The Special Education Guide is Now Available in Spanish

El Derecho A Uno Educacion En Nueva Jersey

Un Guia Para Defensores

Segunda Edicion

Centro de Leyes Educacionales

English Language Proficiency (ELP) Standards

The development of WIDA’s ELP standards has been in response to recent educational change

brought about through theory, research and legislation. First, the vision of language proficiency has

expanded to encompass both social contexts associated with language acquisition and academic

contexts tied to schooling in general, and particularly to standards, curriculum and instruction.

Second, the WIDA ELP Standards have been designed, in part, to guide the development of test

blueprints, task specifications and ELP measures. Thus, the language proficiency standards are

envisioned as the first step in the construction of reliable and valid assessment tools for ELLs. Finally,

the federal No Child Left Behind Act of 2001 (NCLB) and corresponding state statutes currently

mandate that states administer a standards-based English language proficiency test annually to all

ELLs in Kindergarten through grade twelve in public schools.

Bilingual Education
http://www.nj.gov/education/bilingual/

Title III Annual Measurable Achievement Objectives for 2009-10 and 2010-11

http://www.nj.gov/education/bilingual/title3/accountability/amao.htm

Title III − Parental Notification REQUIREMENTS

Check list

1.  The school(s) have informed the parent(s) of a limited English proficient (LEP) student that their child has been identified for participation in a language instruction educational program within 30 days after the beginning of the school year (or, for students who arrive after the beginning of the school year, within two weeks of the child’s placement in a language instruction program).  


2.  The notification identifies why the child was identified as LEP and why the child needs to be place in a language instructional educational program that will assist the child to develop and attain English proficiency and meet state standards

3.  The notification is distributed to parent(s) of participating LEP children, in an understandable and uniform format and, to the extent practicable, in a language the parents understand. * 


4.  Parents are informed about the child’s level of English proficiency, how such level was assessed, and the child’s academic level.


5.  The method of instruction that will be used to serve the LEP child, including a description of other methods of instruction available and how those methods differ in content, instructional goals, and the use of English and a native language, if applicable are communicated to parents.

6.  The parents are notified of how the program will meet the specific needs of the child in attaining English and meeting state standards.

7.  Parents of participating LEP children are informed about the program’s exit requirements, the expected rate of transition into a classroom not tailored for LEP students, and, in the case of high school students, the expected rate of graduation.

8.  The school(s) informs parents of participating LEP children of how the instructional program will meet the objectives of an individualized education program of a child with a disability.

9.  Written guidance on the rights that parents have to remove their child from a program upon their request, or to choose another program or method of instruction, if available, and how parents will be provided assistance in selecting the best program to serve their child is provided.

10.  Parents have been notified if their child’s school district has failed to make progress in meeting the state’s Annual Measurable Achievement Objectives (AMAOs) within 30 days after the failure occurs.

11.  The district has implemented an effective means of outreach to parents of LEP children which includes information on how parents of LEP children can become involved in the education of their children and how they can participate in helping their children learn English, achieve at high levels in the core academic subjects and meet state standards.  

http://www.nj.gov/education/bilingual/title3/accountability/notification/title3par.htm

 

Parent Notification Letters


Sample Notification Letter

MODELO DE CARTA DE NOTIFICACION A LOS PADRES

[USE DISTRICT LETTERHEAD]

Estimado Padre o Tutor: 

[Name of district, county office or charter school] recibe fondos del Título III del gobierno federal para ayudar a los alumnos que están aprendiendo inglés a hablar, leer,y escribir en inglés y para alcanzar progreso en lectura y matemáticas. Cada año se evalúan los distritos escolares y otras agencias que reciben los fondos del Titulo III para ver si alcanzaron los tres objetivos para sus estudiantes de inglés.

• Progreso en el aprendizaje del ingles

• Progreso en el porcentaje de estudiantes que se vuelven proficientes en ingles

• Logro de las metas académicas en lengua inglesa y en matemáticas

En el año escolar de 2005-06, {Name of district, county office or charter school] no alcanzó una o más de estas tres metas. [Explain which of the objectives were not met.]

Si desea más información sobre cómo se está desempeñando su hijo en estas metas, por favor contacte al profesor de su hijo o a la escuela. Por favor comuníquese con [name of contact person] al [phone number] para mayor información sobre programas educativos que ofrece el distrito con el propósito de ayudar a los alumnos a volverse proficientes en inglés y lograr las metas académicas.

Atentamente,

[District Administrator’s name]