1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in New Jersey?
According to the New Jersey Department of Education, the current policies for identifying and assessing English Language Learners (ELLs) in New Jersey are as follows:
1. Identification Process: School districts in New Jersey are required to identify and assess all potential ELLs within the first 30 days of enrollment. This process involves collecting home language surveys and conducting language assessments, such as the WIDA MODEL or ACCESS for ELLs, to determine a student’s English proficiency level.
2. Home Language Survey: The home language survey is a questionnaire that is completed by the student’s parent or guardian upon enrollment in a New Jersey school. It collects information about the child’s language background and helps determine if further assessment for English proficiency is needed.
3. Language Proficiency Assessment: All identified ELLs must take an initial English language proficiency assessment within 14 days of enrollment. In New Jersey, this often includes the WIDA MODEL or ACCESS for ELLs assessments.
4. Reclassification Criteria: Once a student has been identified as an ELL, they must meet certain criteria to be considered proficient in English and eligible for reclassification. The criteria include academic achievement, English language proficiency scores on standardized tests, teacher observation and recommendation, and parental input.
5. Annual Assessments: All identified ELLs are required to take annual English language proficiency assessments until they meet exit criteria or reach fluency in English.
6. Accommodations: ELLs are provided with appropriate accommodations during standardized testing to ensure equal opportunity to demonstrate their knowledge and skills.
7 . Parental Notification: Parents or guardians of identified ELLs must be notified in writing within 10 days of identification. They must also receive information about their child’s English proficiency level, rights, support services, and how they can participate in their child’s education.
8. Data Reporting: Schools are required to report yearly data on the number of students identified as ELLs, their proficiency levels, reclassification rates, and academic achievement.
Overall, New Jersey’s policies for identifying and assessing ELLs aim to ensure that these students receive the necessary support and services to become proficient in English and succeed academically.
2. How does New Jersey ensure that all ELLs have access to appropriate language support services?
New Jersey has several policies and programs in place to ensure that all ELLs have access to appropriate language support services:
1. Identification and Placement: The state’s identification process for English Language Learners (ELLs) utilizes multiple measures, including a Home Language Survey, parental questionnaire, and standardized assessments. This helps to ensure that all potential ELLs are identified and placed in appropriate language education programs.
2. English as a Second Language (ESL) Programs: New Jersey offers ESL programs in every district, including both pull-out and push-in models. These programs are designed to provide English language instruction to ELLs based on their proficiency levels, and are aligned with the state’s English Language Proficiency Standards.
3. Bilingual Education Programs: The state also offers bilingual education programs for Spanish-speaking students in grades K-12 if demand is sufficient. These programs provide instruction in both English and Spanish, with the goal of developing proficiency in both languages.
4. SEAL (Seals of Biliteracy): The Seals of Biliteracy program recognizes high school graduates who have attained a high level of proficiency in English and at least one other world language. This provides an incentive for ELLs to continue developing their first language while also achieving fluency in English.
5. Sheltered Instruction: New Jersey has adopted the Sheltered Instruction Observation Protocol (SIOP) as a model for teaching academic content to ELLs using comprehensible input techniques.
6. Professional Development: The state provides ongoing professional development opportunities for teachers and administrators on effective strategies for teaching ELLs, cultural competency, sheltered instruction techniques, etc.
7. Parent Involvement: Schools are required to provide information about their child’s progress in school using materials that are easy for parents/guardians who do not speak English or who have limited English proficiency.
8. Translation Services: School districts must provide interpretation or translation services upon request to parents who are not proficient in English during meetings, parent-teacher conferences, and other school activities.
9. Monitoring and Accountability: The New Jersey Department of Education monitors the progress of ELLs through various measures, including state assessment scores, reclassification rates, and graduation rates. Districts with a significant number of ELLs must also develop a Bilingual Student Exit Profile (BSEP) that outlines their instructional program for ELLs.
10. Equal Educational Opportunities Act (EEOA): The EEOA requires that states ensure that all students, regardless of their language background, have equal access to educational opportunities. In cases where this access is not provided, the state must take corrective action to address any deficiencies.
In summary, New Jersey takes a comprehensive approach to ensuring that all ELLs have access to appropriate language support services. These policies and programs work together to provide targeted support for English learners at every stage of their academic journey.
