Program Considerations

LEAs must ensure the design and implementation of culturally and linguistically responsive, research-based, and effective LIEPs. To implement a sound LIEP, consider:

Program design.
Staff capacity.
Placement of multilingual learners in an LIEP.
Class size.
Scheduling of courses for multilingual learners.
Support services.

For each of these considerations reflect on the following questions:

How does the needs assessment in EWEG support implementation of the selected LIEP?
What meetings, and with whom, need to be scheduled to ensure the LIEP is supported to succeed?
What type of training do teachers need to implement the LIEP with fidelity?

All LIEPs serving multilingual learners must implement a curriculum based on the NJSLS. The LIEP must ensure the curriculum is at grade level and that it clearly articulates what the student should learn in that grade. A survey of prerequisite skills and concepts in each content area is best achieved through a review of standards at the prior, current, and succeeding grade level/band. Also, a teacher may consider how a multilingual learner’s life experiences connect to skills and concepts being taught in a classroom.

Programs should be evaluated annually to ensure the elected LIEP is meeting the needs of the current multilingual learners the LEA is serving (U.S. Ed. , Chapter 9). Some questions to ask regarding the program’s design and effectiveness may include:

Has the demographic and student need changed, but the same LIEP type is still being implemented?
Are multilingual learners’ ELP progress reflected in their progress in classes where English is the language of instruction?
Are all staff receiving the most appropriate training and skill-building strategies to teach multilingual learners?

Example

An example program design for a Bilingual Resource program serving newcomer students with interrupted formal education.

Bilingual Content (Math and History)
Sheltered Classes (Math, Science, History)
Newcomer ESL (3 Periods)
ESL I-IV (ESL 1 & 2 are double periods)
ESL Reading (3 Levels)

Source: Newcomer Student Center at Atlantic City High School. As presented at the On-Site ELL Superintendent Institute-South.

Consideration	Example of a strategy to implement
Multilingual learners with lower ELP may need more academic and language instructional support than MLs with higher ELP.	Create smaller class sizes. Include primary language support. Create word walls, realia. Differentiate instruction.
Development and growth of primary language is as valuable as development and growth in English language proficiency.	Support use of primary language (e.g., translanguaging). Create word walls, word banks, and other scaffolds in multiple languages. Discuss the benefits of bilingualism (e.g., health, social, income).
LIEP model effectiveness depends on LEA factors (e.g., schedules and staffing).	Implement co-teaching model. Consider push-in vs. pull-out ESL model. Include small-group work for students.
ESL programs must support multilingual learners’ ability to access the content and language of their academic content area classes taught in English.	Train general education teachers on ELD standards. Train general education teachers on sheltered English practices.
Multilingual learners in all LIEPs (except for English language services) must receive one period of ESL daily.	Work with school counselors on scheduling. Permit block schedule, when necessary (equivalent must be to one period daily).
Multilingual learners enter NJ classrooms with lived experiences (e.g., trauma) that may impact how the students learn.	Customize professional development with teachers to learn about the socio-political and cultural elements of the home countries of the multilingual learners in their classroom.
All preschool students identified as multilingual learners must receive appropriate language support in their primary language and English.	Administer the home language survey to all preschool students. Review the the WIDA Early language development standards. Note: A program that meets the NJ Preschool Teaching and Learning Standards of Quality and is approved pursuant to N.J.A.C. 6A:13A will be considered a preschool LIEP.

In addition to program design, LEAs must (see illustration below). Remember multilingual learners may demonstrate the required learning in a different manner (e.g., differentiation) and at a distinct pace because they are in the process of learning English. For this reason, teachers must ensure that lesson plans have scaffolds and differentiation integrated into the units and resources relevant to these students' lived experiences.

Alternative text for alternative considerations flow chart.

Multilingual learners must learn academic content while learning English. In a classroom, it is best practice for teachers to use content and language objectives based on the NJSLS to increase a student’s understanding of what they are learning and how they will learn the content area(s).

Objective	What the student will learn as articulated in the NJSLS.
Language Objective	How the student will demonstrate mastery/understanding of the concept through the language domains (e.g., reading, speaking, writing, or listening).

