1. New Jersey Profile of Limited English Proficient Students

2. Students- 2004-05 Language Minority Students 274,027
Limited English Proficient
61, 287
Languages
Total Districts

3. District Programs Districts with bilingual education 77
Full-time only
Part-time only
Districts with full-time and part-time
Districts with ESL only
Districts with English Language
Services

4. Languages Spanish 8. Mandarin Portuguese 9. Urdu Korean 10. Tagalog
Haitian Creole
Gujarati
Arabic
Polish

5. Administrative Code N.J.A.C.6A:15
Bilingual Education
20 or more LEP students of one language group
English as a Second Language
10 or LEP more students of any language
English Language Services
9 or fewer students

6. Title III No Child Left Behind
Purpose: To help ensure that limited English proficient students attain English proficiency, develop high levels of academic achievement in English and meet the same academic standards as all students are expected to meet.

7. Title III Formula Grants to States and Districts
Apply through consolidated NCLB application process
Subgrants must be at least $10,000 or districts may form consortia to meet minimum

8. Accountability
Annual Measurable Achievement Objectives for English Language Proficiency
Students must progress one level in English language proficiency for each year that they are instructed in a language assistance program.
Levels are : 1. Beginners; 2. Lower Intermediate; 3. Higher Intermediate; 4.Advanced; 5. English Proficient

9. Accountability
Objective for Attainment of English Language Proficiency
Grades K years or less in a program
Grades years or less in a program

10. ESL/Bilingual/ELS Three-Year Program Plans
Program plans are required every three years for Bilingual, ESL and English Language Services.
New Program plans have been requested for 2005 to 2008

11. Language Services for Limited English Proficient Students (LEP)
The Bilingual Education Law of 1974 (N.J.S.A to 26) stipulates that districts must establish bilingual education program when enrollment of limited English proficient (LEP) students from the same language reaches 20 or more students in one district.
New Jersey Administrative Code (N.J.A.C. 6A:15) outlines the programmatic and administrative requirements for school districts that enroll students who are limited English proficient.

12. Language Assistance Programs and Services
Four Types of Programs
Full-Time Bilingual Program with ESL support
Bilingual Program Alternative
ESL-Only
English Language Service (ELS)

13. Full-Time Bilingual Program with ESL Support
Full-time program of instruction in all subjects which a child is required by law or rule to receive, administered in the native language of the limited English proficient student and also in English.
A bilingual program must be provided when there are 20 or more limited English proficient students in any one language classification enrolled within the school district.

14. Example:
School district with over 200 Spanish-speaking students and over 20 Bilingual–certified teachers, offers a self-contained program for K-8 and departmentalized program for 9-12.
The use of native language for instruction is influenced by the English language proficiency in English and academic level of student in their native language.

15. Bilingual Program Alternative
An alternative program of instruction for bilingual students in districts where there is no full-time bilingual program available.
Alternative program options are:
Bilingual Part-time
Bilingual Resource
High-Intensity ESL

16. Bilingual Part-time
Students are mainstreamed in English program classes, but receive daily instruction by a certified bilingual teacher in mathematics and reading.

17. Example:
School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offers a part-time pullout bilingual resource room.
Students receive a minimum of one period of developmental reading instruction and support in math from the bilingual teacher, in addition to their regular ESL instruction.

18. Bilingual Resource
Students receive daily instruction or support from a certified bilingual teacher in identified subjects and for special assignments.

19. Example:
School district with approximately 30 bilingual Spanish students, 30 bilingual Portuguese students and 2 bilingual-certified teachers, offer a part-time pullout bilingual resource room.
Students receive content area support, in addition to regular ESL classes.

20. High-Intensity ESL
Students receive two or more periods a day of ESL instruction. One period is the standard ESL class, and the other period is tutorial or ESL reading class.

21. Example:
School district with approximately 25 bilingual Spanish students, and 3 ESL teachers, offers High-intensity ESL.
Students receive two class periods of ESL instruction. The teachers provide push-in instruction for content area classes and daily pull-out instruction for ESL.

22. ESL-Only
A daily developmental second language program of up to two periods of instruction based on students needs.
An ESL-Only program must be provided when there are 10 or more LEP students enrolled within the school district.

23. English Language Services (ELS)
Services designed to improve the English language skills of students of limited English proficiency.
These services are provided in districts with less than 10 students of limited English proficiency.

24. Example:
School district with 8 ELS students are provided approximately minutes weekly of ELS instruction.
Students are fully integrated in the student body, but are provided ELS instruction weekly from a certified teacher in the district.

25. LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006
Each year, the Office of Specialized Populations collects enrollment information on students who have a native language other than English and students who are limited English proficient (LEP). The department will continue to collect the data through the Internet to include the following types of data:
Data for three-and four-year-old preschool students; and
Data for LEP special education students in grades K-12.
Number of students from the total district population that speak a language other than English at home

26. LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006
The student information reported should be based on enrollment as of October 15, 2005, and the report must be submitted via the Internet to the Department of Education.

27. LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006
Your DOE Net account will not provide access to the LEP data collection. LEP accounts must be assigned through the DOE Web Administrator System. Information regarding the Web Administrator System can be found at The form necessary to submit and create a Web Administrator Account is available at this site.

28. LIMITED ENGLISH PROFICIENT (LEP) STUDENT ENROLLMENT TRACKING SYSTEM SCHOOL YEAR 2005-2006
For technical assistance with the data collection system, please your questions to or call (609)

29. Immigrant Student Count
Each February, a count is requested on the number of immigrant students in districts.
The information requested is the number eligible immigrant students (Pre K-12) enrolled in the school district and the number of eligible immigrant students enrolled in nonprofit, nonpublic schools within the district.
Districts experiencing a “significant increase” may receive immigrant funds under Title III.

30. Eligibility Criteria for Immigrant Funds
combined public and nonpublic immigrant student enrollment must be at least a 2% increase as compared to the average of the two previous years
total public and nonpublic enrollment must be 20 or more immigrant students
must be eligible for Title III funds ($10,000 or greater or a consortium)

31. Federal Definition of Immigrant Student
Aged 3 to 21
Were not born in any state, Puerto Rico, U.S. Virgin Islands (St. Thomas, St. Croix and St. John
Have not been attending one or more schools in one or more states for more than three full academic years.

32. LEP Annual Progress/Exit
Each spring or close to the end of the school year, districts are required to report to NJDOE the results of the language proficiency test. ALL DISTRICTS WITH LEP STUDENTS MUST REPORT.
The results that are reported are the number of students that scores in each of the 5 proficiency levels.
Reporting must be done by grade level and time in program.

33. Recording Language Proficiency Data on ELP
Maintain records of scores and proficiency levels for all students on all sections of the test
Maintain records of continuous date language instruction began and grade level of the student
LEP Student Sample Database

34. Reporting ELP and Exit Data
By school
By grade
By time in program receiving English language instruction (Less than 1 yr, first year, second year, etc.)
Number of students at each level of English language proficiency (Levels 1,2,3,4 & 5)
Number of students exiting
Number of students improving at least one level from previous year

35. TITLE III Parental Notification
NCLB provides specific instructions and requirements that districts must, no later than 30 days after the beginning of the school year, must inform the parent or parents of a limited English proficient (LEP) student that their child has been identified for participation in a language instruction educational program.
Districts not receiving Title III funds still must notify parents according to NJAC 6A:

36. Assessment
Language Proficiency
State Assessments

37. Language Proficiency Tests
Approved Tests:
IDEA Proficiency Test (IPT)- Ballard and Tighe Publishers
Maculaitis II (MACII) Test of English Language Proficiency –Touchstone Applied Science Associates
Language Assessment Scales (LAS)-
CTB/McGraw-Hill
New Test ( Spring, 2006)

38. Use of Language Proficiency Tests
Identification of LEP Students upon Enrollment
Measure Progress in Learning English
Determine Readiness for Exit (multiple indicators)

39. Statewide Assessments
LEP students may take assessments with accommodations
Extra time
Bilingual dictionary
Translated instructions
Exemption from Language Arts Literacy test during 1st year in U.S. school

40. New Jersey English Language Proficiency Standards
Previous standards aligned the TESOL ESL standards to New Jersey’s Language Arts Literacy Standards
NJ Language Arts Literacy Standards were revised in 2002 and in 2004
No Child Left Behind mandates ELP standards that:
address the four domains of listening, speaking, reading and writing and
are linked to the academic content and achievement standards in reading/language arts, mathematics and science (by )

41. Professional Development
Second Language Model Program Resource Centers
NJTESOL-NJBE –
English Language Learners in the Mainstream Tutorial

42. Sheltered-Instruction Training
A professional development model with an effective approach for teaching limited English proficient students both language and content.

43. Sheltered-Instruction Training
Four-day summer institute; three follow-up meetings throughout the school year
On-site support by college faculty
Provide training to secondary content teachers on effective sheltered-instruction strategies
Build capacity of teachers to provide turn-key training and coaching on sheltered instruction for ELLs

45. New Jersey Department of Education
Office of Specialized Populations
Bureau of Bilingual/ESL Education
James F. Curry, Acting Director,
Raquel Sinai, Bilingual/ESL Coordinator,
Lori Ramella, Bilingual/ESL Education Program Specialist,
Ericka Reed, Bilingual/ESL Education Program Specialist,
(609)