3. What is the funding allocation for ELL education in New Jersey, and how is it distributed among school districts?
According to the New Jersey Department of Education (NJDOE), there is no specific funding allocation for English Language Learner (ELL) education in the state. Instead, ELL education is supported through the overall school funding formula, which includes a variety of factors such as student enrollment, special education needs, and local cost factors.The NJDOE does distribute additional funds to districts with high concentrations of ELL students through the Supplemental Enrichment Program (SEP). This program aims to provide supplemental funding to districts that have higher numbers or percentages of low-income students, English language learners and/or over-concentrations of at-risk students.
However, the amount of funding allocated through SEP varies each year depending on available resources and district needs. In fiscal year 2020-2021, a total of $95 million was allocated through SEP for all eligible school districts.
Additionally, districts may use federal grants such as Title III funds to support ELL education programs and services. Title III funds are distributed by the NJDOE based on student enrollment data from October each year and can be used for activities such as professional development for teachers, bilingual instruction materials, and parent engagement initiatives for English language learners.
Overall, there is no set amount or percentage of funding specifically designated for ELL education in New Jersey.
4. Are there any specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs?
Yes, each state has its own standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards or benchmarks are typically based on the WIDA (World-Class Instructional Design and Assessment) model, which outlines five levels of English language proficiency:
1. Entering
2. Beginning
3. Developing
4. Expanding
5. Bridging
States may adopt their own specific guidelines and criteria for determining when an ELL has reached a sufficient level of proficiency to exit language support programs. Some states may require students to meet minimum scores on standardized tests such as the ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) or the ELPA21 (English Language Proficiency Assessment for the 21st Century), while others may use a combination of assessments, teacher recommendations, and classroom performance to determine a student’s readiness to exit language support programs.
In addition, states may have specific expectations for individual skills within each level of English language proficiency. For example, a state might require students at the Beginning level to be able to understand simple sentences and ask basic questions, while students at the Bridging level may need to demonstrate advanced oral fluency and academic reading and writing skills.
It is important for educators working with ELLs to familiarize themselves with their state’s specific standards and benchmarks for English language proficiency in order to effectively monitor students’ progress and provide appropriate supports.
5. How does New Jersey monitor and evaluate the effectiveness of its ELL education policies and programs?
New Jersey uses a variety of methods to monitor and evaluate the effectiveness of its ELL education policies and programs. These include:
1. Language Proficiency Assessments: The state administers the WIDA ACCESS for ELLs assessment annually to measure students’ proficiency in English language development. This assessment is used to track progress over time and identify areas that may need improvement.
2. Data Analysis: New Jersey collects and analyzes data on student performance, graduation rates, and other indicators to assess the overall effectiveness of its ELL education policies and programs.
3. Program evaluations: The state conducts periodic reviews of its programs, such as the Bilingual/ESL Education Program, to ensure they are meeting their goals and making progress towards improving outcomes for ELL students.
4. Feedback from stakeholders: New Jersey also seeks feedback from educators, parents, and community members through surveys or focus groups to gather input on the effectiveness of its ELL education policies and programs.
5. Monitoring compliance: The state has established a system for monitoring compliance with federal laws related to ELL education, such as Title VI of the Civil Rights Act and Title III of the Every Student Succeeds Act (ESSA).
6. Collaborating with research institutions: New Jersey works with research institutions within the state to conduct studies or evaluations on specific aspects of its ELL education policies and programs.
7. Continuous improvement efforts: Based on evaluation findings, New Jersey makes adjustments to its policies and programs in order to improve outcomes for ELL students.
Overall, New Jersey takes a comprehensive approach to monitoring and evaluating the effectiveness of its ELL education policies and programs in order to ensure that all students have access to quality education opportunities.
6. Is there a designated state office or department responsible for overseeing ELL education in New Jersey?
Yes, the New Jersey Department of Education (NJDOE) is the designated state office responsible for overseeing ELL education in New Jersey. The NJDOE has a division specifically for English Language Learners and Bilingual Education, which provides guidance and support to school districts that serve ELL students.
7. Are teachers in New Jersey required to have specialized training or certification for working with ELL students?
Yes, teachers in New Jersey are required to have specialized training or certification for working with ELL students. According to the New Jersey Department of Education, teachers must hold a bilingual education or English as a Second Language (ESL) certification to work with ELL students. Additional training and professional development opportunities are also offered to teachers to further enhance their skills in working with ELL students.
8. What accommodations are available for standardized testing for ELL students in New Jersey?
In New Jersey, accommodations are available for ELL students during standardized testing. Some of the accommodations provided include:
1. Extended time: ELL students may be given additional time to complete the test if needed.
2. Bilingual dictionaries: Students may use a bilingual dictionary during the test to help with understanding vocabulary and instructions.