Language objectives may be based on a student’s English language proficiency level (, 2020 Edition). Some examples include:

Content/Skill Objective	Language Objective
Social Studies 6.1.5. CivicsPI.6. Distinguish the roles and responsibilities of the three branches of the national government. Students will be able to: Identify the three branches of government. Describe specific responsibilities of each branch.	Students will be able to (): ELD-SS.2-3 Explain.Interpretive. Interpret social studies explanations by analyzing sources for event sequences related to the branches of government. ELD-SS.2-3 Explain.Expressive. Construct social studies explanations that introduce the branches of government and possible reasons for the development of each branch. ML Scaffolds Provide a list of transition words (e.g., first, next, then). Review and model key vocabulary words (e.g., enforce, create, interpret laws).
Science MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Students will be able to: Use a model to organize the materials in the classroom as synthetic or natural materials and provide evidence for the classification. Develop an argument for how the evidence you gathered supports the claim that synthetic materials come from natural resources and impact society and the environment. (cause and effect).	Students will be able to (): ELD-SC 6-8. Argue. Expressive. Construct scientific arguments that support a claim based on evidence that materials in the classroom are synthetic or naturally occurring. ELD-SC 6-8 Argue.Interpretive. Interpret scientific explanations by evaluating scientific reasoning that shows why data or evidence adequately supports claims of material being synthetic or naturally occurring. ML Scaffolds: Purposefully group students for low-pressure language formulation and peer assistance. Cue students to stretch language use as they share their thinking. Allow multiple options for students to share their thinking and create their own representations of ideas, including by using other languages, drawing, or using manipulatives.

For more information on content and langauge objectives, see .

Curriculum Writing

Note: Staff with relevant certifications and endorsements may collaborate on supports for standards-based curriculum construction/revision.

Important considerations when writing curriculum for Bilingual and ESL education programs:

N.J.A.C. 6A:15, Bilingual Education requires the curriculum for bilingual education be aligned with the NJSLS and useprimary language instruction delivered to further master literacy in the primary language and as a support in the development of English proficiency.
鈥婨SL curriculum must be aligned to the WIDA ELD Standards.
ELP levels and the language domains of listening, speaking, reading, and writing must be included.
鈥媁riters should review the current curricula for reference.
ESL courses which will meet the ELA graduation requirement, must be aligned with NJSLS-ELA.

Key QSAC indicators which apply to bilingual or ESL curriculum for all content areas:

Curriculum designed and implemented to meet grade or grade-level expectations and graduation requirements.
Integrated accommodations and modifications for special education students, multilingual learners, students at risk of school failure, gifted and talented students, and students with 504 plans.
Assessments including, formative, summative, benchmark, and alternative assessments.
- Provision of time and resources to develop, review, and enhance inter-disciplinary connections, supportive curricula, and instructional tools for helping students acquire required knowledge and skills.
List of core instructional and supplemental materials, including various levels of texts at each grade level.
Pacing guide.
Interdisciplinary connections.
Integration of 21st century skills through NJSLS.
Integration of technology through the NJSLS.
Career education.

Resources

Mrs. Rodriguez stood at the front of her vibrant, multicultural third-grade classroom that was comprised of a variety of language proficiency levels. She already had information about these levels from ACCESS data and collaborated with the ESL teacher to understand how to differentiate her instruction based on this information. Additionally, Ms. Rodriguez used the WIDA ELD Standards (specifically the language for social studies for grade 3) as a companion guide as part of the social studies curriculum so that she could be ready to teach her lesson on U.S. government. Knowing that her students hailed from various corners of the globe, Mrs. Rodriguez began the lesson with a simple question: "Who can tell me about a government from their home country?" She recognized that this question needed scaffolds for all multilingual learners to access the question and the response (lower ELP levels required a yes/no question whereas higher ELP levels could be asked a more open-ended question). For example, multilingual learners who are proficiency level 1 might be asked, “Can you tell me about government in your home country?” as this allows for a yes/no response. They could also use an electronic translator or bilingual dictionary for an understanding of the word “government.”

Mrs. Rodriguez allowed students to respond in a variety of ways (e.g., thumbs/thumbs down, a survey, turn and talk, etc.). Ahmed shared a bit about the village council in his native Somalia, while Mei talked about the importance of community elders in her Chinese hometown. Mrs. Rodriguez praised each contribution, emphasizing the value of different perspectives in shaping a community.

To ensure that all students could actively participate, Mrs. Rodriguez incorporated visual aids, such as a world map pinpointing each student's place of origin. This not only helped multilingual learners visualize the global context but also allowed their classmates to learn more about their peers' backgrounds.

Moving seamlessly into the core lesson on U.S. government, Mrs. Rodriguez introduced the concept of democracy. Recognizing that the terminology might be new for her multilingual learners, she strategically used graphic organizers and illustrated charts to represent complex ideas. The class collectively explored the three branches of government, with Mrs. Rodriguez simplifying concepts through engaging stories and relatable examples.

For her multilingual learners, Mrs. Rodriguez implemented various scaffolds. She provided bilingual dictionaries and created a word wall, featuring key terms in both English and the students' primary languages. This dual-language approach helped bridge the student’s primary language to English, fostering a supportive learning environment where students felt empowered to express themselves confidently. During small-group activities, Mrs. Rodriguez differentiated instruction by grouping students strategically, pairing stronger English speakers with those who needed additional support. Together, they engaged in role-playing scenarios which required sentence frames or stems for multilingual learners at lower ELP levels, such as "Town Hall Meetings," where each student had a chance to voice their opinions on community matters.

