• English Language Learning (ELL)

    At CCSP our program for English Language Learners ensures students acquire proficiency in reading, writing, listening, and speaking. During initial school entry, and throughout each day at CCSP, each learner’s social and emotional needs are prioritized and supported with attention given to respect and celebrate the ethnicity and cultural heritage of all students. Additionally, every course is given careful consideration to ensure a full range of success for ELL students in elementary and middle school classrooms. The goal is successful inclusion in mainstream instruction, and ultimately success in college and career.

    Program Goals 

    • To ease the student's transition from one community to another 
    • To build expressive and receptive English language skills that result in the ability to successfully participate the classroom,  school, and community activities 
    • To support student’s social interactions and to build self-esteem
    • To support all student learning by providing instruction in core academic vocabulary and concepts 
    • To promote respect for diversity from all CCSP students, parents, and staff

    ELS Program Overview 

    Each student receives approximately 150 minutes of ELL instruction per week by an ELL certified instructor. Instruction is given on a daily basis. Students are pulled out for instruction, with occasional in-class support. Instruction is given in small groups when appropriate, depending upon grade level and level of fluency. One-to-one instruction, when personalized instruction and a tailored program geared to the specific needs of the student are required. The ELL teacher, in conjunction with the classroom teacher’s input on the student’s skills and strategies that need to be reinforced, help develop the tailored program. Occasional in-class support is also given at the classroom teacher’s request to supplement and strengthen specific in-class learning experiences. Although not the primary method of enhancing and reinforcing skills, it is nevertheless a useful mechanism to enhance the student’s learning capabilities. 

    Identification Procedures 

    The New Jersey Administrative Code defines LEP student as, "...students from pre-kindergarten through grade 12 whose native language is other than English and who have sufficient difficulty speaking, reading, writing, or understanding the English language as measured by an English language proficiency test, so as to be denied the opportunity to learn successfully in the classrooms where the language of instruction is English." (NJAC 6A: 15-1.2) 

    The New Jersey Administrative Code defines native language as "...the language first acquired by the student, the language most often spoken by the student, or the language most often spoken in the student's home, regardless of the language spoken by the student" (NJAC 6A: 15-1.2) 

    CCSP analyzes the native language of a student by the following methods:  

    • At the time of registration of the student in the district 
    • In consultation with the classroom teacher 
    • Once a student's native language is determined, the WIDA Prescreener is administered and the following additional factors are considered in the identification of a student as ELL. 
    • A student eligible for the program would have a score below the state cutoff on the WIDA Prescreener and difficulty in one or more of the following indicators::
    • Level of reading in English (if available) 
    • Previous academic and classroom performance of the student (if available) 
    • Performance on achievement tests in reading and written English (if available)
    • Judgement of the teaching staff members 

    Once eligibility is approved by the principal, the student's parent/guardian will be notified in writing (both in English and their native language of their child’s identification) as eligible for enrollment in an ELL program. 

    Consistent with state law, the ELL student’s parent/guardian may decline the enrollment of their child in the district’s ELL program. Furthermore, the parent/guardian may remove a pupil who is enrolled in an ELL program at any time except that during the first three years of a pupil’s participation in an ELL program a parent/guardian may only remove the pupil at the end of each school year. If the parent/guardian wishes to remove the pupil prior to the end of each school year, the removal shall be approved by the county superintendent of schools. If the county superintendent determines that the pupil should remain in the ELL program until the end of the school year, the parent may appeal the county superintendent’s decision to the Commission of Education, or his designee. The Commissioner’s decision shall be rendered within 30 days of the filing of the appeal. 

    Once a parent/guardian is notified of their child’s eligibility for daily ELL instruction and if the parent does not decline enrollment the ELL student will receive one period of daily ELL instruction. 

    Exit Procedures 

    The same factors used to determine if the  student qualifies for ELL services, along with scoring above the state established cut off score on the WIDA ACCESS  at 4.5 out of 6.0, will be used to determine when the student is ready to function successfully in the mainstream classroom without additional ELL services. These factors include:  

    • Level of reading in English (if available) 
    • Previous academic and classroom performance of the student (if available)
    • Performance on achievements tests in reading and written English (if available) 
    • Judgement of the teaching staff members 
    • Along with these factors, the ELL teacher will also conference with the homeroom teacher and review the student's performance data to further determine the student's eligibility for ELL services for the following school year. 
    • Once the decision to exit the student is made, the district will notify the parents by letter (both in English and their native language). 
    • If there is any disagreement with this decision, the parents may appeal in writing to the ELL teacher and the Principal. 
       

    WIDA Standards for English Language Development

    Standard 1: English language learners communicate for Social and Instructional purposes within the school setting English Language Development  

    Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts English Language Development  

    Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics English Language Development  

    Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science English Language Development  

    Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies 

    WIDA Guiding Principles of Language Development (2019)  

    The updated Guiding Principles of Language Development exemplify the overarching and ever-present WIDA Can Do Philosophy and emphasize the importance of language in learning. They highlight the four Big Ideas of the 2020 Edition.  

    1. Multilingual learners’ languages and cultures are valuable resources to be leveraged for schooling and classroom life; leveraging these assets and challenging biases help develop multilingual learners’ independence and encourage their agency in learning.  
    1. Multilingual learners’ development of multiple languages enhances their knowledge and cultural bases, their intellectual capacities, and their flexibility in language use.  
    1. Multilingual learners’ language development and learning occur over time through meaningful engagement in activities that are valued in their homes, schools, and communities.  
    1. Multilingual learners’ language, social-emotional, and cognitive development are interrelated processes that contribute to their success in school and beyond.  
    1. Multilingual learners use and develop language when opportunities for learning take into account their individual experiences, characteristics, abilities, and levels of language proficiency.  
    1. Multilingual learners use and develop language through activities which intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication.