East Ramapo Central School DistrictPart 154Corrective Action Plan

East Ramapo Central School DistrictPart 154: Corrective Action PlanApril 24, 2015Table of ContentsArea of Noncompliance11) ERCSD has failed to orient ELL parents about and accurately identify parent interest concerning bilingual education and ESL program options, and further failed to open and maintain Bilingual Education programs as required by ELL population triggers.1Area of Noncompliance52). ERCSD has failed to provide Beginner and Intermediate ELLs with access to the core curriculum and a pathway to graduation.5Area of Noncompliance83). ERCSD requires documentation of age that may discourage or chill students, including undocumented students who are district residents, from receiving a free public education.8Area of Noncompliance94). ERCSD lacks adequate data systems to maintain accurate records about the home language and size of its ELL population.9Area of Noncompliance115). ERCSD has failed to correctly administer the Home Language Questionnaire (HLQ) and use data collected therein to identify the home language of ELL students.11Practices In Need Of Improvement131) ERCSD has failed to provide ELL students with adequate instruction, by failing to provide differentiated instruction appropriate to grade and level of English proficiency.13Practices In Need Of Improvement162) ERCSD has failed to provide ELL students with adequate instruction, by failing to provide sufficient native language instructional materials in bilingual education classes.16Practices In Need Of Improvement173) ERCSD has failed to provide ELLs with adequate instruction, due to class scheduling failures (e.g., multiple mid-semester class changes, multiple study halls per day, or splitting ESL across two periods).17Practices In Need Of Improvement184) ERCSD has failed to provide adequate information to ELLs and their parents about their educational rights and programming.18Practices In Need Of Improvement205) ERCSD has failed to place new ELL students within ten (10) days of registration and initiation of the ELL identification process.20Community Reports21Conclusion22Appendix A23Bilingual Materials23Appendix B24ENL Advisory Committee Agenda24Appendix C26NYSABE Parent Conference Flyer26

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Area of Noncompliance 1) ERCSD has failed to orient ELL parents about and accurately identify parent interest concerning bilingual education and ESL program options, and further failed to open and maintain Bilingual Education programs as required by ELL population triggers.

A. Action Steps: Previous steps taken to open and maintain Bilingual Education programs did not come to fruition as the result of two major factors. The first was a lack of interest of the parents based on results from community and parent meetings. Previous informational meetings regarding ESL/Bilingual programs were held for the parents and community members. After the meetings, parents indicated that they did not want their children enrolled in bilingual classes. The second factor that caused the district not to open and maintain bilingual classes was the lack of qualified staff and insufficient funds to hire new staff to teach bilingual classes. These factors impacted the districts ability to open and maintain a quality Bilingual program. Recently, the district has reviewed data points such as ELL proficiency rates on New York State Exams (ELA, Math, and NYSESLAT), as well as enrollment data and graduation rates. The data was shared with the English as a New Language (ENL) Advisory Committee, which consists of teachers, students, building and district administrators, members of the community and other key stakeholders in the district. After an in depth review of the data, the consensus was that the district should consider making plans to provide a Spanish language bilingual program. Furthermore, the new regulation regarding teacher certification has made it possible for teachers to instruct in a bilingual classroom while pursuing their Bilingual Extension. Based on the recommendation from the ENL Advisory Committee and the new regulation regarding teachers ability to obtain a Bilingual Extension, the district has made a decision to open and maintain bilingual classes at the elementary and high school level. ERCSD will have Bilingual Education Programs for grades K-1 and grades 9-10 for students whose home language is Spanish. The Spanish/English Transitional Bilingual Education program will be for Kindergarten and first grade students. The rational for this is that the district will build a bilingual program beginning in Kindergarten and first grade and then add an additional grade level each of the following years through eighth grade. The ninth and tenth grade bilingual program will be a One Way Spanish/English Dual Language model. The district data indicates that within the last year, over 200 Spanish speaking SIFE and Newcomer students have enrolled in the ninth and tenth grades. These students will have a greater opportunity to meet the NYSED graduation requirements if they were instructed and administered the NYS Regents Exams in their home language. The districts goal for the program is for students to develop high levels of fluency and bi-literacy. Currently Spring Valley High School has ninth grade bilingual classes; therefore, the program for the 2015-16 school year will include tenth grade bilingual classes. Ramapo High School will have ninth grade bilingual classes in the 2015-16 school year and tenth grade bilingual classes in the 2016-17 school year. The ERCSD has taken a number of steps to orient parents and members of the community of the implementation of bilingual programs at the elementary and high school level. The district has held ESL program meetings with community members such as the local Ecuadorian Association and Board Members of the Latino Pastor Association. Additional meetings regarding ESL/Bilingual programs were held at Board of Education meetings as well as ELL parent events at both high schools. In preparation for the implementation of bilingual programs at the elementary and high school levels, there will be parent meetings in May and June to inform parents of the Bilingual and ESL options for the 2015-16 school year. Meetings will be held in English and parents home language at a central location, which can accommodate many parents such as the district central office. Notices regarding the meetings will be translated in Haitian Creole, French, and Spanish. Tentative dates for these meetings are as follows:May 27 and May 29, 2015: 10am-12pmJune 4 and June 18, 2015: 6pm-8pm

