Skip To Main Content

Comprehensive Plan for the Education of English Language Learners

A. Philosophy

The mission of Broadalbin-Perth Central School District is to provide a stimulating and safe environment of success for lifelong learning. Students of all ages will develop intellectually, emotionally, creatively, socially and physically through the cooperative efforts of school and community, all striving for excellence.

Accordingly, Broadalbin-Perth will ensure that all students who have limited English proficiency (referred to as English Language Learners or ELLs), are provided opportunities to achieve the same educational goals and standards that have been established for all students by the BP Board of Education and the New York State Department of Education. Specific to our ESL population, the goal is to enable ELL students to become competent in the understanding, reading, writing, listening and speaking of the English language through the development of literacy and core academic skills in their grade level content areas. The district will take steps to identify ELLs, and provide ELLs equal access to appropriate instructional and support services within the timeframes provided as prescribed by the Commissioner’s Regulations.

In the Broadalbin-Perth Central School District, services for newcomer and developing ELLs will be delivered via the English as a New Language (ENL) model. The ENL model is a research-based program comprised of two components, Integrated and Stand-alone ENL:

Integrated ENL: A unit of study in which students receive core content area (ELA, math, science or social studies) and English language development. Integrated ENL will be taught by a dually certified teacher or English as a Second Language (ESL) teacher and a certified content teacher, who co-teach.

Stand-alone ENL: A unit of study in which students receive instruction in order to acquire the English Language skills needed for success in core content areas. Stand-alone ENL instruction will be taught by a certified ESL teacher.

Additionally, all other services that are approved by the Commissioner of Education, such as AIS will be provided to ELLs on the same basis as other students using the same criteria.

B. Administrative Procedures to Register, Screen, Identify and Place ELLs in Appropriate Programs 

The district will follow the New York State ELL identification process as outlined in Part 154 of the Commissioner’s Regulation. To ensure that all processes and steps are followed with diligence and consistency throughout the district, the following steps for the identification and determination of ELLs, including those with disabilities will be taken whenever it is determined that a language other than English may be the primary language of the home:

  1. A New York State Home Language Questionnaire (HLQ) is a part of the required documentation for all new students. Students will be enrolled in school upon their registration, regardless of potential ELL or SIFE status. District-wide registration is through a district registrar, Lisa Schimmenti.
  2. If the HLQ indicates a student’s home or primary language is other than English, the HLQ will be forwarded to and reviewed by Teresa LaFountain, Director of Instructional Programs. The Director will contact Courtney Buchanan, the ESOL teacher, and the respective building principal to initiate the screening process. The ESOL teacher will review the student registration packet and set up an initial screening interview for the student and parents/guardians. The interview will include a review of student work samples, prior assessments and academic experiences. Based on the preferred language indicated on the HLQ, the interview must be conducted with a qualified translator/interpreter provided by the school district. If the results of the individual interview indicate that the student’s home or primary language is English, the process stops and the student will not be identified as an ELL.
  3. If otherwise indicated, the ESOL teacher, together with the respective building principal, will administer the New York State Identification Test for English Language Learners (NYSITELL). Students will be designated as an English Language Learner if they receive a score below the state-designated level of commanding/proficient. Additionally, students who are two or more years below grade level in literacy in their home language and/or math due to inconsistent or interrupted schooling prior to arrival in the USA will be identified as a Student with Inconsistent/Interrupted Formal Education (SIFE). NYSITELL score sheets will be placed and remain in a student’s cumulative record whether he/she is determined to be an ELL or not.
  4. Parents/guardians of a student identified as an English Language Learner will receive written notice within 5 days of the ELL identification.  This notification will include:
    • the student’s proficiency level
    • the services available to them
    • the parent’s right to seek a review of the identification
    • information regarding a parent orientation session. 
  5. Prior to placement in our ENL program, the ESOL teacher will schedule and provide the parent/guardians with an orientation session in the parent’s preferred language. The session must include, at a minimum, the following information: NYS learning standards, local/state assessments, goals of the ENL program and school expectations for ELLs. Agendas and sign-in sheets for these sessions will be maintained by the district.
  6. Within 10 days of enrollment, the student will be placed in the ENL program and receive stand-alone and/or integrated ENL services according to Part 154-2 regulations. (If a parent does not attend the orientation session, the student will be placed in the ENL program.)
  7. Parent/guardians will receive written notice of their child’s ELL placement. Note: The review of ELL Identification Determination does not allow ELLs to opt out of service. Should a district receive a written request to review the identification within 45 days of initial designation, the district will follow the protocol for review established by Part 154 of the Commissioner’s Regulations.

Students with inconsistent/interrupted education (SIFE): If a student, previously identified as an ELL, enrolls in the district after having left the state or the country within two years, the student will continue to be designated as an ELL and will be placed programmatically where he/she was when he/she last attended school in New York State.

If a student, previously identified as an ELL, enrolls in the district after having left the state or country for more than two years, the district will follow the steps outlined above in the initial identification process.

