BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SCHOOL YEARS

Transcription

1 BILINGUAL/ESL THREE-YEAR PROGRAM PLAN 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 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 Middlesex - 23 South River County Name/Code District Name/Code Cathy A. Miller - Assistant Superintendent Name and Title of Person Completing Plan 15 Montgomery Street Street Address of District cmiller@srivernj.org South River NJ Address City State Zip Code (732) Telephone Number of Person Completing Plan Cathy A. Miller - Assistant Superintendent Name and Title of Contact Person cmiller@srivernj.org Address (732) 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. Michael J. Pfister Chief School Administrator Signature Date Signed Date of Board Approval

3 BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION II- PARTS A to B COUNTY and CODE: Middlesex 23 DISTRICT and CODE: South River 4920 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 1 2. ESL-certified 3 3. Bilingual/ESL (dual certification) 0 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 of Students N/A Language(s) 51 Spanish Alternative 21 programs that are English-based ( High-Intensity ESL, Sheltered English Instruction) ESL-Only Programs 24 3

4 Other (Please specify) N/A BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION III PART A: BILINGUAL PROGRAM NARRATIVE COUNTY and CODE: Middlesex - 23 DISTRICT and CODE: South River 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. The goals of the Bilingual Program are as follows: o Enable students to transfer native language decoding skills (for those students who can read their native language) to English reading skills o Teach reading skills (including, but not limited to, phonemic awareness, decoding, comprehension, and fluency) to students unable to read their own language o Reinforce math skills as well as develop abilities and strategies to complete grade level math problems including word problems o Provide strategies to aid in and reinforce science and social studies and other content area instruction o Utilize educational best practices such as Total Physical Response (TPR) and word walls, among many others to expand the social and academic vocabulary of English Language Learners (ELLs) o Support and reinforce the ELLs by providing small group and individual assistance in academic achievement o Facilitate students understanding of the school culture including processes and expectations, and encourage and support their academic and social development The South River Public Schools Bilingual program currently aligns to the WIDA Standards for K-12 students, New Jersey Core Curriculum Content Standards (NJCCCS). The District s schools strive to ensure that all students achieve English language competence needed to achieve academic success and for 4

5 life in a literate culture. Therefore, the established program goals afford students the opportunity to use English to communicate in social settings, utilize English to achieve academically in all content areas, and use English in socially and culturally appropriate ways. In summary, the District s Bilingual program addresses all of the five WIDA standards (Communication in English for social and instructional purposes, and Communication in English for learning in the content areas of Language Arts, Mathematics, Science, and Social Studies) using second language teaching techniques, practices, and strategies. Moreover, the program is designed to teach listening comprehension, speaking, reading, and writing skills as well as incorporating cultural aspects of the students experiences. The instructional setting is a part-time Bilingual Resource setting using a pull-out arrangement for students in grades K-5 whose native language is Spanish. Students are grouped by grade level as well as English proficiency level. Class periods are 40 minutes per day on each school day. In the Bilingual program the native language is used to facilitate instruction based on students individual levels of English proficiency. As English skills and vocabulary increase, use of native language is decreased. There is no reading or other instruction in the native language; classes are taught in English. As students acquire knowledge of English and develop English vocabulary, the use of native language is reduced and ultimately limited to use for clarification purposes. The current Bilingual curriculum is aligned to the New Jersey Core Curriculum Content Standards with specific cumulative progress indicators identified in the curricula. All lesson plans are aligned as well to the World-class Instructional Design and Assessment (WIDA) Standards as described above. Within the time frame of this three-year plan, the Bilingual curriculum will be revised to align with Common Core State Standards as well. Students are transitioned into English instruction by using the native language skills and knowledge to initiate instruction in English. At the beginning of the school year, students with no English language ability are not accountable for regular (mainstream) class evaluations, with the exception of math computations. As the year progresses, in accordance with their individual abilities, students are scheduled for academic responsibilities as well as traditional and/or differentiated assessments. The Bilingual/ESL faculty is always available to promote a smooth transfer from the Bilingual classroom to the regular (mainstream) classroom. This is achieved with the consensus of the classroom teachers, Bilingual teachers, and the parents/guardians. Multiple measures are used in the process for exiting students from the program. Standardized test scores for the respective grade levels are one criterion. The Terra Nova assessment is used in kindergarten; the New Jersey Proficiency Assessment of State Standards (NJ PASS) is used in grades one and two, and the New Jersey Assessment of Skills and Knowledge (NJ ASK) tests are used in grades three, four, and five. Another measure is the data provided by the WIDA ACCESS tests. Additionally, input from the classroom teachers and counselors is considered along with authentic student work and the progress noted by the Bilingual teacher. Parental and administrative input is also considered in the process for exiting students from the program. In addition, students who exit the Bilingual/ESL program(s) are monitored through the following school year. Monitoring consists of the following indicators of student progress: grades, test scores, classroom performance, teacher informal observation, and progress in meeting the cumulative progress indicators set forth in the NJCCCS and the CCSS. Students who exit the Bilingual program may be consider for re-entry for up two years after exiting, contingent upon multiple criteria and factors. 5