In order to inform parents who register students after May and June, the district is currently creating an electronic presentation that would be played on a loop in the registration waiting area. This presentation will be added to the ENL/Bilingual page of the ERCSD website. Pamphlets regarding the districts bilingual and ENL programs will be printed and distributed to all fourteen schools and the teacher center. All information will be available in the four most spoken languages in the district; English, Spanish, French, and Haitian Creole. Notices of the districts ESL/Bilingual programs will also be made available to community organizations as well as houses of worship, libraries, and post offices. a. Step 1: Send home notices in Spanish, French, and Haitian Creole to parents at the elementary and high schools informing them of the Bilingual and ESL informational sessions.i. ESL/LOTE Department Staff will be responsible for ensuring that flyers are mailed home to parents regarding the informational sessions. ii. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, Kimberly OBrien- ESL Professional Developer K-6, and Zoraida Arroyo- Bilingual Community Liaison. iii. Deadline: The deadline for notices being sent home to parents will be May1st. All Bilingual and ESL informational sessions will occur between May 18th and June 26, 2015. Parents will have the option of attending a session held during the day, or evening, to accommodate their schedules. b. Step 2: Pamphlets with information regarding the districts ESL/Bilingual program, translated in Spanish, French, and Haitian Creole, will be sent to all schools in the district and available for parents who register students throughout the school year. i. ESL/LOTE Department staff will be responsible for creating and translating the pamphlets for parents and community members. The ESL/LOTE Department will also be responsible distributing the materials to all of the schools within the district and local places of worship, libraries, and post offices. ii. Key Responsible Staff: Melissa Barrow-ESL/LOTE-Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, Kimberly OBrien- ESL Professional Developer K-6, Zoraida Arroyo- Bilingual Community Liaison (Spanish), and TBD- Bilingual Community Liaison (French, Haitian Creole).iii. Deadline: June 26, 2015c. Step 3: A Power Point Presentation with information regarding the districts ESL/Bilingual program, translated in Spanish, French, and Haitian Creole, will be created and displayed on a monitor in the waiting area in the registration office and on the district website. i. ESL/LOTE Staff will be responsible for translating and creating the Power Point Presentation. ii. Key Responsible Staff: Key Responsible Staff: Melissa Barrow-ESL/LOTE-Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, Kimberly OBrien- ESL Professional Developer K-6, Zoraida Arroyo- Bilingual Community Liaison (Spanish), and TBD- Bilingual Community Liaison (French, Haitian Creole).

B. Targets

a. By June 8, 2015: 50% of parents of ELLs have attended the district information sessions. b. By June 26, 2015: 100% of the parents of ELLs will have attended the district information sessions. c. By June 8th: 50% of the pamphlets and flyers regarding the ESL program will be posted at local places of worship, libraries, and post offices. d. By June 26, 2015: 100% of the pamphlets and flyers regarding the ESL/Bilingual Program will be posted at local places of worship, libraries, and post offices. e. By June 26, 2015: 100% of the Power Point presentation regarding the districts ESL/Bilingual Program, translated in Spanish, Haitian Creole, and French, will be completed.

C. Quarterly Compliance Reporta. Execution of Action Steps and Meeting of Targetsb. Completion date will be June 26th 2015c. Additional data and materials to be included in compliance reportsd. Informational flyer mailing lists, agendas from informational sessions, attendance/sign-in sheets, PowerPoint Presentation regarding both programs, minutes including parent and community questions about the programs, any documents related to the planning of bilingual programs, documents regarding parents preferences at the point of enrollment, and lists of parents who have expressed an interest in enrolling their child in a bilingual program. e. Dates by which quarterly compliance reports will be submittedi. May 15, 2015ii. August 15, 2015iii. November 15, 2015iv. February 15, 2016

Area of Noncompliance 2). ERCSD has failed to provide Beginner and Intermediate ELLs with access to the core curriculum and a pathway to graduation.

