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

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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 08625-0500

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION I

A.District Information

Union / 39 Scotch Plains-Fanwood / 4670

County Name/Code District Name/Code

Linda C. Materna, Supervisor Evergreen Ave. & Cedar Street

Name and Title of Person Completing Plan Street Address of District

Scotch Plains, NJ 07076

Email Address City State Zip Code

(908) 889-0600 x3325

Telephone Number of Person Completing Plan

Linda C. Materna, Supervisor

Name and Title of Contact Person

_

Email Address

(908) 889-8600 x 3325

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.
  1. A bilingual parent advisory committee should be established in the district implementing a bilingual program.
  1. 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.
  1. District staff will receive training in strategies to meet the needs of limited English proficient students.

Dr. Margaret Hayes ______

Chief School AdministratorSignature Date Signed

______

Date of Board Approval

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION II- PARTS A to B

COUNTY and CODE: UNION – 39 DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670

  1. 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
2. / ESL-certified / 3
3. / Bilingual/ESL (dual certification)
  1. 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:15 -1.2 located at: for definitions of program types.

Program Type / Number of Students / Language(s)
Full-Time Bilingual
(self-contained or departmentalized)
(list by language)
Alternative programs that use students’ native-language for instruction
( Bilingual Part-time, Bilingual Tutorial, Bilingual Resource)
Dual-Language
Alternative programs that are English-based
( High-Intensity ESL, Sheltered English Instruction)
ESL-Only Programs / 20
Other (Please specify)
BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION III PART A: BILINGUAL PROGRAM NARRATIVE

COUNTY and CODE: Union 39______DISTRICT and CODE: Scotch Plains-Fanwood 4670______

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.

N/A

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION III: BILINGUAL PROGRAM DESCRIPTION

COUNTY and CODE: UNION 39 DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670______

Bilingual Program (Full-time and/or alternative program(s) that use native language)
N/A
Name of language

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 /

SCHOOL GRADE SPAN

FROM - TO

(one grade per box)
Bilingual Part-time / Bilingual Tutorial / Bilingual Resource
BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION III. PART B: ESLPROGRAM NARRATIVE

COUNTY and CODE: UNION 39 DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670

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.

Program Goals

  • To provide the limited English proficient (LEP) students with the English language skills needed to demonstrate competency over challenging subject matter, thus equipping them with the ability to be responsible, confident and caring lifelong learners who can communicate and contribute positively to the rapidly changing world.
  • To provide students with the higher level learning skills as demonstrated by the ability to reason, solve problems, apply knowledge, and write and communicate effectively in English.
  • To increase cultural awareness through the curriculum and to provide understanding of and appreciation for the linguistic and cultural diversity of the school population.
  • To provide an effectively and affectively balanced program leading to successful mastery of the skills needed for high school graduation.
  • To create equitable classes taught by teachers who are sensitive to equity in gender, race and culture.

Instructional Setting

  • Grades K-5Pull-out
  • Grades 6-12Scheduled ESL period during school day

Alignment of the ESL curriculum to the WIDA English Language Proficiency Standards

Our curriculum and course proficiencies are based on the WIDA English Language Proficiency Standards. Our ESL teachers are familiar with the standards, and address those standards in lesson plans that are submitted weekly and reviewed by district administrators. As per the English Language Proficiency Standards, classroom instruction focuses on developing among students their ability to communicate for social and instructional purposes within the school setting, as well as developing their ability to communicate information, ideas, and concepts necessary for academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. Students in our elementary program use the textbook series ESL, while English language learners in grades 6-12 use the textbook series Shining Star. The ESL teachers, however, also supplement the textbooks with articles and materials from a variety of relevant and current sources and available technology. Instructional strategies are implemented to develop our students’ higher-order thinking skills such as explaining, evaluating, predicting and creating, which actively engage students in the content of the various disciplines of science, mathematics, social studies and language arts. Our teachers use a variety of listening sources, such as audio CDs, podcasts, videos and music to enhance their students’ interpretive listening and viewing skills. Teachers employ various strategies to engage their students in communicative activities through paired and small-group collaborative work. Whole-class instruction is used when appropriate, however classes are designed to be primarily student-centered. Teachers consistently provide contextual support via visuals, modeling, examples, demonstrations, etc. to facilitate their students’ understanding of content, directions, and expectations. Many technology tools and resourcesare readily available for students’ use. Tools such as digital voice recorders and Flip video cameras provide a means for individualized speaking and listening activities as well as student self-assessment, while the use of iPads and computers enable students to acquire real-life technological skills as they engage in interactive activities and applications designed to hone their language skills, while giving them the ability to access and research information, and interact with authentic communities beyond the classroom.

Formative assessment is a key element in our ESL classes. Teachers participate in professional development opportunities to acquire new strategies to enhance their students’ learning experiences and to better assess their students’ progress towards meeting our program goals. Student self-assessment, via rubrics related to general proficiency skills as well as specific tasks, is employed regularly. Both the teachers and the students use “Can Do” descriptors to better identify strengths and set goals for areas in need of improvement. Summative assessments address the six levels of English language proficiency.

There is regular contact between the ESL and content teachers regarding student performance, and to offer support and guidance for the content area teachers so they can better address the individual needs of their LEP students.

Review Process for Exiting Students from the ESL Program

As required, our district uses multiple criteria to determine a student’s eligibility to exit the ESL program. These criteria include:

  • ACCESS scores
  • Content-teacher input
  • ESL teacher input
  • District- and State-administered assessments (NJ ASK, HSPA, PSAT)
  • Overall academic achievement

Process for Monitoring Students Who Exit the ESL Program

During the first half of the school year in which an LEP student has exited the program, the ESL teacher communicates with the classroom teacher(s) of the former LEP students to evaluate and assess the students’ progress, to determine if they are successfully transitioning into mainstream classes without the previous ESL support, and to discuss and implement strategies to best support each student’s individual needs. The district supervisor for ESL maintains a spreadsheet in her office tracking academic performance of former LEP students in district. Data is collected and maintained regarding district and state-administered test scores (NJ ASK, HSPA, PSAT), and classroom teacher input may also be collected via surveys and/or through direct communication with the ESL teacher during designated team meetings. During the 2012-13 school year, teachers of LEP and former LEP students will be involved in a rigorous four-day professional development training led by field experts, to acquire the knowledge, understanding and skillset required to address the individual needs of current and former LEP students. During each marking period, the ESL teacher will lead a meeting for parents and/or guardians of LEP and former LEP students, to help them in supporting the academic needs of their children at home.

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION III: ESL PROGRAM DESCRIPTION

COUNTY and CODE: UNION 39______DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670

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 /

SCHOOL GRADE SPAN

FROM - TO

(one grade per box)
High-Intensity
ESL / Sheltered English Instruction
School One Elementary School / ✓ / K / 4
Park Middle School / ✓ / 5 / 8
Scotch Plains-Fanwood HS / ✓ / 9 / 12
BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION V: LANGUAGE PROFICIENCY INSTRUMENT

COUNTY and CODE: UNION 39DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670______

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)

✓ 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)

✓ ACCESS for ELLs™

✓ MODEL

BILINGUAL/ESL THREE-YEAR PROGRAM PLAN

SCHOOL YEARS 2011-2014

SECTION VI: PARENT ADVISORY COMMITTEE

COUNTY and CODE: Union 39______DISTRICT and CODE: SCOTCH PLAINS-FANWOOD 4670______

Pursuant to N.J.A.C. 6A:15-1.15, “ 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

N/A

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