General Provisions

Save this PDF as:

Size: px
Start display at page:

Download "General Provisions - - ------"

Transcription

1 Testimony ofshai Goldstein, Executive Director of the New Jersey Immigration Policy Network (NJIPN) on the Proposed Readoption of the New Jersey Education Code on Bilingual Education Introduction The New Jersey Immigration Policy Network (NJIPN) supports the proposed readoption of New Jersey's Bilingual Education Code, N.J.A.C. 6A:15, which is scheduled to expire on September 8, NJIPN supports the proposed readoption of the Bilingual Education Code, as a statewide organization that is committed to educating, engaging, and empowering immigrants to advocate on behalf of their children. Later in this testimony, we will outline concerns with regard to proposed amendments. The New J.erseyhnmigration Policy Network is a broad-based, statewide coalition dedicated to a fair and humane immigration policy that ensures respect, dignity and justice for all newcomers to the United States - a policy that uplifts the life of the community as a whole. The network focuses on grassroots-driven advocacy, policy development, and legislative initiatives. NJIPN strongly supports bilingual education as an instrument in the education process to provide opportunities for success in America for immigrants. Numerous studies have all concluded that bilingual education as a transitional program pennitting students to both learn English and progress in academic subjects in their native language is an essential educational strategy. Although ESL and bilingual teachers usually have the motivation and preparation to work with LEP students, most school districts do not yet provide adequate training for other teachers to excel in an increasingly multicultural environment. Some school systems have recognized this need and arranged opportunities for professional development in cultural competence and linguistic sensitivity. However, the content and goals of such training need to be clarified and standardized. The New Jersey Administrative Code, which now requires teachers to complete at least 100 hours of in-service training over a five-year period, should be amended to require sufficient time for professional development in cultural competence. The code should also provide some detail as to the required content of such training. Whenever possible, immigrants themselves should be members of the training team. NJIPN has worked closely with the Statewide Parent Advocacy Network, Hispanic Directors Association and numerous other groups within NJIPN's network on several projects aimed at helping LEP families understand their rights and the rights of their children, as well as how to exercise those rights and advocate on behalf of their children. Thus, NJIPN supports the continuation of the requirement for school districts to provide bilingual services whose goal is to prepare students meet the standards of the regular public school curriculum and help them to learn English so that they can be productive members of our conummities and society.

2 While NJIPN supports the proposed readoption of the state's Bilingual Education Code, we do have serious concerns about certain sections, which are outlined below. NJIPN has conducted research regarding the implementation ofn.j.a.c. 6A: et seq. This research revealed that many parts of the code are either not being enforced or that there is inadequate outreach to immigrant parents regarding the provisions of the code. This is particularly true regarding N.J.A.C.6A: Whatever version of the Bilingual Education Code is finally adopted by the New Jersey Board of Education, NJIPN urges the Board of Education to provide greater oversight of the Department of Education's monitoring and enforcement activities related to the Bilingual Education Code. All legislation and regulations take on meaning only to the degree with which they are enforced. Our primary concern is that the Bilingual Education Code is enforced. General Provisions N.J.A.C. 6A: General Reauirements NJIPN is concerned about the possible deletion of the Office of Bilingual Education as the entity responsible for administering New Jersey's bilingual education rules and providing assistance to districts in implementing language assistance programs, and its replacement by the Department of Education. NJIPN strongly believes that there must continue to be an Office of Bilingual Education, and we fear that the elimination of this title from the proposed regulations foreshadows the elimination of the office itself, which would be a tremendous mistake, particularly in this time of continued immigration and growing need for effective oversight and monitoring of, and technical assistance to, districts' bilingual and ESL programs. Further, maintaining identification of the Office of Bilingual Education as the responsible entity sends a clear message to the field about the perceived importance of this office within the Department. N.J.A.C. 6A: Identification ofeli.ble limited En ish roficient LEP students This section delineates the steps districts must take to identify LEP students. NJIPN supports the amendment establishing a uniform screening process by mandating that a home language survey be used as the initial step for students in K-12th grade, but the code must specify that this survey must be conducted in all needed languages. NJIPN also supports the proposed amendment that adds the term "department-approved" to the requirement that LEP students shall be identified and eligible for program services by using a language proficiency test, as any such tests must be valid and reliable for the purposes for which they are used. NJIPN also supports the proposed amendment that would eliminate the use of "assessment instruments" to identify LEP preschool students, in favor of "age-appropriate methodologies" in accordance with department guidelines adopted by the State Board. This is developmentally more appropriate for young children. N.J.A.C. 6A: Re uired bilin ro s for limited En ish roficient students NJIPN supports the proposed amendment to require districts to provide appropriate instructional programs to eligible preschool students, based on need, in accordance with the New Jersey Preschool Teaching and Learning Expectations. All students with limited English proficiency, regardless of their age, must be provided with appropriate instructional programs, including appropriate language instructional programs. NJIPN also supports the proposed amendments that establish language proficiency as the determining factor in the amount of ESL instruction