A. Action Steps: ERCSD has reviewed our materials and the core materials aligned to the ENL programs are aligned to the Common Core Standards. ENL materials at the high school level include The Edge by Cengage and Rigor by Benchmark Education. The district has conducted a review of the data regarding high school credits assigned to ELLs with members of the district Blueprint for ELL Success Committee as well the ENL Advisory Committee, which includes a representation of district and community stakeholders. Based on the guidance from the ENL Advisory Committee, the Blueprint for ELL Success Committee has created a number of actions steps in order to provide credits to students at the Beginner and Intermediate proficiency levels in high school. a. Step 1: Review of the Curriculumi. ESL/LOTE staff members will review current high school ESL, Bilingual and ESL content area curriculum to ensure that it is aligned to the New York State Common Core Learning Standards. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL Professional Developer K-6.ii. Deadline: March 30, 2015b. Step 2: Recommendations for ESL/Bilingual Curriculum Revision i. ESL/Bilingual curriculum materials that are not aligned to the NYS CCLS will be reviewed and adjusted to meet the standards. This alignment to the CCLS will include a review of the NYS content area modules and additional supplemental materials to support language development in the content area. ESL/LOTE staff members will work closely with the New York State Department of Education to ensure that the revised curriculum meets the state approved criteria for course accreditation. ii. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL Professional Developer K-6. iii. Deadline: April 30, 2015c. Step 3: Class Accreditation:i. Once the alignment of the materials is complete, ENL/LOTE staff will share the list of updated and revised curriculum materials aligned NYS CCLS with the Assistant Superintendent of Secondary and the Management Information Systems staff to ensure that courses credit bearing and meet graduation requirements. ii. Key responsible staff: Melissa Barrow- ENL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, Kimberly OBrien- ESL, Dr. Arthur Fisher- Superintendent of Secondary Education, and Gail Piscitelli- Management Information Systems Staff. iii. Deadline: May 29, 2015d. Step 4: Curriculum Mapping i. High School ENL, Bilingual, and ENL content area teachers will use the CCLS aligned instructional materials to create curriculum maps for the 2015-16 school year. Teachers will apply to work on the curriculum maps and will be paid through the Title III Budget, which has been approved by NYSED. Selection of teachers will be based on their interest and expertise of teaching Beginner and Intermediate language learners and creating curriculum maps. Students will then be provided with core credit for graduation. New course descriptions will be created for courses currently labeled as Foundation and coded accordingly. Challenges for implementation: Insufficient funds to hire additional staff for ENL/Content integration. This would require the hiring of additional ENL teachers to teach collaboratively with content area certified teachers. ii. Key Responsible Staff: Dr. Andrea Coddett Assistant Superintendent for Curriculum and Instruction K-12, Dr. Arthur Fisher- Assistant Superintendent for Secondary, Gail Piscitell- Management Information Staff, Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL. iii. Deadline: August 4, 2015e. Step 5: Access to Curriculum Mapsi. Once the maps have been completed and edited, they will be placed on the ERCSD Teacher Suite in order to provide electronic access to all teachers, building administrators, district leaders, BOE members, parents, and community members.ii. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL. iii. Deadline: August 30, 2015B. Targetsa. By September 1, 2015 ERCSD 100% of Beginner and Intermediate students will have instructional materials that are aligned to the common core and High School Beginner and Intermediate proficiency level ELLs will receive credit for three or more content area classes. C. Quarterly Compliance Reportsa. Execution of Action Steps and Meeting of Targetsi. Completion date will be by July 30, 2015 b. Additional data and materials to be included in compliance reportsi. Step 1: List of current curriculum materials used for ENL, Bilingual and ENL content area classes. ii. Step 2: List content area curriculum materials aligned to the NYS CCLS and supplemental materials for language development in the content area. iii. Step 3: List of ENL, Bilingual, and ENL content area classes with assigned credits required for graduation.iv. Step 4: Agenda and attendance sheet for curriculum mapping sessions, and curriculum maps for ENL, Bilingual, and ENL content area courses.v. Step 5: Link to electronic version of curriculum maps. c. Dates by which quarterly compliance reports will be submittedi. May 15, 2015ii. August 15, 2015iii. November 15, 2015iv. February 15, 2016

Area of Noncompliance3). ERCSD requires documentation of age that may discourage or chill students, including undocumented students who are district residents, from receiving a free public education.

A. Action Steps: The ERCSD is in the process of changing the website and registration packets to reflect an accurate list the required documentation for registration. While the staff in the registration office is fully aware of the required documentation necessary for registration, the language on the website and in the registration packet does not accurately indicate the requirements. Currently the Director of Management Information Systems (MIS) and Registration is making the necessary corrections to the website and registration paperwork. The registration checklist has had several revisions and is being revised by the district attorney for review. ERCSD is working closely with OBE-WL to ensure that the document is accurate according to the NYS regulations governing student registration. a. Step 1: Make the necessary changes to the website and registration packet. Responsible party: Azhar Ahmad- Director of MIS and Registration and Liz Cohen-Supervisor of Case Management and Non-Public Schools. B. Targetsa. By May 1, 2015 areas of this required corrective action will be completed. C. Quarterly Compliance Reportsa. This required corrective action will be completed by March 30, 2015b. Additional data and materials to be includedi. Link to updated website Central Registration page with required registration documents and updated registration packet. c. Dates by which quarterly compliance reports will be submittedi. April 15, 2015ii. July 15, 2015iii. October 15, 2015iv. January 15, 2016

Area of Noncompliance 4). ERCSD lacks adequate data systems to maintain accurate records about the home language and size of its ELL population.A. Action Steps: The ERCSD would like to thank Mr. Nick Pandey for his guidance and assistance regarding the data collection and to ensure compliance with demographic record keeping. The ERCSD Management Information Systems staff is currently revising the demographic data and program status of our English Language Learners. A request will be made to obtain a list of all the ELLs in the district. This list will be compared against the ESL teachers list of students. Those who are not receiving ESL services will be coded as No Program. Retraining for all staff involved in the student intake process (ESL teachers, registration staff, bilingual community liaisons, and MIS staff) is being planned to ensure the information input is accurate. a. Step 1: Identify students with incorrect demographic information and make the necessary corrections. i. Key Responsible Staff: Gail Piscitelli- Management Information Systems Staff, Ahzar Ahmad-Director of Management Information Systems and Registration, and Ian Coyne- Management Information Systems Staff. ii. Deadline: May 30, 2015 b. Step 2: Change program enrollment of ELLs from no program to the correct program code based on services provided. This will involve a review of the current list of ELLs in the district and ESL teachers class lists. Students not being provided with ESL services, will be coded as no program. The district will conduct a full investigation of why students may not be receiving services. i. Key Responsible Staff: Melissa Barrow- Instructional Supervisor of ESL/LOTE, Gail Piscitelli- Management Information Systems Staff, Ahzar Ahmad-Director of Management Information Systems and Registrationii: Deadline: March 30, 2015 c. Training for all Staff involved in the student intake process (ENL teachers and Registration staff). i. Key Responsible Staff: Melissa Barrow- Instructional Supervisor of ENL/LOTE. ii. Deadline: March 30, 2015B. Targetsa. By April 24, 2015 100% of ELL demographic information will be updated. b. By May 15, 2015 100% teachers will have reviewed the list and submitted the names of students who are not receiving ESL services, if any. c. By May 30, 2015 100% of the students receiving ESL services will be properly coded and those not receiving services will be coded as no program.