6 ESL instruction is provided to all Bilingual students for 40 minutes per day, five days per week in addition to the 40 minute Bilingual periods each school day. During the ESL period the Bilingual students develop their English vocabulary, pronunciation skills, and other language arts skills in addition to learning about American culture. Students also learn to use English in social communication with other children and with adults. As in the Bilingual classes, the content of lessons is interdisciplinary in nature and thus aligns with the five WIDA standards as well as the NJCCCS and CCSS. BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION III: BILINGUAL PROGRAM DESCRIPTION COUNTY and CODE: Middlesex - 23 DISTRICT and CODE: South River 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) South River Primary School South River Elementary School K

7 BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION III. PART B: ESL PROGRAM NARRATIVE COUNTY and CODE: Middlesex - 23 DISTRICT and CODE: South River 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. South River Public Schools English as a Second Language and Bilingual programs are currently aligned with the WIDA standards for K-12 students and the New Jersey Core Curriculum Content Standards (NJCCCS). (Curriculum revisions scheduled within the period of this plan will also align to the Common Core State Standards.) The District schools endeavor to ensure that all English Language Learners (ELLs) achieve English language competence needed for academic success as well as personal social growth and acculturation. The ESL program is designed to teach ELLs social and academic language skills as well as the cultural aspects of the English language necessary to achieve in academic settings and in society. The program involves teaching the language arts skills of listening, speaking, reading, and writing at a variety of students proficiency levels. The ESL program models utilized in the District are pull-out (grades K-5), scheduled class periods (grades 6-12), and push-in (grade 11). Students learn English while integrating into the school and community at large. Therefore, the goals of the ESL program are both specific and wide ranging. Participation helps students adjust culturally while simultaneously aiding the development of their English language skills. The following are the goals for the ESL program in grades K-5: o Teach English Language Learners (ELLs) the language of language arts, mathematics, science, and social studies to enable them to develop academically in these content areas o Build students self esteem, enable them to gain and maintain self-confidence, and support cultural identities o Help students succeed in both academic and social settings o Reinforce the instruction in the mainstream classroom; support students academic development and achievement in language arts The instructional setting is a 40-minute pull-out period each school day. All English Language Learners (ELLs) receive ESL instruction. Students who are not in the Bilingual program receive ESL only instruction on a levelized basis, with those requiring greater instruction and support receiving two instructional periods of ESL and those with greater English proficiency receiving one period of ESL instruction per day. 7

8 At the time of registration, for entrance into the South River Public School District, all parents/guardians are required to complete a student registration form. Potential ESL students are screened during the enrollment process. Once identified for possible placement in the ESL program (at all grade levels), all students are evaluated for eligibility purposes via multiple measures/indicators which include but are not limited to: the WIDA-APT assessment, current classroom/academic performance, report card grades, progress reports, teacher anecdotal records and referrals, achievement or standardized tests such as the Terra Nova and New Jersey Proficiency Assessment of State Standards (NJ PASS), and teacher judgment/recommendations through observation. Students are transitioned to the mainstream based upon their level of English language proficiency and mastery, based on analysis of multiple measures. The delivery of ESL varies according to the needs of the students. Students are grouped by language ability. At the same time students are learning English, they are exposed to and challenged by the mainstream environment. Frequently, at the Middle School, ESL students are scheduled for classes on an audit basis for at least the first six months of their enrollment in the District. This status is modified as soon as students are able to participate, on a differentiated basis, in their regular classroom activities. Computer technology supports the learning of all Bilingual/ESL students. The Primary, Elementary, and Middle Schools are wireless environments in which teachers have access to laptop computers for entire class use. PCs are located in every classroom as well. In addition, the following are available for instructional use: printers, Smart Boards, LCD projectors, CD ROMs, and a variety of software (such as Rosetta Stone and Fast ForWord) are available as is district-wide Internet access. The District also offers a host of in-house professional development activities pertaining to innovative instructional strategies and strongly encourages professional growth and learning. A high-caliber professional development program is a vital component of school success. Toward that end, meaningful, job-embedded professional development activities are scheduled regularly. The South River Public School District is committed to assisting educators learn the best instructional practices in education that focus on scientifically research based strategies. The goal of these workshops is to produce a valuable learning experience for the participants, which ultimately culminates in enhanced student achievement and improved performance on statewide assessments. Faculty members have been involved in collaborative learning experiences, practical tasks of instruction and assessment, exploration of relevant subject matter, and curriculum enhancement projects. Additionally, the in-service activities have been designed to expose faculty members to content which deepens and contextualizes subject area knowledge as well as broaden insights into the most effective pedagogies to respond to individual student needs. As aforementioned, the District s Bilingual/ESL programs encourage assimilation and transition to the mainstream classroom. South River Board of Education Policy states that these programs shall be transitional in nature so that students can become a part of the community with its existing multicultural, multinational heritage and history. Additionally, students are afforded the availability of all program offerings including, but not limited to: technology, arts, health/physical education, career awareness, school to work programs, Academic Support Instruction, and gifted and talented programming. 8

