May Update On ELL Regs

East Ramapo Central School District
Part 154
Corrective Action Plan

Part 154: Corrective Action Plan
April 24, 2015
Table of Contents
Area of Noncompliance............................................................................................... 1
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.................................................................................................. 1
2). ERCSD has failed to provide Beginner and Intermediate ELLs with access to the
core curriculum and a pathway to graduation.........................................................5
3). ERCSD requires documentation of age that may discourage or chill students,
including undocumented students who are district residents, from receiving a free
public education...................................................................................................... 8
4). ERCSD lacks adequate data systems to maintain accurate records about the
home language and size of its ELL population........................................................9
Area of Noncompliance............................................................................................. 11
5). ERCSD has failed to correctly administer the Home Language Questionnaire
(HLQ) and use data collected therein to identify the home language of ELL
students................................................................................................................ 11
Practices In Need Of Improvement...........................................................................13
1) ERCSD has failed to provide ELL students with adequate instruction, by failing
to provide differentiated instruction appropriate to grade and level of English
proficiency............................................................................................................. 13
to provide sufficient native language instructional materials in bilingual education
classes................................................................................................................... 16
2
3) 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)................................................17
4) ERCSD has failed to provide adequate information to ELLs and their parents
about their educational rights and programming..................................................18
5) ERCSD has failed to place new ELL students within ten (10) days of registration
and initiation of the ELL identification process......................................................20
Community Reports.................................................................................................. 21
Conclusion................................................................................................................ 22
Appendix A............................................................................................................... 23
Bilingual Materials................................................................................................. 23
Appendix B............................................................................................................... 24
ENL Advisory Committee Agenda..........................................................................24
Appendix C............................................................................................................... 26
NYSABE Parent Conference Flyer...........................................................................26
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
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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 biliteracy. 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-12pm
June 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.
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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 BarrowESL/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 BarrowESL/LOTE-Supervisor, Wanda Gonzalez- ESL Professional
Developer 7-12, Kimberly OBrien- ESL Professional Developer K6, Zoraida Arroyo- Bilingual Community Liaison (Spanish), and
TBD- Bilingual Community Liaison (French, Haitian Creole).
iii. Deadline: June 26, 2015
c. 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
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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 Report
a. Execution of Action Steps and Meeting of Targets
b. Completion date will be June 26th 2015
c. Additional data and materials to be included in compliance
reports
d. 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
submitted
i. May 15, 2015
ii. August 15, 2015
iii. November 15, 2015
iv. February 15, 2016
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 Curriculum
i.
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, 2015
b. 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, 2015
c. 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
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7-12, Kimberly OBrien- ESL, Dr. Arthur Fisher- Superintendent of

Secondary Education, and Gail Piscitelli- Management Information
Systems Staff.
iii.
Deadline: May 29, 2015
d. 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 PiscitellManagement Information Staff, Melissa Barrow- ESL/LOTE Instructional
Supervisor, Wanda Gonzalez- ESL Professional Developer 7-12, and
Kimberly OBrien- ESL.
iii.
Deadline: August 4, 2015
e. Step 5: Access to Curriculum Maps
i.
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
7-12, and Kimberly OBrien- ESL.
iii.
B. Targets
a. 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 Reports
a. Execution of Action Steps and Meeting of Targets
i.
Completion date will be by July 30, 2015
b. Additional data and materials to be included in compliance reports
i.
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 submitted
i.
May 15, 2015
ii.
August 15, 2015
iii.
November 15, 2015
iv.
February 15, 2016
3). 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. Targets
a. By May 1, 2015 areas of this required corrective action will be completed.
a. This required corrective action will be completed by March 30, 2015
b. Additional data and materials to be included
i.
Link to updated website Central Registration page with required registration documents and
updated registration packet.
i.
April 15, 2015
ii.
July 15, 2015
iii.
October 15, 2015
iv.
January 15, 2016
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 CoyneManagement 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
Registration
ii: 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, 2015
B. Targets
a. 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.
a. Will be completed on May 30th.
b. Additional data and materials to be included in compliance reports
i.
Step1: Updated student demographic information will be available in ERCSDs school

information management system. Updated program information.
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ii.
Step 2: Training materials, Agenda, and attendance/sign in sheets regarding the intake process.
i.
May 15, 2015
ii.
August 15, 2015
iii.
November 15, 2015
iv.
February 15, 2016
5). 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
10
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.
i.
ii.
iii.
iv.
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.
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.
Deadline: June 1, 2015
b) 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.
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.
Deadline: June 15, 2015
B. Targets
i. 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.
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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 Reports
i.
ii.
iii.
iv.
v.
vi.
vii.
This required corrective action will be completed by July 1st 2015

Additional data and materials to be included
Updated Intake Process and Informal Interview sheets
Step 1: Training agenda and attendance sign in sheets.
Step 2: NYSITELL testing schedule for the 2015-16 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 Improvement

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 nonfiction/informational articles that are appropriate for high school students, yet written
slightly above students current reading levels. For example, Shakespeares Romeo and
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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
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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:
o District classroom walkthroughs using metrics for evidence of academic
vocabulary, student engagement, and explicit instruction.
o 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.
o Teacher feedback regarding the effectiveness of the materials and the
coaching cycles.
o Student performance on the textbook unit exams, NYS ELA and Math
exams and the NYSESLAT.
o 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.
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Deadline: March 30, 2015

o 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.
and Kimberly OBrien- ESL Professional Developer K-6.
Deadline: April 30, 2015
o 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
Kimberly OBrien- ESL, Dr. Arthur Fisher- Superintendent of
Secondary Education, and Gail Piscitelli- Management Information
Systems Staff.
Deadline: May 29, 2015
o 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
15
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 PiscitellManagement Information Staff, Melissa Barrow- ESL/LOTE
Instructional Supervisor, Wanda Gonzalez- ESL Professional
Developer 7-12, and Kimberly OBrien- ESL.
Deadline: July 17, 2015
o 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.
and Kimberly OBrien- ESL.
Targets
o 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.
o 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
o Execution of Action Steps and Meeting of Targets
Completion date will be by August, 2015
o 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.
16
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.
o Dates by which quarterly compliance reports will be submitted
May 15, 2015
August 15, 2015
November 15, 2015
February 15, 2016

