) Standards as the pertain to the New Jersey State ELP standards, strands and cumulative progress indicators for the five literacy components (listening, speaking, reading, writing, viewing and media literacy). Mainstream Monitoring: Students in the Bilingual Program that are recommended for mainstream monitoring will remain on the ELL student roster and transition into an ESL-only program. The bilingual teacher teacher will regularly review the mainstreamed student s academic progress with the student s teachers (ESL and content area). In addition to this, the bilingual teacher will conference periodically with the mainstreamed student to ensure his/her academic progress, as well as their continued proficiency with the English language. Review Process for Transitioning & Exiting (multiple measures): Students in the Bilingual Program exit the program and transition into an ESL-only program based on their individual comprehension of, use of and command of the English language that is evidenced through a combination of the following forms of assessment: a. the classroom teacher/esl teacher/bilingual teacher through teacher observation. b. the classroom teacher/esl teacher/bilingual teacher through informal evaluation. c. the classroom teacher/esl teacher/bilingual teacher through performance criteria and grade level report card grades d. the student s reading level in English. e. the state mandated standardized test for English Language Proficiency known as the ACCESS test relative to the state established cut-off score for English Language Proficiency. 5

6 SECTION III: BILINGUAL PROGRAM DESCRIPTION DISTRICT and CODE: HamiltonTownship/1940 Bilingual Program (Full-time and/or alternative program(s) that use native language) Name of language Spanish Check ( ) the appropriate box indicating the bilingual program(s) implemented in each school. SCHOOL NAME Bilingual Full- Time Dual Language Alternative program(s)that use native language Bilingual Part-time Bilingual Tutorial Bilingual Resource SCHOOL GRADE SPAN FROM - TO (one grade per box) Joseph C. Shaner X K 1 6

7 SECTION III. PART B: ESL PROGRAM NARRATIVE DISTRICT and CODE: Hamilton Township/1940 Districts operating an Alternative English-based (High-Intensity ESL, Sheltered English Instruction) and/or ESL Only program should complete a narrative describing the program. The narrative must include the following: The goals of the program The instructional setting (pull-out, push-in, class period, etc) An explanation of how the ESL curriculum is aligned to the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards for English Language Learners in Pre-K through Grade 12 Describe how the English language learners are monitored in the mainstream after they exit the language assistance program. The review process for exiting the program (multiple measures) Additional pages may be added if necessary. Goals of the Program: Goal #1 To use English to communicate in social settings Objectives: A. Students will use English to participate in social interaction. B. Students will interact in, through, and with spoken and written English for personal expression and enjoyment. C. Students will use learning strategies to extend their communicative competence. Goal #2 - To use English to achieve academically in all content areas Objectives: A. Students will use English to interact in the classroom. B. Students will use English to obtain, process, construct and provide subject matter information in spoken and written form. C. Students will use appropriate learning strategies to construct and apply academic knowledge. Goal #3 To use English in socially and culturally appropriate ways Objectives: A. Students will use the appropriate language variety, register and genre according to audience, purpose and setting. B. Students will use nonverbal communication appropriate to audience, purpose and setting. C. Students will use appropriate learning strategies to extend their sociolinguistic and socio-cultural competence Instructional Setting: Hamilton Township School District s ESL-Only Program in grades K through 8 affords all district ELL the opportunity to participate in a small group pull-out ESL class period on a daily basis and/or an ESL in-class support period for language arts literacy, mathematics, social studies or science. The time frame for both of these instructional settings varies from 40 to 60 minutes, as it is contingent upon the school s master schedule. 7

8 Bilingual/ESL Curriculum Explanation: The HTSD Bilingual/ESL curriculum used in the instructional setting on a day-to-day basis: is an integrated curriculum that is designed to prepare English Language Learners (ELLs) to meet the English Language Proficiency Standards (ELPS), the New Jersey Core Curriculum Content Standards and the Common Core Standards. incorporates the development of the language/literacy components (listening, speaking, reading, writing, viewing and media literacy), and the utilization of these skills across all subject areas. presents content area integration throughout the curriculum. The infusion of content-area instruction in the Bilingual/ESL curriculum provides students with the opportunity to meet the academic achievement standards required of all students; therefore, Bilingual/ESL learning goals are directly linked to classroom goals. identifies the World Class Instructional Design Assessments (WIDA) Standards, the New Jersey Core Curriculum Content Standards (NJCCCS) for Language Arts Literacy, the Common Core ELA Standards starting in and the Teachers of English to Speakers of Other Languages (TESOL) Standards as the pertain to the New Jersey State ELP standards, strands and cumulative progress indicators for the five literacy components (listening, speaking, reading, writing, viewing and media literacy). Mainstream Monitoring: Students in the ESL program that are recommended for mainstream monitoring will remain on the ELL student roster but will receive minimal services. Minimal services is defined as follows: the ESL teacher will regularly review the mainstreamed student s academic progress with the student s content area teachers. In addition to this, the ESL teacher will conference periodically with the mainstreamed student to ensure his/her academic progress, as well as their continued proficiency with the English language. Review Process for Transitioning & Exiting: Students in the ESL program will be monitored and then exited from the daily instructional ESL program based on student s comprehension of, use of and command of the English language as evidenced through a combination of the following forms of assessment: a. the classroom teacher/esl teacher through teacher observation. b. the classroom teacher/esl teacher through informal evaluation. c. the classroom teacher/esl teacher through performance criteria and grade level report card grades d. the student s reading level in English. e. the state mandated standardized achievement tests that ALL state students in grades 3 through 8 are required to take (NJASK 3-8). f. the state mandated standardized test for English Language Proficiency known as the ACCESS test relative to the state established cut-off score for English Language Proficiency. 8