3. Scribe or speech-to-text technology: For ELL students who have difficulty writing in English, a scribe or speech-to-text technology may be provided as an accommodation.
4. Simplified language versions: Some state tests provide a simplified version for ELL students with modified language and reading levels.
5. Translated directions or test questions: The state provides translated test directions and/or test questions in the student’s native language, if available.
6. Test administration by an ESL specialist: An ESL specialist can administer the assessment to students who require it for better understanding of instructions and questions.
7. Use of a calculator: Students may use a calculator during math assessments if this accommodation is specified in their Individualized Education Program (IEP) or 504 plan.
8. Small group testing: ELL students may take the assessment in a smaller group setting to reduce distractions and help with focus.
It is important for parents or guardians of ELL students to communicate with their child’s school regarding any accommodations they feel would benefit their child during standardized testing. The school will work with the student’s IEP or 504 team to determine appropriate accommodations based on the student’s needs and abilities.
9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in New Jersey?
Yes, New Jersey has several initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs. These include:1. Bilingual Education Law: In 1974, the New Jersey Legislature enacted the Bilingual Education Law which mandated that all school districts must provide bilingual/ESL education to students who speak a language other than English as their primary language.
2. Bilingual/English as a Second Language (ESL) Program: The New Jersey Department of Education offers a comprehensive program of services for ELLs including bilingual education and ESL instruction. This program is designed to support and enhance the academic achievement of ELLs in core content areas while also developing their proficiency in English.
3. Seal of Biliteracy: In 2016, New Jersey passed legislation to establish the Seal of Biliteracy program for high school graduates who have attained proficiency in one or more languages in addition to English. This program recognizes and awards students for their language proficiency skills, which can be beneficial when applying for college or employment.
4. Dual Language Immersion Programs: Several school districts in New Jersey offer dual language immersion programs where students are instructed in both English and another language (usually Spanish) throughout their elementary and secondary education. These programs aim to develop bilingualism, biliteracy, and cultural understanding among students.
5. Professional Development for Teachers: The New Jersey Department of Education provides professional development opportunities for teachers to enhance their skills in teaching ELLs and promoting biliteracy. This includes workshops, conferences, webinars, and other resources.
6. Parent Engagement Programs: The state also has initiatives aimed at promoting parental involvement in the education of ELLs, such as offering translation services, hosting parent workshops on how to support their children’s learning at home, and providing resources for parents about bilingualism and biliteracy.
7. Multicultural Education: Many schools in New Jersey have implemented multicultural education programs to celebrate and promote the diversity of their students, including their languages and cultures. This helps create a welcoming environment for ELLs and promotes mutual understanding among all students.
8. Language Assistance Hotline: In 2016, New Jersey launched a language assistance hotline to provide translation and interpretation services to ELLs and their families who need assistance communicating with school staff and accessing resources.
9. Office of Bilingual Education: The New Jersey Department of Education has an Office of Bilingual Education that oversees these initiatives and ensures compliance with state laws related to bilingual education and language services for ELLs. This office also provides support and guidance to schools and districts in implementing effective bilingual and ESL programs.
10. Has there been any recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs?
There have been several policy changes in recent years regarding the inclusion of immigrant and undocumented students in ELL education programs.
1) In 2014, the U.S. Department of Education released guidance clarifying that all children, regardless of their immigration status, are entitled to enroll in public schools and receive a free appropriate education. This includes access to ELL services for those who are identified as English language learners.
2) In 2015, the Every Student Succeeds Act (ESSA) was passed, which requires states to annually assess the English proficiency of all English learners and provide appropriate language instruction and support services.
3) In 2017, the Supreme Court ruled in Plyler v. Doe that schools cannot deny enrollment or education based on a student’s immigration status.
4) In late 2019, the U.S. Department of Education issued new guidelines that require schools to provide ELL students with equal access to instructional programs, supplemental services and extracurricular activities as their native English-speaking peers.
Overall, these policy changes have strengthened protections for immigrant and undocumented students’ access to ELL education programs. However, some state-level policies may still vary, so it is important for educators and families to stay informed about local policies.
11 . What resources are available to support parents of ELL students and promote their involvement in their child’s education?
1. Bilingual Parent Liaisons: Many schools and districts have bilingual parent liaisons who can provide language support and help parents navigate the school system.
2. Multilingual documents and resources: Schools can provide multilingual documents and resources for parents to understand school policies, procedures, and their child’s progress.
3. Language access services: Schools should offer interpretation and translation services during meetings or events involving parents of ELL students.