Students with disabilities: Most of the same process will be followed for students with an Individualized Education Plan (IEP) in place. However, prior to the NYSITELL being administered, the student will be referred to the Language Proficiency Team (LPT) who will determine whether the student will take the NYSITELL with or without accommodations and whether the student should also be identified as an English Language Learner.  The following staff members sit on the Language Proficiency Team:  

Teresa LaFountain - Director of Instructional Programs and Grants Coordination
Bradley Strait - Director of Special Education and Intervention Programs 
Erin Compani - School Psychologist and CSE Chairperson
Courtney Buchanan - ENL Teacher
Building leader of the respective building
Grade level special education teacher, respective of the student’s grade
Parent

Incoming Kindergarten students who were enrolled in CPSE: If an incoming kindergarten student was receiving special education services and another language other than English is spoken in the home, the school social worker completing the social history in preparation for CSE will help the parent/guardian complete the Home Language Questionnaire and it will be attached to the social history report. If a language other than English is confirmed, the ESOL teacher will be invited to be a part of the student’s annual review meeting and will have an opportunity to review the CSE packet prior to the meeting. Prior to the adjournment of the CSE meeting, the team will decide the next steps for the student. These steps will include screening the student for ENL services. Note: The ESOL teacher may contact the parents in advance of the CSE to learn more about the family.

Identified English Language Learners suspected of having a disability: If an English Language Learner is suspected of having a disability by the staff, the student will be referred to the Language Proficiency Team. The student’s current academic data and other evidence will be presented and reviewed by the team. After a thorough review of the child’s progress in comparison to his/her peers and other data available, the team will decide whether further academic intervention is needed for the child and develop a plan for this intervention, or may recommend the child for special education services screening/testing.

C.  Communication with Parents

Parents/guardians of ELLs will be notified annually, in writing, of their child’s placement in an ENL program. A copy of this notice will be kept in the student’s file.

The ESOL teacher will meet individually with the parents/guardians of ELLs at a minimum once a year. This meeting is in addition to parent-teacher conferences, quarterly progress meetings or other scheduled district and school meetings. The purpose of this meeting with the parent/guardian is to discuss the goals of the program, their child’s language development progress, their child’s English language proficiency assessment results, and language development needs in all content areas. This meeting will include all school staff who work with the student and can sufficiently inform the parent/guardian of their child’s academic progress. Meetings with parents/guardians of ELLs will be conducted with a qualified interpreter/translator in the language or mode of communication they best understand. The district will also distribute or send notices and school-related information to parents/guardians of ELLs in the language or mode of communication they best understand.

As noted above, parents/guardians of new entrant ELLs will be provided with a high-quality orientation session on the state standards, assessments, and school expectations for ELLs, as well as the program goals and requirements for English as a New Language program, as prescribed by the Commissioner. In most circumstances, the orientation will occur prior to a student’s enrollment in a program. Students will not be withheld from timely program placement if a parent/guardian does not attend an orientation session. The orientation will be provided in a language or mode of communication that the parent/guardian best understands. A copy of the orientation session agenda and sign-in sheets will be kept on file by the district.

The ESOL teacher will work with NYSED and BOCES for the technical support to appropriately and timely inform parents of information pertinent to the education of their child.

D. Annual Measurable Progress

On an annual basis, the district will assess the English language proficiency of all English Language Learners using the New York State English as a Second Language Achievement Test (NYSESLAT). Based on the outcome of this assessment, the instructional program of each student will be determined for the following year in accordance with the regulations of the Commissioner of Education. ENL students in grades 3-8 will also take the New York State English Language Arts assessment and the mathematics assessments per regulation. Students in grades 9-12 take New York State Regents examinations. Students in grades Kindergarten through grade 2 will be assessed with the DIBELS and I-Ready assessments. Appropriate support will continue to be provided for Former English Language Learners (FELLs) by the district as prescribed by the Commissioner’s Regulations.

An English Language Learner qualifies to exit ELL status by:

Scoring at the proficient/commanding level on the NYSESLAT OR  Scoring at the advanced/expanding level on the NYSESLAT AND Scoring 3 or 4 on the Grades 3-8 ELA assessment.

Scoring 65% or above on the ELA Regents exam 

Formative assessment data, including but not limited to I-Ready, running records and other classroom assessments will be used by the ESOL and classroom teachers to plan targeted instruction for students in the ENL program.

Assessment results will be communicated in a timely manner to parents.

E. District Programs

ELL students are provided access to any and all services, either academic or extracurricular, which are provided and available to the Broadalbin-Perth Central School District students. Due to the low number of ELL students enrolled, the district hosts an English as a New Language program only. The maximum grade span for student grouping is two contiguous grades. The exception is with ELLs in a special class as defined by Part 200 of the Commissioner’s Regulations.