3 that must be provided. NJIPN recommends that the code be revised to encourage dual language bilingual programs, a best practice, and provide financial support to districts to do so. N.J.A.C. 6A: Waiver process provided by statute NTIPNhas serious reservations about the waiver process itself, and would prefer that no waiver be allowed under the Bilingual Education Code. If a district has students who meet the requirements for a full-time bilingual education program, then the district should be required to offer that program. Merely requiring submission of an annual request for a waiver does nothing to protect the education rights of students. NJIPN is very concerned about the proposal to remove the section that currently defines the circumstances that would prohibit a district from requesting a waiver, as we fear that this will be interpreted as opening the door to more waiver requests and thus further denials of an appropriate education for LEP students. N.J.A.C. 6A: Approval procedures NJIPN supports the proposed revisions to incorporate the No Child Left Behind Act (NCLB)- required data collection of immigrant students. NTIPN further supports the proposed language requiring districts to specify the budget for the bilingual/esl program{s) and how the bilingual categorical aid funds are directly related to bilingual/esl instructional services and materials. N.J.A.C. 6A: Supoortive services NJIPN strongly supports the continued requirement in code that LEP students have access to all educational support services available to other students, and the clarification that bilingual personnel providing support services must be certified, but recommends that the phrase "if administratively feasible" be replaced with the language, ''unless the district can demonstrate that it is not administratively feasible to do so." Unfortunately, in our experience, in many districts neither of these requirements are being met, and far too many LEP students do not have access to all educational support services available to other students, and/or are being assisted by bilingual personnel who do not meet appropriate certification requirements. NTIPNurges the New Jersey State Board of Education to provide more information on the types of educational support services that must be available to LEP students, including Intervention & Referral Services teams, counseling, Section 504 mechanisms and other services. N.J.A.C. 6A: In-service training NJIPN urges the New Jersey Board of Education to strengthen the requirements for in-service programs for bilingual, ESL and mainstream classroom teachers to help them prepare LEP students to meet the Core Curriculum Content Standards. N.J.A.C. 6A: Graduation requirements for pupils of limited English proficiency We concur with readoption. N.J.A.C. 6A: Location NJIPN supports the readoption without amendments of this section, which establishes the requirement for conducting programs in approved classrooms within the regular school buildings of the district rather than in separate facilities. However, NJIPN would encourage the New Jersey Board of Education to specify in clear and unequivocal terms that LEP students must not be discriminated against in any manner including location of classes or other facilities. LEP

4 students must not bear the burden of district overcrowding or be placed in inappropriate areas such as school basements. N.J.A.C. 6A: Notification NJIPN supports the readoption of this section, which establishes the requirements for notifying parents in their native language when their children have been identified for participation in a language assistance program and informing them that they have the right to decline program services. However, NJIPN opposes the proposed amendment that would change the mandated school district plan for bilingual education from an annual plan to a three-year plan. With the significant student mobility in New Jersey, and continued immigration growth, three years is too long a period to wait before changing a district bilingual education plan. NJIPN supports the maintenanceof an annualplan.. N.J.A.C. 6A: Parental involvement NJIPN strongly supports the readoption of this section, which mandates the establishment of a parent advisory committee in school districts that implement bilingual education programs. However, we urge the New Jersey State Board of Education to strengthen provisions for ensuring parent involvement, particularly since this section of the bilingual education code is rarely implemented. Few if any districts with bilingual education programs have the required Bilingual Education Advisory Council, and those that do are noncompliant with the requirement that a majority of the members of the Advisory Council be parents of children with limited English proficiency. NJIPN recommends that the Board of Education require the Department of Education to enforce this critical provision of the law. Furthennore, NJIPN looks forward to working with the Department of Education, the Office of Bilingual Education, SPAN, and a broad cross-section of immigrant-based community groups to ensure proper utilization of parental advisory committees in school districts. To facilitate more effective enforcement of this provision, we recommend the following:. Specify in this section that detailed information on the establishment, maintenance, membership, training, meeting dates, topics of discussion, and impact of the Advisory Council on district policies, be required to be submitted as part of the Bilingual Education Plan and periodic reports;. Require the district to convene the Bilingual Education Advisory Council at least 4 times a year, and to hold meetings at times and locations that are convenient for parents of children with limited English proficiency, based on the input of LEP parents;. Mandate the inclusion of parents representatives from the Bilingual Advisory Council on district NCLB and Special Education Parent Advisory Councils, so that the issues of LEP children and families are addressed by those other district advisory councils;. Require at least one meeting of the Bilingual Education Advisory Council with the district Superintendent and/or representatives of the Board of Education each year; and. Require the district to ensure that the parent members of the Bilingual Education Advisory Council are representative of LEP students and their families, including ensuring that parents ofnclb/ Title I-eligible students and students with disabilities axeproportionately represented on the Bilingual Education Advisory Council and that LEP families representing the full diversity oflep students in the district (by language, age/grade, etc.) be included;

5 . Mandate that the district send infonnation about the Bilingual Education Advisory Council, criteria and selection process for membership, meeting dates, times and locations, topics/agendas, and other relevant infonnation be sent to all parents of children eligible for bilingual or ESL services in a timely manner so that parents can participate in the meetings. N.J.A.C. 6A: State advisory committee on bilingual education NJIPN supports the continued requirement for a State advisory committee on bilingual education. However, NJIPN urges the Board of Education to strengthen this provision by requiring that membership on the committee include more representatives from the immigrant communities. Furthennore, NJIPN recommends that infonnation on the meetings dates, times, places, agendas, and other relevant infonnation of the Bilingual Education Advisory Council be prominently posted on the Department's website, with infonnation on how to request to be named to the Advisory Council, and with copies of meeting minutes and recommendations available online for public review. NJIPN additionally recommends consideration of the recommendations by SPAN regarding inclusion of representatives from the federally-funded Parent Training and Infonnation Center (PTI) and Parent Infonnation and Resource Center (pirc). NJIPN's paramount concern is that the state advisory committee on bilingual education reflect the diversity oflep parents in our state. Failure to include immigrants as part of the committee will prevent the committee from being an effective instrument in promoting bilingual education. Conclusion As a state with one of the highest immigrant populations in the United States, where more than 20% of all public school students come from homes where a language other than English is spoken, the need for a strong, cohesive and enforced bilingual education code has never been more apparent. All teachers must be prepared to effectively teach limited English proficient students, and all LEP students must be provided with linguistic access to instruction in the Core Curriculum Content Standards as well as the opportunity to both learn English and develop written and spoken literacy in their home language under a unifonn, statewide set of rules that ensure compliance with state and federal laws, including non-discrimination laws. NJIPN supports the readoption of the proposed bilingual education code, and urges the New Jersey Board of Education to seriously consider and adopt our proposed revisions and act more forcefully and assertively to ensure that the bilingual education code is implemented across our state for the benefit of immigrant and LEP students and their families. Thank you.