4. Parent education workshops: Schools can organize workshops on topics that are relevant to parents of ELL students such as supporting literacy development at home or understanding the U.S. education system.
5. Digital communication tools: With the rise of technology, many schools are using apps and other digital platforms to communicate with parents in their native language.
6. Cultural competency training for teachers: Teachers should be trained to understand the cultural backgrounds of their students’ families so they can better communicate and involve them in their child’s education.
7. Family-friendly events: Organizing family-friendly events such as parent-teacher conferences, back-to-school nights, or multicultural fairs can help build a stronger relationship between parents and teachers.
8. Parent-teacher organizations (PTOs): Parents of ELL students should be encouraged to join PTOs to be involved in decision-making processes at the school level.
9. Home visits: Some schools do home visits as a way to connect with families and better understand their needs and concerns.
10. Mentorship programs: Pairing parents with other experienced immigrant or ELL parents can be beneficial for both parties as they share similar experiences and challenges.
11. Community partnerships: Schools can partner with local community organizations that specialize in supporting immigrant families, which can provide additional resources for ELL students and their families.
12. Does New Jersey offer any cultural competency training for educators working with ELL students?
Yes, the New Jersey Department of Education offers cultural competency training for educators working with ELL students. This training is provided through various programs such as the NJ Culturally Responsive Teaching Institute and the Office of Bilingual Education’s Professional Development Series. Additionally, many school districts in New Jersey also offer their own cultural competency training for educators.
13. How does New Jersey address the unique needs of long-term English Language Learners who have not yet reached proficiency?
New Jersey addresses the unique needs of long-term English Language Learners (ELLs) through various strategies and programs. Some of these include:
1. Bilingual/ESL Education: New Jersey offers bilingual/English as a Second Language (ESL) education in many schools to help ELL students maintain their native language while developing English proficiency. This program also provides additional academic support and cultural understanding for ELL students.
2. English Language Development Standards: New Jersey has adopted specific English Language Development (ELD) standards that outline the expected language proficiency levels for ELLs at different grade levels. These standards are aligned with the state’s content standards and provide guidance for educators to design appropriate instruction and assessments for ELLs.
3. Annual Language Proficiency Assessments: Every year, all ELL students in New Jersey are required to take the ACCESS for ELLs assessment, which measures their English language proficiency level in reading, writing, listening, and speaking. The results of this assessment inform instructional planning and support services for ELL students.
4. Supplemental Instruction and Support Services: Schools in New Jersey may offer supplemental instruction and support services, such as tutoring or after-school programs, for long-term ELL students who have not yet reached proficiency in English.
5. Professional Development for Educators: New Jersey provides professional development opportunities for teachers and other educational staff on how to effectively support long-term ELLs in their classrooms. This includes strategies for differentiating instruction, using culturally responsive teaching methods, and integrating language development into content areas.
6. Parent Involvement Programs: Parents and families of long-term ELLs are encouraged to be involved in their child’s education through parent workshops, home visits, family conferences, and other activities that promote collaboration between school staff and families.
7. Specialized Programs: Some districts in New Jersey offer specialized programs specifically designed for long-term ELLs who need intensive language instruction. These programs may include sheltered instructional models, extended day or summer programs, and newcomer programs for recently arrived ELLs.
Ultimately, New Jersey strives to provide a comprehensive approach to supporting long-term ELLs that takes into account their unique backgrounds, needs, and abilities. By implementing these strategies, the state aims to help long-term ELL students achieve academic success and linguistic proficiency.
14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in New Jersey?
Yes, there are various initiatives and partnerships with community organizations in New Jersey to support the academic success of ELL students. Some examples include:1. New Jersey Department of Education – The NJ DOE has partnered with various community organizations to provide resources and support for ELL students, such as the Parent Information Center (PIC), which offers workshops and materials for parents of ELL students.
2. The New Jersey TESOL-Bilingual Education Association (NJTESOL-NJBE) – This organization provides resources, professional development, and advocacy for ELL educators and students. They also partner with local chapters to offer tutoring and mentorship programs for ELL students.
3. Community-Based Organizations (CBOs) – These organizations work directly with schools and districts to provide support services for ELL students and families, such as after-school programs, tutoring, homework help, and parent engagement activities.
4. Colleges and Universities – Many colleges and universities in New Jersey have partnerships with schools to provide support for ELL students through mentorship programs, language immersion programs, and other academic resources.