9 The Bilingual/ESL faculty members also strive to promote communication between school and home. Parent/guardians who speak only Portuguese or Spanish receive help during registration, are contacted for conferences, health or any other school necessity. Parents/guardians of children entering kindergarten are greeted in Portuguese and Spanish at the Kindergarten Orientation Meeting. Furthermore, the Bilingual/ESL Department conducts parent/guardian advisory meetings during which parents/guardians have the opportunity to become aware of and discuss school and community developments. These meetings are advertised via the district calendar, website, and telecasted on the district television network. Additionally, there exists a Bilingual Parent Advisory Committee which meets to discuss topics pertinent to the ELL students and their parents/guardians. The following are the goals for the High-Intensity ESL program in grades 6-12: o Develop students (English) language competence for academic success o Foster students social and cultural language awareness o Further develop listening and speaking language skills on different levels o Develop sufficient fluency to enable students to work independently o Build self-esteem and support cultural identities o Address individual student s needs through differentiation o Promote and career readiness for English Language Learners o Utilize instructional best practices to facilitate acquisition of both social and academic English proficiency The instructional setting for the High Intensity ESL program in grades six, seven, and eight is a scheduled class period of 43 minutes. Students whose native language is Spanish are assigned to two class periods per day while other ELLs are assigned one or two periods contingent upon English proficiency. In grades nine through twelve, students are scheduled for 40-minute ESL classes (two periods for Bilingual Spanish students, one or two periods for speakers of other languages contingent upon level of English proficiency). Additionally, in grade 11 there is a push-in option which has the ESL instructor and students in a collaborative class setting working with the mainstream English teacher and students. In the High Intensity ESL program, instruction covers a variety of content areas and is strongly geared toward the development of academic reading and writing skills. Moreover, vocabulary development and enhancement of academic skills and strategies are emphasized. As the students progress to higher levels, instruction is designed to help students plan and succeed in the world beyond high school whether they choose to attend college or enter the work force. Lesson plans for ESL (K-5) as well as High Intensity ESL (grades 6-12), are based on the current curriculum, are aligned to the WIDA Standards and are submitted on a weekly basis (grades K-5) and as thematic units of study (grades 6-12). Like the WIDA standards, the curriculum and lesson plans are interdisciplinary in nature to help foster the development of content area language, knowledge, and skills. Thus, the plans reflect all five WIDA Standards: Communication in English for social and instructional purposes within school setting; Communicate for information, ideas, and concepts necessary for academic success in Language Arts, Mathematics, Science, and social Studies. Additionally, the Bilingual and ESL teachers are urged to prepare their lesson and unit plans to reflect the backward design methodology developed by Wiggins and McTighe (2004) as well employ differentiation (Tomlinson, 2001) in both instruction and assessments. The review process for exiting the program includes multiple measures including standardized test scores (Terra Nova for kindergarten, NJ PASS for grades one and two, NJ ASK for grades 9

10 three through eight, and HSPA for grade eleven), and the WIDA ACCESS test data for all ELLs. In addition, input from administrators, counselors, mainstream/content area teachers, ESL and Bilingual teachers, and parents are considered. Students academic performance and authentic samples of student work are also criteria used in the exiting process. Multiple measures are collaboratively analyzed to render a decision in the best interest of the students. Moreover, students who exit the program are monitored through the following school year. Monitoring consists of the following indicators of student progress: grades, test scores, classroom performance, teacher informal observation, and progress in meeting the cumulative progress indicators as set forth in the NJCCCS. Within two years of exiting the program, students may be eligible to re-enter the program contingent upon multiple criteria and factors. All students in both the ESL and Bilingual programs are encouraged to showcase their English acquisition in a variety ways throughout the year. In particular, the students participate in the end of year ESL/Bilingual Cultural celebration during which they have the opportunity to sing, perform, or read prepared essays or reports demonstrating their English skills. BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION III: ESL PROGRAM DESCRIPTION COUNTY and CODE: Middlesex - 23 DISTRICT and CODE: South River 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) South River Primary School K 2 South River Elementary 3 5 South River Middle School 6 8 South River High School

11 BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION V: LANGUAGE PROFICIENCY INSTRUMENT COUNTY and CODE: Middlesex -23 DISTRICT and CODE: South River 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 11

12 BILINGUAL/ESL THREE-YEAR PROGRAM PLAN SECTION VI: PARENT ADVISORY COMMITTEE COUNTY and CODE: Middlesex - 23 DISTRICT and CODE: South River 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 Tentative Meeting Dates October 12, 2011 at 7:00 pm Bilingual/ESL Parent/Guardian Orientation/Advisory Committee Meeting in the Elementary School Library December 14, 2011 at 4:00 pm Bilingual/ESL Parent/Guardian Advisory Committee Meeting in the Board of Education Conference Room March 8, 2012 at 4:00 pm Bilingual/ESL Parent/Guardian Advisory Committee Meeting in the Board of Education Conference Room June 7, 2012 at 7:00 pm Bilingual/ESL Parent/Guardian Advisory Committee meeting/year-end Celebration in the Middle School Cafetorium Objectives/Goals of Committee The South River Public School District offers Bilingual and English as a Second Language (ESL) program services to all eligible English Language Learners in grades K-12. Our Bilingual and ESL teachers strive to ensure that all students achieve English language competence needed for mastery of the New Jersey Core Curriculum Content Standards (NJCCCS) and Common Core State Standards (CCSS), 12

13 academic achievement as well as for success in a literate culture. Research demonstrates that when parents/guardians are directly involved in the education of their children a greater degree of academic success results. A strong commitment of partnership between the home and the school is therefore vital. Toward this end, community constituents such as however, not limited to; parents/guardians, residents, local business representatives, district educators, instructional leaders, etc. have been cordially invited to serve on the district s Bilingual/ESL Parent/Guardian Advisory Committee. The key purposes of the district s Bilingual/ESL Parent/Guardian Advisory Committee are to advise, counsel, and assist in the planning, development, and evaluation of a school system's English language learning educational programs. The district views the advisory committee as a necessary tool to stimulate productive interaction between the community and the school system. The goals and objectives of the district s Bilingual/ESL Parent/Guardian Advisory Committee include the following: Engage stakeholders in discussions of ideas and strategies to strengthen parental involvement in our students education and to develop a tighter bond between the home and the school for the benefit of the students. Assist with the evaluation of current Bilingual/ESL educational programs to determine if they are meeting individual student needs as well as providing efficacious learning experiences. Collaboratively develop long-range goals and plans; suggest priorities, and gain support from various stakeholders. Help identify the most recent educational trends and question whether current curricula and programs are aligned to the New Jersey Core Curriculum Content Standards (NJCCCS) and Common Core State Standards (CCSS) and/or whether the district s curricula 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. Assist with surveys by suggesting data to be gathered and the means for securing the same. Assist in interpreting survey data. Offer advice on the type of instructional programs that are required to prepare students for success. Aid in the investigation of instructional materials. Help formulate recommendations that result from a thorough study of the issues. Recommend strategies that will insure maximum benefit from Bilingual/ESL educational programs. Provide input and support for legislation and corresponding funding at the local, state, and federal levels. Act as key communicators to link to and assist in the development of community understanding and support. Assist with the development of plans for recognizing outstanding students through such means as awards ceremonies. Help plan special events such as multi-cultural fair, year-end celebration and social activities. Assist with addressing an identified challenge/problem by suggesting as many solutions as possible. Prior to each meeting of the ESL/Bilingual Parent/Guardian Advisory Committee an agenda is formulated to address timely, pertinent topics as well as topics of interest and/or concern to the committee members. Possible Topics of Discussion Bilingual/ESL Three Year Program Plan The New Jersey Core Curriculum Content Standards (NJCCCS), Common Core State standards (CCSS), and the World-Class Instructional Design and Assessment (WIDA) 13

14 English Language Proficiency Standards for English Language Learners in Pre-K through Grade 12 Annual Measurable Achievement Objectives (AMAO) English Language Proficiency Test - ACCESS Parent/Guardian Notification Requirements Parent/Guardian Information Sessions No Child Left Behind (NCLB) expectations No Child Left Behind Consolidated Formula Subgrant Titles 1 and III Adequate Yearly Progress (AYP) Benchmarks Statewide Assessment Results Alignment to analysis of statewide test data Alignment with student performance goals Annual School Objectives Ongoing, sustained and job-embedded Professional Learning activities Results of the South River Public Schools Professional Development Needs/Interest Assessment Use of specific learning tools such as, but not limited to, Rosetta Stone, Fast ForWord, and Study Island Parent involvement opportunities District Professional Development Plan Vision and Goals School District s Goals Budget For the good of the cause 14