REGULATIONSPEQUANNOCK TOWNSHIP

REGULATIONSPEQUANNOCK TOWNSHIP A. Definitions 2423R BILINGUAL AND ESL EDUCATION PROGRAM 2423R / PAGE 1 0F 11 M 1. "Bilingual education program" means a full-time program of instruction in all those courses or subjects which a child

More information

N.J.A.C. 6A:15, BILINGUAL EDUCATION TABLE OF CONTENTS

N.J.A.C. 6A:15, BILINGUAL EDUCATION TABLE OF CONTENTS N.J.A.C. 6A:15, BILINGUAL EDUCATION TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:15-1.1 General requirements 6A:15-1.2 Definitions 6A:15-1.3 Identification of eligible limited English proficient

More information

Testimony to New Jersey State Board of Education On Readoption of N.J.A.C. 6A:15, Bilingual Education Jessica Levin, Education Law Center June 3, 2015

Testimony to New Jersey State Board of Education On Readoption of N.J.A.C. 6A:15, Bilingual Education Jessica Levin, Education Law Center June 3, 2015 Testimony to New Jersey State Board of Education On Readoption of N.J.A.C. 6A:15, Bilingual Education Jessica Levin, Education Law Center June 3, 2015 Good afternoon, and thank you for the opportunity

More information

Education Rights of Immigrant Students & Families

Education Rights of Immigrant Students & Families Education Rights of Immigrant Students & Families Table of Contents I. Introduction 3 II. Immigrant Parents and Students: Laws and Rights 4 III. Ways to Take Action 8 1 This toolkit was made possible by

More information

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS 2008-2011

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS 2008-2011 N.J. Department of Education Office of Student Achievement and Accountability Bureau of Bilingual/ESL Education P.O. Box 500 Trenton, NJ 08625-0500 INTRODUCTION The Bilingual Education Law of 1974 (N.J.S.A.

More information

THE FLORIDA CONSENT DECREE: A SUMMARY

THE FLORIDA CONSENT DECREE: A SUMMARY THE FLORIDA CONSENT DECREE: A SUMMARY BACKGROUND In August, 1990, a judge of the United States District Court, Southern District of Florida, signed a Consent Decree giving the court power to enforce an

More information

Frequently Asked Questions Regarding ELL Programs

Frequently Asked Questions Regarding ELL Programs 1. What is the requirement to have a bilingual education program or a special language program in Texas? Each district with an enrollment of 20 or more students of limited English proficiency in any language

More information

PEIMS Coding 2013-2014

PEIMS Coding 2013-2014 BILINGUAL-PROGRAM-TYPE-CODE (E1042) indicates whether the student is participating in a stateapproved bilingual education program which is a full-time program of dual-language instruction through the TEKS

More information

Tennessee State Board of Education August 5, 2011 First Reading Item: II. C. ESL Policy 3.207 Revision

Tennessee State Board of Education August 5, 2011 First Reading Item: II. C. ESL Policy 3.207 Revision Tennessee State Board of Education Agenda August 5, 2011 First Reading Item: II. C. ESL Policy 3.207 Revision The Background: The current ESL policy was passed in August of 2008. Implementation began in

More information

Oklahoma City Public Schools. Lau Plan

Oklahoma City Public Schools. Lau Plan Oklahoma City Public Schools Lau Plan Named after the landmark Lau vs Nichols U.S. Supreme Court Decision of 1974, this document describes how OKCPS ensures an equitable education for English Language

More information

Name: Phone Number: To be eligible for state funding, a student in the bilingual or ESL education program must meet the following requirements:

Name: Phone Number: To be eligible for state funding, a student in the bilingual or ESL education program must meet the following requirements: Section 6 Bilingual/ as a Second Language (ESL) This section addresses unique provisions for bilingual and ESL education programs. These provisions must be applied in conjunction with the general rules

More information

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enable

More information

2415.03 HIGHLY QUALIFIED TEACHERS (M)

2415.03 HIGHLY QUALIFIED TEACHERS (M) 2415.03/Page 1 of 7 2415.03 M Introduction The No Child Left Behind Act (NCLB) of 2001 requires all teachers be or become highly qualified in the core academic content area(s) they teach. New, newly hired

More information

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans

Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Springfield Public Schools English Language Learner Recommended Actions and Implementation Plans Dr Alan J Ingram, Superintendent September 2010 Prepared for Springfield Public Schools by Rosann Tung,

More information

DRAFT. Knox County R-I School District. LAU Plan

DRAFT. Knox County R-I School District. LAU Plan Knox County R-I School District LAU Plan Table of Contents Legal Foundation.Section 1 Identification 3116(b)(1).Section 2 English Language Assessment 3116(b)(1)..Section 3 Placement 3116(b)(1)..Section

More information

The IEP Process: Frequently Asked Questions

The IEP Process: Frequently Asked Questions The IEP Process: Frequently Asked Questions A. DEVELOPMENT OF THE IEP February 2010 Developed for Rhode Island Department of Elementary and Secondary Education Deborah A. Gist Commissioner Rhode Island

More information

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS 2011-2014

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS 2011-2014 N.J. Department of Education Office of Student Achievement and Accountability Bureau of Bilingual/ESL Education P.O. Box 500 Trenton, NJ 08625-0500 A. District Information Atlantic/01 County Name/Code

More information

Brazos School for Inquiry and Creativity

Brazos School for Inquiry and Creativity English as a Second Language (ESL) January 2013 It is the policy of the Brazos School for Inquiry and Creativity not to discriminate on the basis of race, color, national origin, sex or handicap in its

More information

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS Sec. GENERAL PROVISIONS 16.1. Definitions. 16.2. Purpose. 16.3. Experimental programs. 16.4. Strategic plans. 16.5. Personnel. 16.6. General supervision.

