CR PART 154 COMPREHENSIVE PLAN

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1 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY Office of Elementary, Middle, Secondary and Continuing Education, P - 12 Office of Bilingual Education and Foreign Language Studies 89 Washington Avenue, Room 367 EBA 55 Hanson Place, 4 th Floor Albany, NY Brooklyn, NY Tel Tel Fax Fax: District: Tonawanda City School District CR PART 154 COMPREHENSIVE PLAN Type of Program: Bilingual Freestanding ESL Both Bilingual and ESL (Check one only) Please address each question fully. Use additional pages if needed. A. The mission of the Tonawanda City Schools English as a Second Language (ESL) Program is to create a learning rich environment for English language learners, through English language acquisition and academic achievement. Our model program is based on the following Essential Elements: 1.) High Standards for Limited-English Proficient (LEP)/English Language Learners (ELLs). LEP/ELL students are held to the same high standards and expectations as all students. Curriculum, instruction, and assessment in all classrooms serving LEP/ELL students are aligned with Common Core/NYS TESOL standards. 2.) Strong Literacy Development for Limited-English Proficient (LEP)/English Language Learners (ELLs). Literacy is developed through English as a second language and English language arts curricula aligned with the Common Core/NYS TESOL standards. 3.) Qualified and Well-Trained Educators of Limited-English Proficient (LEP)/English Language Learners (ELLs). There are a number of well-prepared, competent, and appropriately certified teachers, administrators, and staff working with LEP/ELL students. The staff members participate in ongoing, long-term staff development with strong emphasis on the Common Core/NYS TESOL standards. The single most critical element for successful learning by the LEP/ELL students is the quality and preparation of the teachers. 4.) District/School-Based Leadership Committed to Educational Excellence and Equity for LEP/ELLs. The assistant superintendent of curriculum and instrucrion promotes educational excellence for the LEP/ELLs. The school leadership is highly articulate regarding curriculum and instructional classroom strategies for LEP/ELLs and is highly supportive of their ESL instructional staff. Flexibility and expansion of instructional time are supported. 5.) Positive School Climate for Limited-English Proficient (LEP)/English Language Learners (ELLs). The languages and cultures of LEP/ELLs are respected and valued throughout the school. ESL teachers are an integral part of the instructional staff and they are provided with the support, materials, and resources needed to be successful. 6.) Parent/Family and Community Involvement in the Education of Limited-English Proficient (LEP)/English Language Learners (ELLs). Parents of LEP/ELLs are made to feel as important members of the school community and are meaningfully involved in the education of their children.

2 7.) Assessment and Accountability. LEP/ELL students performance and services are assessed on an ongoing basis at all levels using multiple, fair, and equitable measures. Assessment is conducted in the native language and in English as appropriate. The information obtained is used to determine student academic progress, the level of English language acquisition, and to refine services to LEP/ELLs and report outcomes. B. See next page

3 Identification and Scheduling ADMINISTRATION ESL TEACHER OTHER FACULTY Order required testing materials, provide records, etc. at ESL program request Ensure meeting time for ESL and other teachers Follow NYS LEP identification process for new student intake Inform parents of ESL services Collaborate with ESL teacher to set LEP students expectations and learning goals Collaborate with ESL teacher to ensure ESL mandated minutes are met on a daily basis Instruction and Assessment Coordinate support services supplementing ESL (AIS, Enrichment, Reading Recovery, Read 180 etc. Put emphasis on ESL student achievement and progress Provide ESL instruction according to state mandated minutes Integrate selected content knowledge and skills into ESL lessons Collaborate on assessment modifications for LEP students with content teachers Ensure NYS testing accommodations are met Use ESL strategies to teach content area lessons Modify assessments to meet students levels and needs Provide ELA grades for beginner and intermediate ELL students Ensure NYS testing accommodations are met Parent and Community Involvement Communicate validity of ESL intake procedures and program Involve ESL teacher in all LEP-related decisions including Special Education referrals and meetings Use home language when possible to communicate with family Provide translators for school meetings Encourage parental involvement Facilitate cultural adjustment to TCSD Share ESL progress report at parent/teacher conferences Involve ESL teacher in LEP parent communications and family or culture concerns, when necessary Reflect LEP students cultures in classroom environment and lesson content Invite LEP students parents to share in class experiences

