impact of changes to nysed part 154 of commissioner’s regulations
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Impact of Changes to NYSED Part 154 of Commissioner’s Regulations. Acronyms. RBERN – Regional Bilingual Education Resource Network ELL – English language learners (not LEP) ESOL or ESL – English to speakers of other languages or English as a second language - PowerPoint PPT PresentationTRANSCRIPT
Impact of Changes to NYSED Part 154 of Commissioner’s Regulations
Annalisa Allegro, Coordinator Mid-West RBERN at Monroe 2-Orleans BOCES
RBERN – Regional Bilingual Education Resource Network
ELL – English language learners (not LEP)
ESOL or ESL – English to speakers of other languages or English as a second language
SIFE – Students with interrupted formal education
NYSITELL – NYS Identification Test for English Language Learners
NYSESLAT – NYS English as a Second Language Achievement Test
Acronyms
Blueprint for ELL SuccessGuidance
CR Part 154
Statutory Provision
EL 3204 and 3602; Parts 80.9, 80.10, 100, 117, 200 and 154 of the Regulations of the Commissioner of Education; Chapter 827 of the Laws of 1982.
Purpose of CR Part 154
To ensure that ELLs are provided with appropriate and equitable educational programs and services so they may attain the highest level of academic
success and English language proficiency.
CR 154 Amended Sections
Identification Process
Initial and reentry
SIFE status
Instructional Program
Parental Notification and Information
Retention of Identification and Review Records
Graduation Requirements
Support and Transition Services
Professional Development
Exit Criteria
District Planning/Reporting/Responsibilities
Timeline
Jul 9 Amendments published in NYS RegisterPublic comment period for 45 days
Sept 15-16 Amendments to Board of Regents for approval
Oct 1 Amended Part 154 regulations go into effect
2014-15 Planning and optional implementation
2014-15 FAQ’s and Guidance on implementation
Sept 2015 Full Implementation
Identification Process
Additional step in process pg 5
For ELL SWD, determine whether disability is the determinant
factor affecting ability to demonstrate proficiency in English
Qualified staff required to implement process
Identification of SIFE pg 5
Parental Notification & Information
Meetings with parents of ELLs in addition to generally required meetings, meetings in
preferred language of parents on their child’s academic
content progress and needs pg 6
Identification process for ELLs Language proficiency team (LPT) for
identification of ELLs with disabilities
Orientation meetings
Parent-teacher conferences
Quarterly progress meetings
Challenge:Qualified translators or interpreters
Professional Development
Administrators and teachers For both, 15% of professional development hours
specific to needs of ELLs, language acquisition, cultural competency pg 9
Bilingual and ESL teachers 50% of professional development hours specific to
needs of ELLs pg 9
Instructional Program
Program delivery Integrated and stand-alone ESL pg 7
Co-teaching or dual certification pg 7
Maximum grade span for instructional grouping is two
contiguous grades pg 8
Challenge:Professional development on needs of ELLs
Administrators ELL programs, regulations, culture
Classroom and content teachers Research-based instruction for ELLs, culture,
second language development, co-teaching
Bilingual and ESL teachers Literacy development, content knowledge,
co-teaching
Instructional Program
Program delivery Integrated and stand-alone ESL pg 7
Co-teaching or dual certification pg 7
Maximum grade span for instructional grouping is two
contiguous grades pg 8
Challenge:Staffing and scheduling
Co-teaching of ESL and content teachers
Limited grade span for instructional grouping
Exit and Transition Services
Exit criteria options pg 8
Transitional supports for at least two years after exit pg 9
District Planning and Reporting
Documentation & Record Keeping ELL parent meetings pg 6
Identification and placement process in student’s cum
folder pg 6
Annual estimates in spring of ELL enrollment and
languages of the students pg 7
Information provided to parents pg 9
Reports on measurements and tracking academic
progress of ELLs as a sub group pg 9
Reports on programs for subpopulations of ELLs pg 10
Office of Bilingual Education and Foreign Language Studies (OBE-FLS)
http://www.p12.nysed.gov/biling/bilinged/