More information

English Learner Program Description White Bear Lake Area Schools

English Learner Program Description White Bear Lake Area Schools English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this

More information

Ongoing professional development has long been

Ongoing professional development has long been THE CONTINUING EDUCATION REQUIREMENTS Ongoing professional development has long been a well-established requirement of the teaching profession in many states. In New Jersey, however, continuing education

More information

K-12 Lau (EL) Plan for Serving English Learners (ELs)

K-12 Lau (EL) Plan for Serving English Learners (ELs) Bondurant Farrar Community School District 300 Garfield SW Bondurant, IA 50035 K-12 Lau (EL) Plan for Serving English Learners (ELs) August, 2015 Required Lau Leadership Team Members: Central Office Administrator

More information

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS INTRODUCTION Public school systems in the United States have experienced a significant increase in the number of

More information

A Guide to New Jersey English Language Learner (ELL) Programs

A Guide to New Jersey English Language Learner (ELL) Programs A Guide to New Jersey English Language Learner (ELL) Programs A Description of Program Types as Defined by N.J.A.C.6A:15 New Jersey Department of Education (NJDOE) David Hespe, Commissioner Sue Martz,

More information

CHAPTER 26. BE IT ENACTED by the Senate and General Assembly of the State of New Jersey:

CHAPTER 26. BE IT ENACTED by the Senate and General Assembly of the State of New Jersey: CHAPTER 26 AN ACT concerning school employees, revising various parts of the statutory law, and supplementing chapters 6 and 28 of Title 18A of the New Jersey Statutes. BE IT ENACTED by the Senate and

More information

Chapter 5 English Language Learners (ELLs) and the State of Texas Assessments of Academic Readiness (STAAR) Program

Chapter 5 English Language Learners (ELLs) and the State of Texas Assessments of Academic Readiness (STAAR) Program Chapter 5 English Language Learners (ELLs) and the State of Texas Assessments of Academic Readiness (STAAR) Program Demographic projections indicate that the nation s English language learner (ELL) student

More information

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012

Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012 Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,

More information

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL)

MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT. Descriptive Report on Services to English Language Learners (ELL) MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement

More information

EAST BRUNSWICK PUBLIC SCHOOLS Pupils 5530. SUBTANCE ABUSE (M) Page 1 of 7

EAST BRUNSWICK PUBLIC SCHOOLS Pupils 5530. SUBTANCE ABUSE (M) Page 1 of 7 Page 1 of 7 The Board of Education recognizes that an effective educational program, providing accurate information and promoting positive decision-making skills, is the first step in preventing pupils

More information

Public Act No. 12-173

Public Act No. 12-173 Public Act No. 12-173 AN ACT CONCERNING INDIVIDUALIZED EDUCATION PROGRAMS AND OTHER ISSUES RELATING TO SPECIAL EDUCATION. Be it enacted by the Senate and House of Representatives in General Assembly convened:

More information

English Language Learners Title III, Part A: Requirements and Allowability

English Language Learners Title III, Part A: Requirements and Allowability English Language Learners Title III, Part A: Requirements and Allowability Bethany Nickerson, State Director for English Language Learners Office of the State Superintendent of Education (OSSE) 1 Topics

More information

FREQUENTLY-ASKED QUESTIONS. Allowable Use of Title III, Part A Funds

FREQUENTLY-ASKED QUESTIONS. Allowable Use of Title III, Part A Funds FREQUENTLY-ASKED QUESTIONS Allowable Use of Title III, Part A Funds Table of Contents A. Supplement not Supplant B. Administrative Costs: Direct and Indirect C. Positions Payroll D. Salary Supplements:

More information

WILMINGTON PUBLIC SCHOOLS Wilmington, Massachusetts. Title I Program District Parent Involvement Plan 2014/2015

WILMINGTON PUBLIC SCHOOLS Wilmington, Massachusetts. Title I Program District Parent Involvement Plan 2014/2015 WILMINGTON PUBLIC SCHOOLS Wilmington, Massachusetts Title I Program District Parent Involvement Plan 2014/2015 WILMINGTON PUBLIC SCHOOLS Wilmington, Massachusetts Title I Program District Parent Involvement

More information

TITLE III FREQUENTLY ASKED QUESTIONS

TITLE III FREQUENTLY ASKED QUESTIONS TITLE III FREQUENTLY ASKED QUESTIONS Frequently asked questions (FAQs) are listed below covering: Funding: For English Language Learners (ELLs) and Immigrant Children and Youth Accountability measures(annual

More information

PINE HILL BOARD OF EDUCATION School Board Policy 1003 Turnerville Road Pine Hill, New Jersey 08021 5530- SUBSTANCE ABUSE

PINE HILL BOARD OF EDUCATION School Board Policy 1003 Turnerville Road Pine Hill, New Jersey 08021 5530- SUBSTANCE ABUSE PINE HILL BOARD OF EDUCATION School Board Policy 1003 Turnerville Road Pine Hill, New Jersey 08021 Phone: 856-783-6900 ext. 1115 FAX: 856-783-2955 Website: www.pinehill.k12.nj.us 5530- SUBSTANCE ABUSE

More information

Parent and Family Engagement Provisions in the Every Student Succeeds Act

Parent and Family Engagement Provisions in the Every Student Succeeds Act The Every Student Succeeds Act (ESSA) serves as the latest reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) which was last reauthorized in 2002 as the No Child Left Behind Act

More information

RESOLUTION AGREEMENT Harmony Public Schools Compliance Review Case Number 06-11-5004

RESOLUTION AGREEMENT Harmony Public Schools Compliance Review Case Number 06-11-5004 RESOLUTION AGREEMENT Harmony Public Schools Compliance Review Case Number 06-11-5004 To ensure compliance with Title VI of the Civil Rights Act of 1964, 42 U.S.C. 2000d et seq. (Title VI), which prohibits

