This two-part series will provide information and guidance regarding the admission process for students who have an Individualized Education Program (IEP), are newly enrolling or re-entering a NYS school and are potential English Language Learners (ELLs) based on the Initial Screening. This process includes NYS Preschool students with an IEP entering Kindergarten. The purpose and role of the Language Proficiency Team (LPT) members will be addressed, including key factors that must be considered when recommending whether or not a potential ELL with an IEP should be administered the NYSITELL.
AUDIENCE | School and District Administrators responsible for meeting NYS Regulations CR Part 154-2 & CR Part 154-3. ALL Language Proficiency Team (LPT) members, School/District Administrators, Bilingual and ESOL Certified Teachers, Directors of Special Education or their Designee, Special Ed Teachers, Bilingual Coordinators, Guidance Counselors, Support Personnel and other interested parties.
*PARTICIPANTS MUST COMMIT TO ATTENDING BOTH SESSIONS IN THIS SERIES
SESSION II: Determining ELL Status and Services for Students with an Individualized Education Program (IEP) and the Purpose and Role of the Language Proficiency Team (LPT)
This session will address:
The specific information and documentation the LPT must review and consider to recommend whether a student’s disability is the determinant factor affecting their ability to demonstrate proficiency in English during the Initial Screening, or if the student may have second language acquisition needs and should take the NYSITELL.
Based on this evidence, the LPT will recommend whether or not the student should or should not be administered the NYSITELL.
Limitations on what the LPT can and cannot recommend
Documentation required after the LPT makes a recommendation
Principal and Superintendent’s review of LPT recommendation and the timeline