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.
17
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
o 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.
o 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.
Completion date will be by August, 2015
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.
May 15, 2015
August 15, 2015
November 15, 2015
February 15, 2016
18

3) 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 midsemester 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 201415 school year reoccurs.
19
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 Schools
b. Deadline June 15, 2015
B. Step 2: Submit protocol to district administration for approval
Supervisor ESL/LOTE
b. Deadline August 30, 2015
Targets
o 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

Completion date will be by August 30, 2015
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.
May 15, 2015
August 15, 2015
November 15, 2015
February 15, 2016
20

4) 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
21
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.

o 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.
o 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.
o Responsible Parties: Melissa Barrow- Instructional Supervisor for ESL and
LOTE, Wanda Gonzalez- ESL Professional Developer 7-12, and Kimberly
OBrien- ESL Professional Developer
o Deadline: Ongoing throughout school year
Targets
o 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

22
Completion date will be by August 30, 2015

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.
May 15, 2015
August 15, 2015
November 15, 2015
February 15, 2016
23

5) 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.
Supervisor ESL/LOTE
b. Deadline June 15, 2015
D. Step 2: Schedule students for ELL Identification Testing
Supervisor ESL/LOTE, ENL Teacher, and Bilingual Community Liaison.
b. Deadline through August and October as students register.
Targets
o By June 15, 2015 a schedule will be developed for the ENL teacher to
administer the exam 4-5 days per week.

Completion date will be by June 15, 2015
24
Step 1: ENL Teacher schedule for administering the exam

Step 2: Schedule of students taking the exam
May 15, 2015
August 15, 2015
November 15, 2015
February 15, 2016
25
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.
26
Conclusion
As 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.
27
Appendix A
Bilingual Materials
Purchased for the 2014-15 School Year
High School Bilingual Math: Math in Focus-Spanish
High School Bilingual Science: Bilologa by Miller and Levine
High School Home Language Arts (Spanish): Sendas Literarias
Materials to Be Purchased for the 2015-16 School Year:

Grades K-1
Home Language Arts (Spanish): Maravillas by McGraw Hill
English as a New Language: Wonders: ELL Component by McGraw Hill
Math: Math in Focus Spanish Kindergarten and first grade
High School 9-10:

High School
High School
High School
School)
High School
School)
Bilingual Math: Math in Focus-Spanish (Ramapo High School)

Bilingual Science: Bilologa by Miller and Levine (Ramapo High School)
Home Language Arts (Spanish): Sendas Literarias (Ramapo High
Home Language Arts (Spanish): Sendas Literarias 2 (Spring Valley High
28
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 B
ENL Advisory Committee Agenda

English as a New Language Program Advisory
Committee
AGENDA
February 5, 2015
6:30-8pm
6:30
6:40
6:50
7:05
Overview of Advisory Committee

Vision for success
Status of ELLs in East Ramapo
Advisory Committee work session
29
7:35 Advisory Committee

recommendations
7:50 Refining the vision
7:55 Next steps
8:00 Adjourn
Comit de Asesora del Programa de Ingls

Como Nuevo Idioma del Districto Escolar East
Ramapo Central
AGENDA
5 de febrero, 2015
6:30-8pm
6:30
6:40
6:50
Como
7:05
Repaso del Comit de Asesora

La Vison para el xito
La condicon del Programa de Ingls
Nuevo Idioma
Taller del Comite de Asesora
30
7:35 Recomendaciones del Comit de

Asesora
7:50 Refinar la vison
7:55 Proximos Pasos
8:00 Cierre
Appendix C
NYSABE Parent Conference Flyer
31
32
33
34

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East Ramapo Central School District

East Ramapo Central School District

i. ESL/LOTE Department Staff will be

a. By June 8, 2015: 50% of parents of ELLs have attended the

7-12, Kimberly OBrien- ESL, Dr. Arthur Fisher- Superintendent of

Step1: Updated student demographic information will be available in ERCSDs school

i. May 1, 2015 Updated Intake Process and Informal Interview questions

This required corrective action will be completed by July 1st 2015

Practices In Need Of Improvement

Deadline: March 30, 2015

ENL teachers to teach collaboratively with content area certified

Step 4: Agenda and attendance sheet for curriculum mapping

Practices In Need Of Improvement

Practices In Need Of Improvement

A. Step 1: Meet with High School Principals and Assistant Principals of

Quarterly Compliance Reports

Practices In Need Of Improvement

Step 1: Establish dates for future ENL Advisory Committee meetings.

Quarterly Compliance Reports

Completion date will be by August 30, 2015

Practices In Need Of Improvement

Quarterly Compliance Reports

Step 1: ENL Teacher schedule for administering the exam

Materials to Be Purchased for the 2015-16 School Year:

High School 9-10:

Bilingual Math: Math in Focus-Spanish (Ramapo High School)

East Ramapo Central School District

Overview of Advisory Committee

7:35 Advisory Committee

Comit de Asesora del Programa de Ingls

Repaso del Comit de Asesora

7:35 Recomendaciones del Comit de

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