C. Quarterly Compliance Reportsa. Will be completed on May 30th. b. Additional data and materials to be included in compliance reportsi. Step1: Updated student demographic information will be available in ERCSDs school information management system. Updated program information. ii. Step 2: Training materials, Agenda, and attendance/sign in sheets regarding the intake process. c. Dates by which quarterly compliance reports will be submittedi. May 15, 2015ii. August 15, 2015iii. November 15, 2015iv. February 15, 2016

Area of Noncompliance5). ERCSD has failed to correctly administer the Home Language Questionnaire (HLQ) and use data collected therein to identify the home language of ELL students.

A. Action Steps: Data indicating that 13% of the districts ELLs dominant language is English, has lead to a district wide review of the Home Language Questionnaires (HLQ). Past protocol was for the HLQ to be included in the districts registration packet. Parents would complete the form and submit it to registration staff. This has resulted in students being tested with the ELL identification test at the time, the LAB-R, without going through the informal interview process. As a result of the structure of the exam (e.g. the Kindergarten exam required entering Kindergarten students to read and write a paragraph about a picture) students were unable to score proficient and identified as ELL. The home language questionnaires for these students are being reviewed by the Instructional Supervisor for ESL/LOTE to accurately identify students home language and ELL status. This information has been shared with the Office of Bilingual Education and World Languages (OBE-WL). ERCSD is working closely with the OBE-WL in order to make the necessary corrections and determine ELL status for those students whose home language questionnaire indicates that they speak only English; however, they have taken the ELL identification test and NYSESLAT exams.

Currently, ERCSDs Spanish and Haitian Creole qualified interpreters/translators review the HLQ with parents and students before the informal interviews and NYSITELL testing is administered by a certified teacher. Parents who speak a low incidence language will be asked to bring an advocate with them to registration, if the district cannot secure a translator that speaks the parents home language. Beginning in the 2015-16 a certified teacher and translator, if the teacher does not speak the parents home language, will review the HLQ with parents before the informal interviews are conducted. This will assist the district in obtaining accurate information regarding the students home language.

a) Step 1: Staff involved with the intake process, such registration staff, teachers, NYSITELL testing examiners, and bilingual community liaisons, will need to be retrained on the CR Part Amendments154-1 and 154-2. i. Key Responsible Staff: Melissa Barrow- Instructional Supervisor of ESL/LOTE, Zoraida Arroyo and TBD: Bilingual Community Liaisons (Spanish and Haitian Creole), Felise Grossman- ESL Teacher/NYSITELL Examiner, and Amy Quinones-Registration staff, and all ENL Teachers K-12.ii. Deadline: June 1, 2015b) Step 2: Ensure that when students are scheduled for NYSITELL testing, both the test Examiner and Bilingual Community Liaisons are present to assist parents with the testing. This will be done by creating a weekly schedule. iii. Key Responsible Staff: Melissa Barrow: Instructional Supervisor of ESL/LOTE, Zoraida Arroyo and TBD: Bilingual Community Liaisons (Spanish and Haitian Creole), Felise Grossman; and ESL Teacher/NYSITELL Examiner. iv. Deadline: June 15, 2015B. Targetsi. May 1, 2015 Updated Intake Process and Informal Interview questions will be completed. ii. June 1, 2015 100% of the Registration Staff, Teachers, and Community Liaisons will be trained on Amendment 154-1 and 154-2.iii. July 1, 2015 100% of the NYSITELL testing schedule for Grades 7-12 will be created for the 2015-16 school year as well as a schedule for elementary teachers to review the HLQ with parents/guardians of new registrants will be completed.

C. Quality Compliance ReportsThis required corrective action will be completed by July 1st 2015Additional data and materials to be includedi. Updated Intake Process and Informal Interview sheetsii. Step 1: Training agenda and attendance sign in sheets.iii. Step 2: NYSITELL testing schedule for the 2015-16 school year.Dates by which quarterly compliance reports will be submittediv. May 15, 2015v. August 15, 2015vi. November 15, 2015vii. February 15, 2016

Practices In Need Of Improvement1) ERCSD has failed to provide ELL students with adequate instruction, by failing to provide differentiated instruction appropriate to grade and level of English proficiency.