5. Immigrant Rights Organizations – Groups like the American Civil Liberties Union (ACLU) and Make the Road New Jersey advocate for the rights of immigrant families, including access to education for immigrant children.
6. English Language Learners Task Force – This task force brings together educators, community leaders, advocates, researchers, and policy makers to address issues related to ELL education in New Jersey and promote best practices in supporting these students’ academic success.
7. Local Libraries – Libraries often offer resources such as bilingual books or language learning software that can benefit ELL students’ academic success.
8. Faith-Based Organizations – Some religious institutions collaborate with schools to offer tutoring or homework help for ELL students in their communities.
15. Does New Jersey provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?
Yes, New Jersey provides the following grants and funding opportunities specifically targeted towards improving ELL education:1. Bilingual Education Aid: This grant is allocated to school districts with a high number of ELL students to support bilingual and English as a Second Language (ESL) programs.
2. Title III Grants: These federal funds are provided to schools with a significant ELL population to support language instruction programs and other educational services for ELL students.
3. English as a Second Language Summer Program Grants: These grants provide funding for summer programs that provide intensive English language instruction and academic support for students who are new to the country or have limited English proficiency.
4. Title I Grants: These federal funds can be used by schools with a high percentage of low-income students, including many ELL students, to support initiatives aimed at improving academic achievement.
5. Incentive to Support Educator Licensure Endorsement in ESL/Bilingual/Bicultural Education: This grant provides financial assistance to teachers pursuing an endorsement in ESL, Bilingual, or Bicultural education.
6. Comprehensive Literacy State Development Grant: This grant supports efforts to improve literacy instruction for all students, including ELLs, through professional development, coaching, and other resources.
7. Heritage Language Initiative Grant Program: This program provides grants to develop instructional materials and resources that promote heritage language instruction and dual-language education.
8. Dual Language Instructional Materials Grant Program: This grant supports the development of instructional materials for dual-language programs in languages other than Spanish.
9. Transitional Bilingual Education Student Reimbursement Aid Program: This program provides reimbursement for transportation costs incurred by school districts for newly arrived immigrant children enrolled in nonpublic schools until they become eligible for state aid funds.
16. Do local school districts have autonomy to develop their own policies for serving English Language Learners, or are they required to comply with statewide guidelines?
The answer to this question may vary depending on the state. In some states, local school districts have autonomy to develop their own policies for serving English Language Learners (ELLs), while in other states, they are required to comply with statewide guidelines.
In states where local school districts have autonomy, they are able to develop their own policies and programs based on their specific demographics and needs of ELL students. This allows for greater flexibility and customization in meeting the needs of ELLs, but it also means that the quality of services may vary between districts.
In states where compliance with statewide guidelines is required, there are typically mandated requirements and expectations for how schools must provide services for ELLs. This can include factors such as teacher qualifications and training, program models, and language proficiency assessments. These guidelines often provide a standardized approach to serving ELL students across the state.
Overall, whether local school districts have autonomy or are required to comply with statewide guidelines depends on the education policies and regulations in each state. It is important for educators and families to be familiar with these policies in order to advocate for effective services for ELL students.
17. Are there any strategies in place to ensure that ELL students are not disproportionately placed in special education programs?
Yes, there are several strategies in place to ensure that ELL students are not disproportionately placed in special education programs. These include:1) Culturally and Linguistically Responsive Teaching (CLRT): This approach recognizes the cultural and linguistic diversity of ELL students and incorporates their backgrounds, experiences, and communication styles into classroom instruction. It aims to promote academic success and reduce the risk of inappropriate referrals to special education.
2) Multi-Tiered System of Supports (MTSS): MTSS is a framework that provides differentiated support for students at various levels of academic need. This approach can help identify ELL students who may be struggling academically due to language barriers rather than a disability.
3) Special Education Referral Process: The process of referring a student for special education evaluation includes reviewing multiple data points and considering interventions that have been implemented before making a decision. This helps prevent over-identification or misidentification of ELL students with disabilities.
4) Professional Development for Teachers: Ongoing professional development trainings for teachers can help them better understand the diverse needs of ELL students and provide effective instructional strategies.
5) Parental Involvement: Engaging parents as partners in their child’s education can help identify any potential challenges or concerns early on, leading to more accurate evaluations and appropriate supports for ELL students.
6) Collaborative Decision-Making: Collaboration between general education teachers, English as a Second Language (ESL) teachers, special education teachers, and other specialists can assist in identifying the specific needs of ELL students and providing appropriate interventions.
Overall, these strategies aim to create an inclusive learning environment where all students, including ELLs, can thrive academically without being disproportionately placed in special education programs.