9 SECTION III: ESL PROGRAM DESCRIPTION DISTRICT and CODE: Hamilton Township/1940 English Program Participants (ESL-Only and/or alternative English-based programs) Check ( ) the appropriate box indicating the English program(s) implemented in each school. SCHOOL NAME ESL Only Alternative English-based programs High Intensity ESL Sheltered English Instruction SCHOOL GRADE SPAN FROM - TO (one grade per box) Joseph C. Shaner School X K 1 George L. Hess Educ. Complex X X 2 5 William Davies Middle School X X 6 8 9

10 SECTION V: LANGUAGE PROFICIENCY INSTRUMENT DISTRICT and CODE: Hamilton Township/1940 Entrance Assessment Check ( ) all that apply Maculaitis Test of English Language Proficiency (MACII) Language Assessment Scale (LAS) Language Assessment Scale Links Comprehensive ELL Assessment (CELLA) IDEA Proficiency Test (IPT) X WIDA-ACCESS Placement Test (W-APT) MODEL Exiting Assessment Check ( ) all that apply Maculaitis Test of English Language Proficiency (MACII) Language Assessment Scale (LAS) Language Assessment Scale Links Comprehensive ELL Assessment (CELLA) IDEA Proficiency Test (IPT) X ACCESS for ELLs MODEL 10

11 SECTION VI: PARENT ADVISORY COMMITTEE DISTRICT and CODE: Hamilton Township/1940 Pursuant to N.J.A.C. 6A: , each district board of education implementing a bilingual education program shall establish a parent advisory committee on bilingual education on which majority will be parent(s) of students of limited English proficiency. Please note that districts receiving a bilingual waiver must also have a parent advisory committee and complete this section. Please provide documentation of the existence of the Bilingual Parent Advisory Committee which may include school administrators, Bilingual/ESL teachers, mainstream teachers, special education teachers, parents, paraprofessionals, and community representatives by submitting the following information: Tentative Meeting Dates Objectives/Goals of Committee Topics of Discussion Composition (members) of committee Any existing by-laws Examples of parental involvement in providing input and feedback regarding the bilingual program Hamilton Township School District includes the parents of the ELL students in our Title One Parental Workshops. In the school year, the district will form a separate Bilingual Parent Advisory Committee. The information below is relative to the school year and the new committee. Proposed Meeting Dates: 1. September /October January May Parent Leadership Academy (District Back-to-School Nights plus a 12 week program provided by Andrea Lawful-Trainer) Proposed Objectives/Goals of Committee: 1. Create a culture of achievement for all students regardless of English Language Proficiency Levels. 2. Continue commitment to improve and expand the district s English Language Learner programming for students, parents, teachers and community members. 3. Enhance parental involvement relative to all aspects of their child s education. 11

12 Proposed Topics of Discussion Date September /October 2011 January 2012 May 2012 District Back-to-School Nights plus a 12 Week Program Topic of Discussion Current School Year Program Overview Activities to Use at Home to Enhance Your Child s Educational Experience Summer Remedial and/or Enrichment Educational Activities Parent Leadership Academy provided by Andrea Lawful-Trainer Proposed Composition of Committee: Parents, District Administrators and Teachers By-Laws: There are no by-laws at this time. The new committee will create by-laws. Parental Feedback: Parents are given the opportunity to provide feedback to the district in various forums such as: on-line surveys, paper and pencil surveys and face-to-face conferences. Feedback is also provided following parental professional development opportunities. In the past, the district has developed and used surveys targeting the ELL population. The new committee will develop a new survey specifically designed to gather feedback from the ELL population relative to best servicing their needs. 12

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