The District has taken many steps to provide ELLs with common core aligned instruction that is grade/age appropriate and meets their language acquisition needs. From January 2014 until June 2014, high school ESL teachers piloted the Edge textbook by Cengage. The textbooks are completely aligned to the New York State Common Core Standards CCLS and were written by authors, such as Deborah Short, who have years of experience in the field of language and literacy development. The textbooks contain fiction short stories, poems and plays, as well as non-fiction/informational articles that are appropriate for high school students, yet written slightly above students current reading levels. For example, Shakespeares Romeo and Juliet is one of the plays in the beginning language proficiency level Edge textbooks. Students read an excerpt of the play related to the unit theme. The play is written slightly above students reading level. Therefore, making the text accessible with scaffolded support. One of the components of the Edge is a pre assessment that allows teachers to identify which level text would be appropriate for students based on their reading and language level. ESL teachers received professional development from the Edge trainers on how to use the materials in order to maximize student achievement. After the pilot, the teachers decided to adopt the textbooks, thus making it the foundational materials for the high school ESL program. Teachers have received additional training on components of the program throughout the 2014-15 school year. Rigor, by Benchmark Education, is also used at the high school level for students who are SIFE. Teachers of SIFE students attended full day training on how to use Rigor effectively in the classroom. The books integrate language and content instruction that is appropriate for high school students. For example, students may learn new science vocabulary and how to construct a paragraph about the different types of matter. This combines language arts instruction and foundational science skills that students may not have received in their home language due to interrupted or limited formal education. Middle School teachers were using the Visions textbook by Heinle. However, these books were not aligned to CCLS. For the 2015-16 school year, the teachers have chosen to adopt the middle school version of the Edge textbook called Inside. Teachers will be trained throughout the 2015-16 school year on how to use the materials effectively to maximize language and literacy instruction. Elementary ESL instruction consisted of reading and writing workshop models as well as phonics instruction for grades K-6. Teachers were trained on the writing workshop model in the 2013-14 school year. This model was effective because lessons included speaking, listening, reading, and writing. Teachers even saw gains in 2014 NYSESLAT scores. However, there was a district wide need for a common literacy program. Therefore, the district is in the process of adopting Wonders by McGraw-Hill. The program is completely aligned to the NYS Common Core Learning Standards and contains an ELL companion. The ELL companion includes literacy and language instruction that is also aligned to student literacy and language needs. Teachers will receive extensive training throughout the 2015-16 school year in order to use the instructional materials effectively. In addition to curriculum alignment to grade level content and CCLS, the districts English as a New Language (ENL) Instructional Coaches provide teachers with training on scientifically researched based new language acquisition supports and cultural competency. This is done by using an adapted version of the Student Centered Protocol, published on the Engage New York website. The coaches have attended numerous trainings in district as well as in Albany, in order to effectively coach teachers and ultimately improve student academic achievement and language acquisition. The ENL Instructional Coach for grades 7-12 supports content area teachers. This is done by providing teachers with researched based information and through the modeling of effective techniques for differentiating instruction for ELLs based on their academic and linguistic needs. Another coach works exclusively with ENL teachers at Spring Valley and Ramapo High School. The coach provides ENL teachers with guidance, modeling, and feedback regarding the integration of CCLS into their language instruction. The elementary ENL Instructional Coach guides ENL teachers at the elementary level with CCLS integration with a specific focus on literacy. This is based on the result of an in depth review of NYS ELA exam data, which indicated that our ELLs at the elementary level needed strong literacy and language support.The selection of grades and focus for all coaches was based on the results of the district data review of student performance on the NYS ELA and Math exams, as well as the NYSELAT exams. An extensive review was also conducted of the graduation and dropout rates for ELLs, which lead to the need for two coaches at the high school level. All coaches focus their work around the CCLS, the Bilingual Common Core Progressions, and scientifically researched based best practices for new language acquisition. It is the ERCSDs mission that all ELLs are academically and linguistically prepared for college and career. To measure the effectiveness of the instructional materials and coaching cycles, the district will be reviewing several key data points. The data points collected will be as follows: District classroom walkthroughs using metrics for evidence of academic vocabulary, student engagement, and explicit instruction. Teacher observation reports. Specifically ratings provided in Domain 1, 2, and 3 of the Danielson Rubric as well as notes from the teacher reflection during the post observation conference. Teacher feedback regarding the effectiveness of the materials and the coaching cycles. Student performance on the textbook unit exams, NYS ELA and Math exams and the NYSESLAT. Step 1: Review of the Curriculum ESL/LOTE staff members will review current high school ESL, Bilingual and ESL content area curriculum to ensure that it is aligned to the New York State Common Core Learning Standards. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL Professional Developer K-6. Deadline: March 30, 2015 Step 2: Recommendations for ESL/Bilingual Curriculum Revision ESL/Bilingual curriculum materials that are not aligned to the NYS CCLS will be reviewed and adjusted to meet the standards. This alignment to the CCLS will include a review of the NYS content area modules and additional supplemental materials to support language development in the content area. ESL/LOTE staff members will work closely with the New York State Department of Education to ensure that the revised curriculum meets the state approved criteria for course accreditation. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL Professional Developer K-6. Deadline: April 30, 2015 Step 3: Class Accreditation: Once the alignment of the materials is complete, ENL/LOTE staff will share the list of updated and revised curriculum materials aligned NYS CCLS with the Assistant Superintendent of Secondary and the Management Information Systems staff to ensure that courses credit bearing and meet graduation requirements. Key responsible staff: Melissa Barrow- ENL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, Kimberly OBrien- ESL, Dr. Arthur Fisher- Superintendent of Secondary Education, and Gail Piscitelli- Management Information Systems Staff. Deadline: May 29, 2015 Step 4: Curriculum Mapping High School ENL, Bilingual, and ENL content area teachers will use the CCLS aligned instructional materials to create curriculum maps for the 2015-16 school year. Teachers will apply to work on the curriculum maps and will be paid through the Title III Budget, which has been approved by NYSED. Selection of teachers will be based on their interest and expertise of teaching Beginner and Intermediate language learners and creating curriculum maps. Students will then be provided with core credit for graduation. New course descriptions will be created for courses currently labeled as Foundation and coded accordingly. Challenges for implementation: Insufficient funds to hire additional staff for ENL/Content integration. This would require the hiring of additional ENL teachers to teach collaboratively with content area certified teachers. Key Responsible Staff: Dr. Andrea Coddett Assistant Superintendent for Curriculum and Instruction K-12, Dr. Arthur Fisher- Assistant Superintendent for Secondary, Gail Piscitell- Management Information Staff, Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL. Deadline: July 17, 2015 Step 5: Access to Curriculum Maps Once the maps have been completed and edited, they will be placed on the ERCSD Teacher Suite in order to provide electronic access to all teachers, building administrators, district leaders, BOE members, parents, and community members. Key responsible staff: Melissa Barrow- ESL/LOTE Instructional Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL. Deadline: August 30, 2015 Targets By September 1, 2015 ERCSD 100% of Beginner and Intermediate students, except for SIFE, will have instructional materials that are aligned to the common core and High School Beginner and Intermediate proficiency level ELLs will receive credit for three or more content area classes. Quarterly reviews of the coaching protocol and ENL curriculum maps will be done in order to make any necessary adjustments to the coaching focus and to improve instructional practice. Quarterly Compliance Reports Execution of Action Steps and Meeting of Targets Completion date will be by August, 2015 Additional data and materials to be included in compliance reports Step 1: List of current curriculum materials used for ENL, Bilingual and ENL content area classes. Step 2: List content area curriculum materials aligned to the NYS CCLS and supplemental materials for language development in the content area. Step 3: List of ENL, Bilingual, and ENL content area classes with assigned credits required for graduation. Step 4: Agenda and attendance sheet for curriculum mapping sessions, and curriculum maps for ENL, Bilingual, and ENL content area courses. Step 5: Link to electronic version of curriculum maps. Dates by which quarterly compliance reports will be submitted May 15, 2015 August 15, 2015 November 15, 2015 February 15, 2016