More information

on the Language Access for Education Amendment Act. We share

on the Language Access for Education Amendment Act. We share Testimony of Scott Pearson, Executive Director DC Public Charter School Board AS PREPARED FOR DELIVERY Hearing on Language Access for Education Amendment Act DC Council Committee on Education David Grosso,

More information

Enhancing Preparation & Certification to Increase Novice Teacher Effectiveness

Enhancing Preparation & Certification to Increase Novice Teacher Effectiveness Enhancing Preparation & Certification to Increase Novice Teacher Effectiveness Changes to Chapter 9: Proposal Level N.J.A.C. 6A:9 N.J.A.C. 6A:9A N.J.A.C. 6A:9B N.J.A.C. 6A:9C Professional Standards Educator

More information

Sweeny ISD. ESL Program Handbook

Sweeny ISD. ESL Program Handbook Sweeny ISD ESL Program Handbook Randy Miksch, Superintendent Dr. Donna Thompson, Assistant Superintendent Christy Howell, Coordinator of School Improvement 1310 N. Elm Sweeny, TX 77480 979-491-8000 Sweeny

More information

Title III English Language Acquisition

Title III English Language Acquisition Title III English Language Acquisition Everything You Wanted to Know About Federal Programs But Were Afraid to Ask July 30, 2014 1 Topics for Today s Session ELL Demographics in Nebraska Historic court

More information

Questions and Answers Regarding English Language Learners (ELLs) with Disabilities. Volume 10

Questions and Answers Regarding English Language Learners (ELLs) with Disabilities. Volume 10 Questions and Answers Regarding English Language Learners (ELLs) with Disabilities Volume 10 1) What factors should be considered prior to referral for evaluation? A: Local Education Agencies (LEAs) must

More information

Ferndale Area School District. ESL Program and Guidelines

Ferndale Area School District. ESL Program and Guidelines Ferndale Area School District ESL Program and Guidelines Lynn Bennett ESL Coordinator Leonard Shurin ESL Curriculum and Staff Developer, IU08 Revised Summer 2010 ESL PROGRAM AND GUIDELINES 1. PROGRAM GOALS

More information

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN SECTION 0000 BOARD POLICY PHILOSOPHY-GOALS-OBJECTIVES BP 0430 AND COMPREHENSIVE PLANS SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN The Governing Board recognizes that, under Federal law, all individuals

More information

CHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM

CHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM Revised 8-1-11 CHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM The English as a Second language (ESL) Program Policy for the Chester County School System is designed to set standards in providing services to

More information

Two steps are necessary to implement this process. 1. Administer the Home Language survey to all students enrolled in the school corporation.

Two steps are necessary to implement this process. 1. Administer the Home Language survey to all students enrolled in the school corporation. INDIANA DEPARTMENT OF EDUCATION Office of English Language Learning & Migrant Education Guidelines to Satisfy Legal Requirements of Title VI of the Civil Rights Act of 1964 (42 USCS, 2000d) Lau v. Nichols

More information

POLICY TINTON FALLS BOARD OF EDUCATION. PUPILS 5530/Page 1 of 10 SUBSTANCE ABUSE 5530 SUBSTANCE ABUSE

POLICY TINTON FALLS BOARD OF EDUCATION. PUPILS 5530/Page 1 of 10 SUBSTANCE ABUSE 5530 SUBSTANCE ABUSE 5530/Page 1 of 10 M 5530 The Board of Education recognizes that a pupil's abuse of harmful substances seriously impedes that pupil's education and threatens the welfare of the entire school community.

More information

Illinois State Board of Education

Illinois State Board of Education Illinois State Board of Education 100 West Randolph Street, Suite 14-300 Chicago, Illinois 60601-3223 www.isbe.net James T. Meeks Chairman Christopher A. Koch, Ed.D. State Superintendent of Education April

More information

5530 SUBSTANCE ABUSE (M)

5530 SUBSTANCE ABUSE (M) Haddonfield 5530 / Page 1 of 10 5530 SUBSTANCE ABUSE (M) The following procedures are established in implementation of Policy No. 5530, Substance Abuse. A. Definitions 1. Evaluation means those procedures

More information

SUBCHAPTER 3. SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION

SUBCHAPTER 3. SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION CHAPTER 14 SPECIAL EDUCATION NEW JERSEY ADMINISTRATIVE CODE TITLE 6A EDUCATION CHAPTER 14. AUTHORITY: SPECIAL EDUCATION N.J.S.A. 18A:4-15, 18A:7A-1 et seq., 18A:7B-1 et seq., 18A:7C-1 et seq., 18A:40-4,

More information

ESL HANDBOOK. CCISD ESL Handbook/01/11/2011/Curr/TBG

ESL HANDBOOK. CCISD ESL Handbook/01/11/2011/Curr/TBG ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English

More information

CCELP California Comprehensive Early Learning Plan

CCELP California Comprehensive Early Learning Plan 36. San Diego County 11/08/12 and 11/19/12 Hosted by: San Diego Child Care and Development Planning Council Primary facilitator(s) name: Phone: 408-453-6500 Don Bolce E-mail: don_bolce@sccoe.org Number

More information

SPEAK UP! Rights of English Language Learners

SPEAK UP! Rights of English Language Learners SPEAK UP! Rights of English Language Learners Presented by: Advocates for Justice and Education (AJE) The District of Columbia Parent Training and Information Center Between 1979 and 2008, the number of

More information

North Carolina Testing Program

North Carolina Testing Program Guidelines for Testing Students Identified as Limited English Proficient Published August 2013 Public Schools of North Carolina www.ncpublicschools.org State Board of Education Department of Public Instruction

More information

PARENTAL INVOLVEMENT

PARENTAL INVOLVEMENT PARENTAL INVOLVEMENT The Board of Education believes that positive parental involvement is essential to student achievement, and thus encourages such involvement in school educational planning and operations.

