Impact of Changes to NYSED Part 154 of Commissioner’s Regulations

Annalisa Allegro, Coordinator Mid-West RBERN at Monroe 2-Orleans BOCES

RBERN – Regional Bilingual Education Resource Network

ELL – English language learners (not LEP)

ESOL or ESL – English to speakers of other languages or English as a second language

SIFE – Students with interrupted formal education

NYSITELL – NYS Identification Test for English Language Learners

NYSESLAT – NYS English as a Second Language Achievement Test

Acronyms

Blueprint for ELL SuccessGuidance

CR Part 154

Statutory Provision

EL 3204 and 3602; Parts 80.9, 80.10, 100, 117, 200 and 154 of the Regulations of the Commissioner of Education; Chapter 827 of the Laws of 1982.

Purpose of CR Part 154

To ensure that ELLs are provided with appropriate and equitable educational programs and services so they may attain the highest level of academic

success and English language proficiency.

CR 154 Amended Sections

Identification Process

Initial and reentry

SIFE status

Instructional Program

Parental Notification and Information

Retention of Identification and Review Records

Graduation Requirements

Support and Transition Services

Professional Development

Exit Criteria

District Planning/Reporting/Responsibilities

Timeline

Jul 9 Amendments published in NYS RegisterPublic comment period for 45 days

Sept 15-16 Amendments to Board of Regents for approval

Oct 1 Amended Part 154 regulations go into effect

2014-15 Planning and optional implementation

2014-15 FAQ’s and Guidance on implementation

Sept 2015 Full Implementation

Identification Process

Additional step in process pg 5

For ELL SWD, determine whether disability is the determinant

factor affecting ability to demonstrate proficiency in English

Qualified staff required to implement process

Identification of SIFE pg 5

Parental Notification & Information

Meetings with parents of ELLs in addition to generally required meetings, meetings in

preferred language of parents on their child’s academic

content progress and needs pg 6

Identification process for ELLs Language proficiency team (LPT) for

identification of ELLs with disabilities

Orientation meetings

Parent-teacher conferences

Quarterly progress meetings

Challenge:Qualified translators or interpreters

Professional Development

Administrators and teachers For both, 15% of professional development hours

specific to needs of ELLs, language acquisition, cultural competency pg 9

Bilingual and ESL teachers 50% of professional development hours specific to

needs of ELLs pg 9

Instructional Program

Program delivery Integrated and stand-alone ESL pg 7

Co-teaching or dual certification pg 7

Maximum grade span for instructional grouping is two

contiguous grades pg 8

Challenge:Professional development on needs of ELLs

Administrators ELL programs, regulations, culture

Classroom and content teachers Research-based instruction for ELLs, culture,

second language development, co-teaching

Bilingual and ESL teachers Literacy development, content knowledge,

co-teaching

Instructional Program

Program delivery Integrated and stand-alone ESL pg 7

Co-teaching or dual certification pg 7

Maximum grade span for instructional grouping is two

contiguous grades pg 8

Challenge:Staffing and scheduling

Co-teaching of ESL and content teachers

Limited grade span for instructional grouping

Exit and Transition Services

Exit criteria options pg 8

Transitional supports for at least two years after exit pg 9

District Planning and Reporting

Documentation & Record Keeping ELL parent meetings pg 6

Identification and placement process in student’s cum

folder pg 6

Annual estimates in spring of ELL enrollment and

languages of the students pg 7

Information provided to parents pg 9

Reports on measurements and tracking academic

progress of ELLs as a sub group pg 9

Reports on programs for subpopulations of ELLs pg 10

Office of Bilingual Education and Foreign Language Studies (OBE-FLS)

http://www.p12.nysed.gov/biling/bilinged/