Practices In Need Of Improvement2) ERCSD has failed to provide ELL students with adequate instruction, by failing to provide sufficient native language instructional materials in bilingual education classes.

The district purchased Spanish language materials for the bilingual education classes at Spring Valley High School in the summer of 2014. The content area materials are the Spanish version of English materials used for instruction in the content area. The bilingual K-1 classes and 9-10 content area classes will also have bilingual materials that are aligned to the Common Core Learning Standards. These materials will be ordered in June and July 2015 to be available at the beginning of the 2015-16 school year. Please see Appendix A for list of materials.

1) Step 1. Assess the curriculum and resource needs for the bilingual program at both high schools. 2) Step 2: Create a schedule for teachers to work on curriculum mapping and review resources to meet the curricular needs.3) Step 3: Submit order to the Curriculum and Instruction Office for approval. Targets By September 1, 2015 ERCSD 100% of Beginner and Intermediate students, except for SIFE, will have instructional materials that are aligned to the common core and High School Beginner and Intermediate proficiency level ELLs will receive credit for three or more content area classes. Quarterly reviews of the coaching protocol and ENL curriculum maps will be done in order to make any necessary adjustments to the coaching focus and to improve instructional practice. Quarterly Compliance Reports Execution of Action Steps and Meeting of Targets Completion date will be by August, 2015 Additional data and materials to be included in compliance reports Step 1: List of current curriculum materials used for ENL, Bilingual and ENL content area classes. Step 2: Agenda and attendance sheet for curriculum mapping sessions, and curriculum maps for Bilingual courses. Step 3: List content area curriculum materials aligned to the NYS CCLS and supplemental materials for language development in the content area. Dates by which quarterly compliance reports will be submitted May 15, 2015 August 15, 2015 November 15, 2015 February 15, 2016

Practices In Need Of Improvement3) ERCSD has failed to provide ELLs with adequate instruction, due to class scheduling failures (e.g., multiple mid-semester class changes, multiple study halls per day, or splitting ESL across two periods).

ERCSD has not discovered any evidence to prove that students have had multiple mid-semester class changes or multiple study halls per day. The splitting of Beginner or Intermediate level classes across two periods was based on the influx of ELLs that enrolled in the district between August and October 2014. Class schedules had already been created and building administrators had to ensure that over 200 newly enrolled high school ELLs received their mandated minutes of ESL services. This resulted in students at the Beginner proficiency level with three ESL classes receiving instruction from three different ESL teachers. As a result of the sudden increase in the ELL population at the high school level, there was a need for additional staff. An ESL teacher who was hired to work part-time was appointed to a full time position and additional part-time and full time teachers were also hired. This resulted in changes in schedule for some students as they were moved to the newly created classes. However, as previously stated, ERCSD has not discovered evidence of multiple schedule changes. The district understands that it is best practices to have students have one teacher for all their ESL units; however, due to the aforementioned circumstances students have split ESL schedules. In previous years, the high school schedules have supported the best practice of scheduling students to receive ESL units from one ESL teacher. This was a unique circumstance that resulted in the splitting of ESL instruction across periods. Currently, the district is creating a plan to reduce the number of split classes if another increase in population such as the one that occurred during the fall of the 2014-15 school year reoccurs. A. Step 1: Meet with High School Principals and Assistant Principals of Guidance to develop a protocol for student placement regarding ENL instruction. a. Key Responsible Parties: Melissa Barrow- Instructional Supervisor ESL/LOTE and High School Principals and Assistant Principals of Guidance at Ramapo and Spring Valley High Schoolsb. Deadline June 15, 2015B. Step 2: Submit protocol to district administration for approvala. Key Responsible Parties: Melissa Barrow- Instructional Supervisor ESL/LOTEb. Deadline August 30, 2015