More information

Proposed Readoption and Recodification with Amendments: N.J.A.C. 12A:9 as 17:45

Proposed Readoption and Recodification with Amendments: N.J.A.C. 12A:9 as 17:45 NEW JERSEY DEPARTMENT OF THE TREASURY DEVELOPMENT OF SMALL, WOMEN AND MINORITY BUSINESSES Proposed Readoption and Recodification with Amendments: N.J.A.C. 12A:9 as 17:45 Authorized By: R. David Rousseau,

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

New Jersey's Early Intervention System. Frequently Asked Questions. Self-Advocacy Series

New Jersey's Early Intervention System. Frequently Asked Questions. Self-Advocacy Series New Jersey's Early Intervention System Frequently Asked Questions Self-Advocacy Series New Jersey's Early Intervention System Frequently Asked Questions This advocacy guide is intended to assist and inform

More information

English Language Learners AND Special Education

English Language Learners AND Special Education 1 English Language Learners AND Special Education Before Assessing a Child for Special Education, First Assess the Instructional Program A Summary of English Language Learners with Special Education Needs

More information

2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission

2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission 2016 Bilingual Education Program Delivery Report (PDR) User Guide for Electronic Submission This User Guide provides instructions on reporting and submitting the Bilingual Education Program Delivery Report

More information

Dear Parent, Sincerely, [Name] [Title]

Dear Parent, Sincerely, [Name] [Title] Struthers City School District Bylaws & Policies 2261.02 - TITLE I PARENTS RIGHT TO KNOW In accordance with the requirement of Federal law, for each school receiving Title I funds, the Superintendent shall

More information

BILINGUAL/ESL EDUCATION PROGRAM

BILINGUAL/ESL EDUCATION PROGRAM GOOSE CREEK CONSOLIDATED INDEPENDENT SCHOOL DISTRICT BILINGUAL/ESL EDUCATION PROGRAM PK 12th Unity through Language Mission Statement The mission of the Goose Creek CISD Bilingual/ESL Education Program

More information

Comal ISD 2013-2014 Bilingual & ESL Program Evaluation. Where Excellence is an Attitude!

Comal ISD 2013-2014 Bilingual & ESL Program Evaluation. Where Excellence is an Attitude! Comal ISD 2013-2014 Bilingual & ESL Program Evaluation Texas Administrative Code Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating

More information

Supplement, Not Supplant Handbook A Guide for Grants Administered by the Texas Education Agency

Supplement, Not Supplant Handbook A Guide for Grants Administered by the Texas Education Agency Supplement, Not Supplant Handbook A Guide for Grants Administered by the Texas Education Agency 2013 THE TEXAS EDUCATION AGENCY Contents Supplement, Not Supplant Handbook Introduction... 2 Definition

More information

REGULATION BURLINGTON CITY BOARD OF EDUCATION. PUPILS R 5530/Page 1 of 12 SUBSTANCE ABUSE (M) R 5530 SUBSTANCE ABUSE (M)

REGULATION BURLINGTON CITY BOARD OF EDUCATION. PUPILS R 5530/Page 1 of 12 SUBSTANCE ABUSE (M) R 5530 SUBSTANCE ABUSE (M) R 5530/Page 1 of 12 R 5530 The following procedures are established in implementation of Policy No. 5530, Substance Abuse. A. Definitions 1. Evaluation means those procedures used by a certified or licensed

More information

NEW CHAPTER 805, ADULT EDUCATION AND LITERACY PROGRAM RULES

NEW CHAPTER 805, ADULT EDUCATION AND LITERACY PROGRAM RULES 1 1 1 1 1 1 1 0 1 0 1 0 1 NEW CHAPTER 0, ADULT EDUCATION AND LITERACY PROGRAM RULES, AND AMENDMENTS TO CHAPTER 00, GENERAL ADMINISTRATION RULES, AND CHAPTER 0, INTEGRITY OF THE TEXAS WORKFORCE SYSTEM RULES

More information

NJTESOL/NJBE Spring Conference May 27 th and 28 th, 2015 Hot Topics in ESL Secondary Education

NJTESOL/NJBE Spring Conference May 27 th and 28 th, 2015 Hot Topics in ESL Secondary Education NJTESOL/NJBE Spring Conference May 27 th and 28 th, 2015 Hot Topics in ESL Secondary Education Marcella Garavaglia NJTESOL/NJBE ESL Secondary SIG ESL Teacher, Colts Neck High School Freehold Regional High

More information

Chicago Public Schools Policy Manual

Chicago Public Schools Policy Manual Chicago Public Schools Policy Manual Title: ENROLLMENT AND TRANSFER OF STUDENTS IN THE CHICAGO PUBLIC SCHOOLS Section: 702.1 Board Report: 10-0623-PO1 Date Adopted: June 23, 2010 Policy: THE CHIEF EXECUTIVE

More information

GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2015 HOUSE BILL 1080 RATIFIED BILL AN ACT TO ESTABLISH THE ACHIEVEMENT SCHOOL DISTRICT.

GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2015 HOUSE BILL 1080 RATIFIED BILL AN ACT TO ESTABLISH THE ACHIEVEMENT SCHOOL DISTRICT. GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 2015 HOUSE BILL 1080 RATIFIED BILL AN ACT TO ESTABLISH THE ACHIEVEMENT SCHOOL DISTRICT. The General Assembly of North Carolina enacts: SECTION 1. Subchapter III

More information

District of Columbia State Board of Education DCSBOE

District of Columbia State Board of Education DCSBOE DC State Board of Education FY 2013 Performance Oversight Hearing Council of the District of Columbia February 19, 2013 @ 10:00am Testimony of Mark Jones, President Good morning, Chairman Catania and members

More information

Master of Science in. EDUCATION (MSEd) and ENDORSEMENT PROGRAMS. Graduate PROGRAMS

Master of Science in. EDUCATION (MSEd) and ENDORSEMENT PROGRAMS. Graduate PROGRAMS Master of Science in EDUCATION (MSEd) and ENDORSEMENT PROGRAMS Graduate PROGRAMS LEARNING INITIATIVES THAT MATTER T he Master of Science in Education (MSEd) program at Monmouth University supports a wide