4 C. I. ESL Teacher Schedule Period 1: M.S. ESL I/II 3 Middle School Nathan, Muana, Valdimir 8:45-9:00 Travel to Elementary 9:00-10:30 ESL & Content ESL 2 Riverview Elementary Nicole & Patrick M-R Friday s- Meet with District Teachers/Curriculum Work 10:30-11:00 Re-Teach/Meet with HS Teachers about content 11:00-11:35 Lunch Duty 11:40-12:25 Lunch 12:30-1:15 H.S. ESL II 7 High School Abel, Fasia, Gebessay, Eric, Dusko, Lilya, Zorika 1:20-2:05 HS Content ESL AC 2-6 High School Fasia, Gebessay, and anyone else who needs AIS and are ELL 2:10-2:55 Prep MS Content ESL BD 3 Middle School Nathan, Muana, Valdimir Beginner Intermediate Advanced II. High School ESL Program ESL I, ESL II, & Content ESL Classes taught by a Certified ESL Teacher Reading and/or AIS English taught by appropriately Certified Teacher in that Area 5 Classes per week of ESL I 5 Classes per week of Content ESL Social Studies 9/10 or 11/12 2/3 Classes per week of AIS English 5 Classes per week of ESL I or II as appropriate 2/3 Classes per week of Content ESL Social Studies 9/10 or 11/1 2/3 Classes per week of AIS English 5 Classes per week of ESL II 2/3 Classes per week of AIS English

5 5 Classes per week of English as Grade Level Transitional 5 Classes per week of ESL II 5 Classes per week of English at Grade level Middle School ESL Program ESL I, ESL II, & Content ESL Classes taught by a Certified ESL Teacher Reading and/or AIS English taught by appropriately Certified Teacher in that Area Beginner Intermediate Advanced Transitional 5 Classes per week of ESL I 5 Classes per week of Content ESL Social Studies 6 and 7/8 2/3 Classes per week of AIS English 5 Classes per week of ESL I or II as appropriate 2/3 Classes per week of Content ESL Social Studies 6 or 7/8 2/3 Classes per week of AIS English 5 Classes per week of ESL II 2/3 Classes per week of AIS English 5 Classes per week of English as Grade Level 5 Classes per week of ESL II 5 Classes per week of English at Grade level Elementary Program ESL I, ESL II, & Content ESL Classes taught by a Certified ESL Teacher Reading and/or AIS English taught by appropriately Certified Teacher in that Area Beginner Intermediate Advanced: Transitional: 4 Classes per week of ESL I 4 Classes per week of Content ESL (serving all content areas) 4 Classes per week of Reading or AIS English 4 Classes per week of ESL I or II 4 Classes per week of Content ESL 4 Classes per week of ESL II Grade Level English 4 Classes per week of ESL II Grade Level English ESL I- English as a Second Language Classes English Language Focus: Speaking, Reading, Writing, & Listening Activities.

6 ESL II- Advanced English Language Focus: Speaking, Reading, Writing, & Listening Activities taught through content, ideally Science and Social Studies. Content ESL: AIS class focused on Geography, Writing, and Content through language development. Could be combined with student with academic deficiencies *The above schedule is based on the former students classified as ELL, practicality, and their ESL levels and required number of minutes that they should receive ESL services per week. III. Tonawanda Senior High School ESL Team Meeting Date Regarding: Student Name Present: Attendance Contributing Teachers Unable to Attend due to Departmental Obligations: Native Language: Faculty contributions regarding Student: Name of Recorder, Recorder IV. ESL School Building Acclimation Meet the Teacher One-on-one coordinated by the ESL teacher to discuss ESL program Parent Teacher Conference V. Professional Development for ESL Teachers and Administration

7 Teachers and administrators have the opportunity to attend professional development to enhance their knowledge and understanding of ESL practices and to keep abreast of changes and updates to the ESL program. VI. Request for Extension of Services The Tonawanda City School District has not applied for a request for extension of services since the inception of the ESL program.