Targets By September 1, 2015 A plan will be in effect to ensure (to the best of our ability) that ELLs that enter the district throughout the school year will not have split ESL classes

Quarterly Compliance Reports Execution of Action Steps and Meeting of Targets Completion date will be by August 30, 2015 Additional data and materials to be included in compliance reports Step 1: Agenda and attendance sheet from meetings Step 2: Protocol or Plan regarding the scheduling of ENL services for students who enter throughout the school year. Dates by which quarterly compliance reports will be submitted May 15, 2015 August 15, 2015 November 15, 2015 February 15, 2016

Practices In Need Of Improvement4) ERCSD has failed to provide adequate information to ELLs and their parents about their educational rights and programming.

Bilingual Community Liaisons. ERCSD has taken several steps to provide adequate information to ELLs and their parents/guardians. For many years, the district has had Bilingual Community Liaisons who speak Spanish, French, and Haitian Creole. The Bilingual Community Liaisons provide translation at district, special education, and school Parent Teacher Association (PTA) meetings as well as parent conferences and Superintendent Hearings. They also play a vital role in the registration office. The Bilingual Community Liaisons schedule ELL identification testing for new entrants and translate enrollment information to parents. They also translate written district and school communications for parents.

Bilingual Guidance Counselors. In addition to Bilingual Community Liaisons, the district also has Bilingual Guidance Counselors. These counselors provide guidance specifically to high school ELLs in Spanish or French/Haitian Creole. After the students have been identified as ELLs, they are scheduled to meet with one of Bilingual Guidance Counselor depending on their home language. The counselors discuss the students educational history and explain student class schedules with parents during the meeting. This allows for parents and students to stay informed of academic information and create a relationship with the counselors.

English as a New Language Advisory Committee. ERCSD has also formed an English as a New Language (ENL) Advisory Committee as a way of providing adequate information to ELLs and their parents/guardians. The committee is comprised of ENL teachers, district and building administrators, Bilingual Community Liaisons, community members, parents, students, and members of the ERCSD Board of Education. One meeting was held on February 5, 2015 (See Appendix B) and two additional meetings for the 2014-15 school year have been scheduled. The meetings focus specifically on the academic achievement of ELLs. Committee members were charged with refining the vision for the districts ENL program based on key data such as enrollment rates, high school credits, graduation rates, and ELL performance on NYS ELA and Math exams for grades 3-8. The goal of these meetings is to allow for key stakeholders to share their thoughts and opinions regarding how to maximize instruction for our ELLs so that they become college and career ready. The dates for the next meeting will be April 29, 2015 and June 24, 2015. The district is currently scheduling four ENL Advisory Committee meetings for the 2015-16 school year. These dates are to be determined by the committee.

NYSABE Parent Conference. Parents/guardians were invited to attend the New York State Bilingual Education (NYSABE) Conference on March 12, 2015. ERCSD made announcements to parents and members of the community at two board meetings prior to the conference as well as sent flyers home in English, Spanish, and Haitian Creole (Please see Appendix C). The district offered to send 40 parents district wide to attend the conference and provided transportation for parents to and from the conference. The parents that attended the conference went to workshops on the NYS CCLS, CR Part 154, and how to use wordless books to increase literacy skills. Parents also engaged in conversations with other parents of ELLs in the state and they discussed the challenges and successes they have experienced in advocating for their children.

The district will continue to provide adequate information to ELLs and their parents about their educational rights and programming. This will be done through the aforementioned methods of communication and outreach to parents.

Step 1: Establish dates for future ENL Advisory Committee meetings. Responsible Parties: Melissa Barrrow- Instructional Supervisor for ESL and LOTE, Dr. Andrea Coddett- Assistant Superintendent for Curriculum and Instruction K-12 and the ENL Advisory Committee. Deadline: June 24, 2015 Step 2: Invite parents to meetings in district or ones similar to NYSABE that provide information to parents regarding their educational rights and programming. Responsible Parties: Melissa Barrow- Instructional Supervisor for ESL and LOTE, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly OBrien- ESL Professional Developer Deadline: Ongoing throughout school year Targets By September 1, 2015 A plan will be in effect to ensure (to the best of our ability) that ELLs that enter the district throughout the school year will not have split ESL classes

Quarterly Compliance Reports Execution of Action Steps and Meeting of Targets Completion date will be by August 30, 2015 Additional data and materials to be included in compliance reports Step 1: Agenda and attendance sheet from meetings and Schedule of Meetings for the 2015-16 school year. Step 2: Agenda and attendance sheet from parent meetings.