More information

Memorandum of Understanding. between. The New York City Department of Education. and. The New York State Education Department

Memorandum of Understanding. between. The New York City Department of Education. and. The New York State Education Department Memorandum of Understanding between The New York City Department of Education and The New York State Education Department This Memorandum of Understanding (MOU) sets forth the terms and understanding between

More information

POLICY HIGH BRIDGE BOARD OF EDUCATION. Pupils 5530/Page 1 of 6 SUBSTANCE ABUSE 5530 SUBSTANCE ABUSE

POLICY HIGH BRIDGE BOARD OF EDUCATION. Pupils 5530/Page 1 of 6 SUBSTANCE ABUSE 5530 SUBSTANCE ABUSE 5530/Page 1 of 6 5530 M The Board of Education recognizes that a pupil s abuse of harmful substances seriously impedes that pupil s education and threatens the welfare of the entire school community. The

More information

MASSACHUSETTS DEPARTMENT OF EDUCATION. QUESTIONS AND ANSWERS REGARDING Chapter 71A: ENGLISH LANGUAGE EDUCATION IN PUBLIC SCHOOLS TABLE OF CONTENTS

MASSACHUSETTS DEPARTMENT OF EDUCATION. QUESTIONS AND ANSWERS REGARDING Chapter 71A: ENGLISH LANGUAGE EDUCATION IN PUBLIC SCHOOLS TABLE OF CONTENTS MASSACHUSETTS DEPARTMENT OF EDUCATION QUESTIONS AND ANSWERS REGARDING Chapter 71A: ENGLISH LANGUAGE EDUCATION IN PUBLIC SCHOOLS TABLE OF CONTENTS Topic Page General Questions 2 Waivers 5 Two-way Bilingual

More information

PROPOSAL TO OFFER A MASTERS IN EDUCATION AT COLORADO STATE UNIVERSITY - PUEBLO HEATHER DELANGE, JULIE CARNAHAN

PROPOSAL TO OFFER A MASTERS IN EDUCATION AT COLORADO STATE UNIVERSITY - PUEBLO HEATHER DELANGE, JULIE CARNAHAN June 7, 2007 Page 1 of 5 TOPIC: PREPARED BY: PROPOSAL TO OFFER A MASTERS IN EDUCATION AT COLORADO STATE UNIVERSITY - PUEBLO HEATHER DELANGE, JULIE CARNAHAN I. SUMMARY The Board of Governors of the Colorado

More information

CHAPTER 15. CURRICULUM AND INSTRUCTION SUBCHAPTER 34. SUPPLEMENTAL ONLINE COURSE PROCEDURES

CHAPTER 15. CURRICULUM AND INSTRUCTION SUBCHAPTER 34. SUPPLEMENTAL ONLINE COURSE PROCEDURES CHAPTER 15. CURRICULUM AND INSTRUCTION SUBCHAPTER 34. SUPPLEMENTAL ONLINE COURSE PROCEDURES 210:15-34-1. General provisions [NEW] (a) Purpose. The purpose of this program is to make supplemental learning

More information

Be it enacted by the People of the State of Illinois,

Be it enacted by the People of the State of Illinois, AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 1. This amendatory Act may be referred to as the Performance Evaluation Reform

More information

CONSORTIUM GOAL # 3 (Should be specific, measurable, and based on conclusions from Analysis of Program Components and Student Data pages)

CONSORTIUM GOAL # 3 (Should be specific, measurable, and based on conclusions from Analysis of Program Components and Student Data pages) Performance Goal 2: All limited- English- proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts

More information

CARLSTADT-EAST RUTHERFORD REGIONAL BOARD OF EDUCATION

CARLSTADT-EAST RUTHERFORD REGIONAL BOARD OF EDUCATION CARLSTADT-EAST RUTHERFORD REGIONAL BOARD OF EDUCATION Job Description INSTRUCTION/CURRICULUM Administrative Regulations TITLE: QUALIFICATIONS: DIRECTOR OF CURRICULUM AND INSTRUCTION 1. Valid New Jersey

More information

TEACHER QUALIFICATIONS UNDER THE NO CHILD LEFT BEHIND ACT ASSISTANT SUPERINTENDENT, PERSONNEL SERVICES

TEACHER QUALIFICATIONS UNDER THE NO CHILD LEFT BEHIND ACT ASSISTANT SUPERINTENDENT, PERSONNEL SERVICES Page 1 of 5 SUBJECT: ORIGINATING OFFICE: TEACHER QUALIFICATIONS UNDER THE NO CHILD LEFT BEHIND ACT ASSISTANT SUPERINTENDENT, PERSONNEL SERVICES EFFECTIVE: OCTOBER 13, 2015 REVISED: Certificated Personnel

More information

;$fate of 'NAu gerssg

;$fate of 'NAu gerssg ;$fate of 'NAu gerssg RICHARD J. CODEY Acting Governor June 3, 2005 TO : FROM : DEPARTMENT OF EDUCATION PO Box 500 TRENTON, NJ 08625-0500 Chief School Administrator Director of Special Education Administrator

More information

42 NJR 7(1) July 6, 2010 Filed June 14, 2010

42 NJR 7(1) July 6, 2010 Filed June 14, 2010 INSURANCE 42 NJR 7(1) July 6, 2010 Filed June 14, 2010 DEPARTMENT OF BANKING AND INSURANCE DIVISION OF INSURANCE Health Benefit Plans Prompt Payment of Claims Adopted Amendment: N.J.A.C. 11:22-1.6 Proposed:

More information

5530 SUBSTANCE ABUSE

5530 SUBSTANCE ABUSE 5530/page 1 of 6 M 5530 SUBSTANCE ABUSE The Board of Education recognizes that a pupil s abuse of harmful substances seriously impedes that pupil s education and threatens the welfare of the entire school