8 D.

9 E. In the City of Tonawanda school district all students have the same opportunities to join curricular and extracurricular activities. In the primary buildings students have access to school wide activities such as, Literacy Night, book fairs and Parent Teacher School Association events. In the Middle/High School building all students can join the following; Year book club, Video Club, Student Council, Chess Club etc., as well as team sports. All students are encouraged to participate in curricular and extracurricular activities. F. District and school level procedures for the management of the programs and services (maximum 2 pages): School Wide LEP/Program Responsibilities i) Staffing-Teachers will execute the district s ESL plan in accordance with NYS regulations. (ii) Site selection- Students will attend schools within the district attendance zone and receive services within their home building. (iii) Coordination and implementation of staff development activities- The Assistant Superintendent of Curriculum and Instruction will ensure that sufficient staff training and scheduling is in accordance with district policy. (iv) Program planning will be collaboration between the classroom and ESL teacher regarding the individual needs of the student. (v) Implementation and monitoring of assessment-related activities will supervised and coordinated by the ESL teacher and classroom teacher according to the district testing schedule. (vi) Parental notification through written and oral means to communicate that their child is receiving ESL services.

10 G. Parental Information Parental involvement is vital to an ELL student s success. The ESL teachers will make every effort to maintain continuous contact with parents regarding a child s progress. Translators can be arranged through the school district for teacher/parent communication. Parental communication will take place through the following means: 1. Parents will receive a letter documenting their child s placement in the ESL program each Fall. 2. ESL teacher will coordinate a one-on-one orientation session at school each Fall. 3. Parents will be scheduled for biannual parent/teacher conferences. 4. Additional parent resources are offered through the district. Please contact the Office of Curriculum. 5. Parents will receive a progress report each grading period. 6. Parents will receive testing notification for state testing. 7. Parents will receive notification once their child has successfully completed the ESL program. H. 1. Test Admin Date Make-up Scoring Submit to BOCES NYSESLAT 4/18-5/18 w/in test Scored as 5/31 speaking window administered 3-8 ELA 4/17-4/18 4/19-4/20 4/20-4/30 4/ MATH 4/23-4/24 4/25-4/26 4/26-5/4 5/4 NYSESLAT Listening, Reading, Writing 5/7-5/18 w/in test window 5/21-5/31 5/31 2. The school district shall use the NYSESLAT as the sole criteria to determine continuation of services and units of ESL instruction for the identified ELL. The school district follows the Professional Learning Communities model and analyzes test data to best meet the needs of the students. Student s ELA and Math assessments will undergo an item analysis to specifically identify areas of weakness (vocabulary, comprehension etc.).

11 I. Tonawanda students identified as ELL and receiving ESL services and suspected of having an educational disability(as per NYSED Part 200.4), will be referred to the Committee on Special Education for assessment and determination of educational handicap status and appropriateness of special education services. The ELL student suspected of a disability must be evaluated in accordance with NYS Part 200 regulations for individual assessment of limited English proficiency students. This may include bilingual assessment as determined by the Tonawanda Committee on Special Education(CSE) Chairperson. For the purpose of the required psychological evaluation for initial CSE determination, the district will utilize a school psychologist with bilingual extension with proficiency in the child/youth s primary language, or if unavailable, a certified school psychologist will conduct the evaluation with the assistance of a interpreter proficient in the student s native language and through the use of nonverbal measures when possible. Translation of test results and communication of special education service recommendations shall be made to the parent or guardian of ELL students in the native language through the use of an interpreter familiar with school policy and procedure.

12 ESL Committee Members Chair Mary Beth Genovese-Scullion Members Gail Brown, Tonawanda High School Jessica Lyons, Mullen Elementary Mark Mucci, All Buildings Thomas Murphy, District Nicole Vicki, District Rachel Wagner, District Eric Zastrow, Tonawanda Middle School

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