18. What steps has New Jersey taken to address the shortage of qualified English as a Second Language (ESL) teachers?
There has been a nationwide shortage of qualified English as a Second Language (ESL) teachers, and New Jersey has taken several steps to address this issue. These steps include:1. Creating state certification options for ESL teachers: In New Jersey, there are multiple pathways to become a certified ESL teacher. The state offers traditional teacher preparation programs in ESL, as well as alternative routes such as temporary certificates for candidates with expertise in the language or culture of non-English speaking students.
2. Providing training and professional development opportunities: The New Jersey Department of Education offers a variety of professional development opportunities throughout the year for ESL teachers, including workshops, conferences, and online courses. These opportunities aim to improve their knowledge and skills in teaching English language learners (ELLs).
3. Offering loan forgiveness programs: The state offers loan forgiveness programs for individuals who commit to teaching in areas with significant populations of ELLs or in low-performing schools that have a high number of ELLs.
4. Collaborating with higher education institutions: There is collaboration between state agencies and institutions of higher education to develop new ESL teacher preparation programs or to enhance existing ones.
5. Recruiting bilingual paraprofessionals: Many school districts in New Jersey have recruited bilingual paraprofessionals, who can serve as valuable resources for ELLs while pursuing their own certification as teachers.
6. Encouraging retired educators to return to the classroom: The state encourages retired educators to apply for positions teaching English language learners by offering post-retirement employment options for retired professionals.
7. Partnering with community organizations: The state collaborates with community organizations to identify potential ESL candidates from linguistically diverse backgrounds and provide support and resources during their teacher preparation program.
8.Proposing legislative solutions: The state has proposed legislation that aims to address the shortage of ESL teachers by providing tuition assistance for candidates enrolling in an approved teacher preparation program leading to an endorsement in ESL.
9. Supporting the National Association for Bilingual Education (NABE): The New Jersey Department of Education supports NABE, an organization that advocates for bilingual education and provides resources and professional development opportunities for teachers.
Overall, New Jersey is actively working to address the shortage of qualified ESL teachers by providing various pathways, support, and incentives for individuals to become certified in ESL and work with English language learners in the state’s schools.
19. Are ELL students given access to elective courses and extracurricular activities in their native language in New Jersey?
In New Jersey, public schools are required to ensure that English Language Learners (ELLs) have access to all courses, programs, and extracurricular activities available to general education students. This includes providing language support and accommodations, as needed, for ELLs to fully participate in these activities. However, elective courses and extracurricular activities are typically only offered in English and may not be available in a student’s native language. Schools may offer additional support or resources for ELLs who need assistance understanding the course content or instructions in English. Additionally, some schools may offer after-school clubs or groups specifically for ELLs to provide them with opportunities to practice their native language and culture.
20. How does New Jersey support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?
New Jersey supports the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district in various ways:
1. Bilingual/ESL Programs: New Jersey provides bilingual and ESL programs in schools to support English language learners with specialized instruction and resources that focus on developing their English proficiency while maintaining their native language skills.
2. District-level Support: The state has created a framework for local districts to provide guidance and support to identify, assess, place, and deliver services for ELLs. This includes creating policies and procedures for the enrollment, assessment, support, instruction of ELLs as well as monitoring their academic progress.
3. Culturally Responsive Teaching: Educators in New Jersey are trained to use culturally responsive practices that recognize and incorporate the cultural backgrounds of ELL students into lesson planning and instruction. This helps create an inclusive learning environment where students feel supported.
4. Student Support Services: Schools also provide support services such as counseling, peer mentoring, and other social-emotional supports to help ELL students adjust to a new school or district.
5. Family Engagement: New Jersey emphasizes the importance of involving families in their child’s education by providing translated materials, interpreters at meetings, and offering parent workshops on topics related to transitioning ELL students.
6. Language Assessments: When ELL students transfer schools or districts within New Jersey, they are given language proficiency assessments to determine their level of proficiency in English and any necessary interventions needed to support their language development.
7. Professional Development: Teachers and school staff receive ongoing professional development focused on supporting the linguistic, cultural, and social-emotional well-being of ELL students during transitions.
8. Multilingual Resources: To facilitate communication with families who speak languages other than English, New Jersey offers multilingual resources such as translated documents and interpretation services through the NJ Department of Education Language Access Program.
Overall, New Jersey prioritizes the well-being of ELL students during their transition to a new school or district by providing comprehensive support and resources that promote their academic success and sense of belonging.