More information

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs)

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs) : The Five-Step Process for Accommodations for English Language Learners (ELLs) Step 1: Setting Expectations Expect English Language Learners (ELLs) to Achieve Grade-level Academic Content Standards Federal

More information

Mental Health Services for Students with Disabilities

Mental Health Services for Students with Disabilities School District & County Mental Health State law assigns responsibility for providing services to individuals with psychiatric disabilities to more than one agency. Understanding each agency s responsibility

More information

Price School Dual Language Immersion Program

Price School Dual Language Immersion Program Price School Dual Language Immersion Program Adelaide Price Elementary School 1516 W. North Street Anaheim, Ca 92801 (714) 517-8947 Anaheim City School District The Price Dual Language Immersion Program

More information

Bilingual/ESL Instructional Plan

Bilingual/ESL Instructional Plan Bilingual/ESL Instructional Plan Approved by PISD Board of Trustees 2012-2013 I. District Mission/Beliefs/Goals... 3 II. Program Overview... 4 III. LEP Identification, Placement, and Exit... 4 IV. Program

More information

Financial Landscape. Oceanside Union Free School District October 14, 2014

Financial Landscape. Oceanside Union Free School District October 14, 2014 Financial Landscape Oceanside Union Free School District October 14, 2014 Topics of Discussion 1.Oceanside s Revenue & Funding Profile 2.Tax Cap 3.State Aid 4.Gap Elimination Adjustment 5.Unfunded Mandates

More information

RULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS

RULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS DEPARTMENT OF EDUCATION Colorado State Board of Education RULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS 1 CCR 301-71 [Editor s Notes follow the text of the rules

More information

La Joya ISD Office of Bilingual/ESL Education

La Joya ISD Office of Bilingual/ESL Education La Joya ISD Office of Bilingual/ESL Education Secondary-Content-Based ESL Program for Middle Schools 1 Frameworks for Successful English Language learning at La Joya ISD The Bilingual/ESL programs outline

More information

N.J.A.C. 6A:13A, ELEMENTS OF HIGH QUALITY PRESCHOOL PROGRAMS TABLE OF CONTENTS

N.J.A.C. 6A:13A, ELEMENTS OF HIGH QUALITY PRESCHOOL PROGRAMS TABLE OF CONTENTS N.J.A.C. 6A:13A, ELEMENTS OF HIGH QUALITY PRESCHOOL PROGRAMS TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS FOR A HIGH QUALITY PRESCHOOL PROGRAM 6A:13A-1.1 Purpose and applicability of rules 6A:13A-1.2

More information

Frequently Asked Questions: The IEP Process and Development of the IEP Document

Frequently Asked Questions: The IEP Process and Development of the IEP Document Volume I, Version I Frequently Asked Questions: The IEP Process and Development of the IEP Document Published by: In Collaboration with: What procedures must be followed prior to holding an IEP Team meeting?

More information

'NCTSC. ~ The Education Trust's. Center for Transforming School Counseling

'NCTSC. ~ The Education Trust's. Center for Transforming School Counseling ~ The Education Trust's 'NCTSC National Center for Transforming School Counseling Professional Development for School Counselors School counselors and what they do are topics conspicuously missing from

More information

Debt Adjustment and Credit Counseling by Nonprofit Social Service or Nonprofit Consumer Credit Counseling Agencies

Debt Adjustment and Credit Counseling by Nonprofit Social Service or Nonprofit Consumer Credit Counseling Agencies BANKING DEPARTMENT OF BANKING AND INSURANCE DIVISION OF BANKING Debt Adjustment and Credit Counseling by Nonprofit Social Service or Nonprofit Consumer Credit Counseling Agencies Readoption with Amendments:

More information

WEBINAR April 21, 2011. Student Achievement and School Accountability Programs Office of Elementary and Secondary Education

WEBINAR April 21, 2011. Student Achievement and School Accountability Programs Office of Elementary and Secondary Education Translation and Interpretation for English Learners Requirements under Title VI of the Civil Rights Act of 1964 Related to National Origin Discrimination and Use of Funds Under Title III, Part A and Title

More information

Prenatal Services and Early Childhood Development

Prenatal Services and Early Childhood Development The Florida Senate BILL ANALYSIS AND FISCAL IMPACT STATEMENT (This document is based on the provisions contained in the legislation as of the latest date listed below.) Prepared By: The Professional Staff

More information

MODEL PROTOCOL. On Services for Limited English Proficient Immigrant and Refugee Victims of Domestic Violence

MODEL PROTOCOL. On Services for Limited English Proficient Immigrant and Refugee Victims of Domestic Violence MODEL PROTOCOL On Services for Limited English Proficient Immigrant and Refugee Victims of Domestic Violence Prepared by Lupita Patterson for the Washington State Coalition Against Domestic Violence November

More information

September 23, 2015. Dr. Jorden Schiff, Superintendent Hillsborough Township School District 379 South Branch Road Hillsborough, NJ 08844

September 23, 2015. Dr. Jorden Schiff, Superintendent Hillsborough Township School District 379 South Branch Road Hillsborough, NJ 08844 September 23, 2015 Dr. Jorden Schiff, Superintendent Hillsborough Township School District 379 South Branch Road Hillsborough, NJ 08844 Dear Dr. Schiff: The New Jersey Department of Education has completed

More information

GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL

GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL TABLE OF CONTENTS INTRODUCTION OBJECTIVES OF MANUAL PROGRAM DESCRIPTION FUNDING SOURCES LPAC ELIGIBILITY TESTING AND CLASSIFICATION MEETINGS

More information

The following procedures are established in implementation of Policy No. 5530, Substance Abuse.

The following procedures are established in implementation of Policy No. 5530, Substance Abuse. R5530.DR Page 1 of 11 The following procedures are established in implementation of Policy No. 5530,. A. Definitions 1. Evaluation means those procedures used by a certified or licensed professional to

More information