Our expectation is for ELL students to function effectively in English, and through English, while learning challenging academic content. Like other students ELLs respond to high expectations. In teaching these students, we recognize that their limited ability to use and understand English does not mean that they also have a limited ability to understand the concepts being taught. Instructional objectives for ELLs and native English speaking students are the same, but instructional approaches and assessments must be appropriate for the proficiency level of the ELLs. Students are expected to learn as much of the grade level curriculum as possible, demonstrating their learning through alternative and sometimes modified assessments. We hold ELLs accountable for achieving the same educational goals and standards as the general student population, even as we recognize that it may take them longer than students whose native language is English.

ELA and math curriculum for all K-6 students is based on the CKLA modules and Eureka Squared curriculum materials. High school teachers follow commencement level Regents curriculum. The district supplements these resources with additional materials and training.

F.  Support Services

If it is determined that a student is not making  a satisfactory level of academic progress, the student will be referred to the building level Instructional Support Team for a program review. Additional support available to students include, AIS services, physical therapy, speech therapy, summer enrichment and counseling. Support services provided for ELLs will be aligned with any intervention plans that are already in place and provided for all students.

G. Former ELLs

Broadalbin-Perth CSD continues to provide appropriate support for Former English Language Learners (FELLs) as prescribed by the Commissioner’s Regulations. Courtney Buchanan, the ESOL teacher, maintains a data log for FELL students to ensure they continue to make expected progress in their academic subjects.

H.  Professional Development

As district enrollment of ELL students is limited, Courtney Buchanan, the district’s ESOL teacher, is available to meet individually with teachers working with ELL students to help the teachers better understand the nature of the ELL learner and how the teacher can best meet their needs. In addition, the district will provide, at a minimum, two in-service trainings for district teachers, teaching assistants and/or administrators structured to meet the instructional needs of the district’s ELL students. The district will also support staff attendance at out-of-district ELL professional development, particularly those offered through Model Schools, HFM BOCES and/or WSWHE BOCES.

Fast Fact Protocol for English Language Learner Screening

If a student’s Home Language Questionnaire (HLQ) indicates that their home language (language spoken in the home) may be other than English, it is the responsibility of the district to screen the student for ENL services. Lisa Schimmenti will forward registration packets to the responsible party in each building as is typical. If there is a language other than English listed, Ms. Schimmenti will forward the information to both Ms. Buchanan and the building leader. It is the building leader’s responsibility to ensure testing materials are ordered and provided for testing. Lisa will also forward a copy of the HLQ to Terry LaFountain, the Director of Instructional Programs.

The following protocol should be followed:

  1. Students will be enrolled in school upon their registration, regardless of potential ELL or SIFE status.
  2. Courtney will review the student registration packet and set up an initial screening interview for the student and parents/guardians. The interview will include a review of student work samples, prior assessments and academic experiences. Based on the preferred language indicated on the HLQ, Courtney will ensure that the interview is conducted in a language that meets the needs of the family. If the results of the individual interview indicate that the student’s home or primary language is English, the process stops and the student will not be identified as an ELL.
  3. If otherwise indicated, Courtney, together with the respective building leader, will administer the New York State Identification Test for English Language Learners (NYSITELL). Students will be designated as an English Language Learner if they receive a score below the state-designated level of commanding/proficient. Additionally, students who are two or more years below grade level in literacy in their home language and/or math due to inconsistent or interrupted schooling prior to arrival in the USA will be identified as a Student with Inconsistent/Interrupted Formal Education (SIFE). NYSITELL score sheets should be placed and remain in a student’s cumulative record whether he/she is determined to be an ELL or not.
  4. Courtney will provide written notice to the parents within 5 days of the ELL identification. This notice will include the signature of both Courtney and the building leader. This notification should include: the student’s proficiency level; the services available to them; the parent’s right to seek a review of the identification and information regarding a parent orientation session.
  5. Prior to placement in our ENL program, Courtney will schedule and provide the parents/guardians with an orientation session in the parent’s preferred language. The session will include, at a minimum, the following information: NYS learning standards, local/state assessments, goals of the ENL program and school expectations for ELLs. Agendas and sign-in sheets for these sessions will be maintained in Courtney’s ENL files.
  6. Within 10 days of enrollment, the student will be placed in the ENL program and receive stand-alone and/or integrated ENL services according to Part 154-2 regulations. If a parent does not attend the orientation session, the student will be placed in the ENL program.
  7. Parent/guardians will receive written notice of their child’s ELL placement. Note: The review of ELL Identification Determination does not allow ELLs to opt out of service. Should the district receive a written request to review the identification within 45 days of initial designation, the district will follow the protocol for review established by Part 154 of the Commissioner’s Regulations.

Notes:

  • A building leader respective to the ELLs grade level, or qualified designee, will be present during the administration of any NYSITELL or NYSESLAT examination.
  • Courtney will be responsible to ensure parents receive correspondence in the language they understand.
  • Courtney will be responsible for both entry and annual notification letters. Letters will be co-signed by Courtney and the building leader.