Dates by which quarterly compliance reports will be submitted May 15, 2015 August 15, 2015 November 15, 2015 February 15, 2016

Practices In Need Of Improvement5) ERCSD has failed to place new ELL students within ten (10) days of registration and initiation of the ELL identification process. At the elementary level, ELLs are registered at central office and go through the ELL identification process within the school building. District data indicates that elementary students are identified within the ten (10) days of registration. Middle School and High school students register and are identified as ELLs at the district registration office. A certified ESL teacher reviews the Home Language Questionnaire, completes the informal interview, and administers the NYSITELL exam. This is done in the district registration office and not in the schools, because the teacher union prohibits teachers from administering exams as a duty. Therefore, in order place students within ten (10) days of registration, the certified ESL teacher will be hired to work additional days per week in August and September, when registration is at its peak. C. Step 1: Schedule the ENL teacher to administer the exam 4-5 days per week from August- October. a. Key Responsible Parties: Melissa Barrow- Instructional Supervisor ESL/LOTE b. Deadline June 15, 2015D. Step 2: Schedule students for ELL Identification Testinga. Key Responsible Parties: Melissa Barrow- Instructional Supervisor ESL/LOTE, ENL Teacher, and Bilingual Community Liaison. b. Deadline through August and October as students register. Targets By June 15, 2015 a schedule will be developed for the ENL teacher to administer the exam 4-5 days per week.

Quarterly Compliance Reports Execution of Action Steps and Meeting of Targets Completion date will be by June 15, 2015 Additional data and materials to be included in compliance reports Step 1: ENL Teacher schedule for administering the exam Step 2: Schedule of students taking the exam Dates by which quarterly compliance reports will be submitted May 15, 2015 August 15, 2015 November 15, 2015 February 15, 2016

Community Reports

The District would like to respond to the section of the monitoring report titled, Community Reports, that alleges that OBEWL has received direct complaints from parents and members of the community concerning various failures of the District. As a threshold matter, the District has an interest in the success of all students. To that end, it is absolutely essential that any complaints that are received by OBEWL or the State Education Department concerning the District be brought to the attention of the school administration forthwith and without delay.It should be noted that it has long been the standard practice of Superintendent Joel Klein, Ed. D. to immediately assess any parent or community complaints brought directly to the attention of the District administration. Upon receipt of a parent or community complaint, Dr. Klein or an appropriate member of his senior staff is designated to make contact with the complainant. Thereafter, the complaint is investigated and evaluated, and if substantiated, appropriate corrective action taken. Where a complaint is unfounded, it presents for an opportunity to correct any misunderstanding. Instances where complaints are received by outside entities and not shared with the District in a timely manner can only serve to compound matters and stymie and hamper an investigation by central office personnel. This is not conducive to the success of the Districts students or the smooth operation of an educational environment. Moving forward, the District respectfully requests that any complaints received by OBEWL or the State Education Department be shared with the Office of the Superintendent in a timely fashion so that we may collaborate together in solving problems and misunderstandings.

ConclusionAs outlined in the plan, the East Ramapo Central School District is committed to: Informing, offering, and providing parents of ELLs with information regarding ESL and Bilingual Programs offered throughout the district. Establishing and maintaining a welcoming environment for parents and students during the registration process as to not discourage or chill students who register, especially those may be undocumented. Providing ELLs with rigorous education aligned to the New York State Common Core Learning Standards that addresses their academic, linguistic, and cultural needs Ensuring that all ELLs have access to content area courses that lead to graduation and college and career readiness. Maintaining accurate records regarding students home language and correctly administering the Home Language Questionnaire in order to use the data to identify the correct home language of ELL.The East Ramapo Central School District looks forward to collaborating with the New York State Education Department Office of Bilingual Education and World Languages as well as community leaders, parents, teachers, students, and other key stakeholders in order to accelerate the achievement of all English Language Learners throughout the district.

Appendix ABilingual Materials

Purchased for the 2014-15 School YearHigh School Bilingual Math: Math in Focus-Spanish High School Bilingual Science: Bilologa by Miller and LevineHigh School Home Language Arts (Spanish): Sendas Literarias

Materials to Be Purchased for the 2015-16 School Year: Grades K-1Home Language Arts (Spanish): Maravillas by McGraw HillEnglish as a New Language: Wonders: ELL Component by McGraw HillMath: Math in Focus Spanish Kindergarten and first grade

High School 9-10:High School Bilingual Math: Math in Focus-Spanish (Ramapo High School)High School Bilingual Science: Bilologa by Miller and Levine (Ramapo High School)High School Home Language Arts (Spanish): Sendas Literarias (Ramapo High School)High School Home Language Arts (Spanish): Sendas Literarias 2 (Spring Valley High School)

Additional books for Global Studies and Algebra are still being reviewed and will be purchased for the tenth grade bilingual classes at Spring Valley High School.

Appendix BENL Advisory Committee AgendaEast Ramapo Central School DistrictEnglish as a New Language Program Advisory Committee

AGENDAFebruary 5, 20156:30-8pm

6:30Overview of Advisory Committee6:40Vision for success6:50Status of ELLs in East Ramapo7:05Advisory Committee work session7:35Advisory Committee recommendations7:50Refining the vision7:55Next steps8:00Adjourn

Comit de Asesora del Programa de Ingls Como Nuevo Idioma del Districto Escolar East Ramapo Central

AGENDA5 de febrero, 20156:30-8pm

6:30Repaso del Comit de Asesora6:40La Vison para el xito6:50La condicon del Programa de Ingls Como Nuevo Idioma 7:05Taller del Comite de Asesora 7:35Recomendaciones del Comit de Asesora7:50Refinar la vison7:55Proximos Pasos8:00Cierre

Appendix CNYSABE Parent Conference Flyer

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