As the lesson unfolded, Mrs. Rodriguez encouraged the use of students' primary languages, celebrating linguistic diversity as an asset. This inclusive approach not only honored the students' backgrounds but also enriched the learning experience for everyone in the classroom by scaffolding instruction for all levels. In the closing moments of the lesson, Mrs. Rodriguez reinforced the importance of civic engagement, emphasizing that each student had a unique perspective to offer. The students left the classroom with a newfound understanding of U.S. government, enriched by the recognition that their diverse backgrounds were valued and essential in shaping a vibrant, inclusive community. Mrs. Rodriguez smiled, knowing that she had not only taught a lesson but had also sown the seeds of cultural appreciation and global citizenship in her young learners.

Programs must be implemented with the appropriate number and type of staff who have the required certification and professional development to effectively implement the LIEP and connect with multilingual learners and their experiences. Some questions to ask regarding the staff’s capacity and resources to implement an effective LIEP may include:

Do staff, whether instructing in an LIEP or not, have the appropriate certification, licensure, or training to teach multilingual learners?
Is the teacher to student ratio for classes in which multilingual learners are taught comparable to or lower than the teacher to student ratio in general education classes?
Do staff have the training necessary in social-emotional teaching and learning practices to connect with students who may arrive in schools with trauma experienced in their home country?

Note: ELD must be incorporated into all classes taught by non-ESL licensed teachers in which multilingual learners are enrolled. These teachers are responsible for deliberately planning for and incorporating language instruction as well as supports, modifications, and accommodations needed to allow multilingual learners to access the standards to which the course is aligned (N.J.AC. 6A:15 and N.J.A.C. 6A:8).

Consideration	Example of a strategy to implement
Multilingual learners spend the majority of their instructional time with teachers who have not been trained in second language acquisition or sheltered English practices.	Train teachers to write content and language objectives as part of their lesson planning. Train all teachers on how to implement instructional adaptational strategies (N.J.A.C. 6A:8-3.1).
Teachers with an ESL endorsement are qualified to teach K-12 ELA. Note: Teachers who are ESL certified, do not need to possess an endorsement in ELA for ESL coursework credit to be applied to ELA graduation requirements.	Teachers should be included in all professional development related to ELA standards. Ensure ELA supervisor co-writes the ESL curriculum to ensure ELA standards are embedded through differentiation. Facilitate co-planning prep periods between ESL and ELA teachers.
The LEA’s professional development plan must include a plan for training in bilingual education, ESL, and sheltered practices.	Use Title I and Title II funds to support LEA-wide training. Write curriculum which includes the NJSLS and ELD Standards. Train all teachers on the ELD Standards. Train all teachers on the use of ESL curriculum. Train all teachers on high impact instructional strategies to support language learners.
Some multilingual learners may need instructional modifications and accommodations. Are principals, administrators, supervisors, and teachers trained in how to implement such modifications and what they look like in a classroom?	Co-train and plan with special education teachers and the Child Study Team. Train on the differences between behaviors related to second language acquisition and behaviors related to a disability.
Recruitment and retention of bilingual and ESL teachers.	Create an LEA vision and plan for multilingualism with Human Resources, the Business Administrator, and the Assistant Superintendents of Curriculum. Approach general education teachers who are model teachers and encourage an ESL endorsement add-on. Approach general education teachers who possess fluency in a heritage language and are model teachers and encourage a bilingual/bicultural endorsement add-on.

LEAs must ensure that multilingual learners are placed in an LIEP that will most effectively support the student to access the NJSLS, while learning English simultaneously. To do so, LEAs must consider not only the program design and staff capacity, but also the grade level, ELP level, and class size. These additional factors will impact how the LIEP is implemented. In addition, a multilingual learner’s placement in an LIEP shall not prohibit them from accessing advanced courses. For additional information, see Strengthening Gifted and Talented Education Act. Some questions to ask regarding the placement of multilingual learners in an LIEP may include:

What type of LIEPs are offered in the LEA?
How might the LIEP type impact continued ELP growth to master the standards post multilingual learner status exit?
Does the LIEP meet the student’s ELP level needs, while leveraging the student’s primary language as a bridge to English?
Does the LIEP support multilingual learners in advanced courses? (See for students who are English learners).
Does the LIEP support a pathway toward biliteracy?

Consideration	Example of a strategy to implement
LEAs must annually evaluate the LIEP implemented in their schools.	Assess how long the LIEP has been implemented in the LEA? Has the LIEP stayed the same, while the student population has changed?
Multilingual learners ELP level growth rate varies. Typically, younger multilingual learners increase their ELP faster than older students.	Review student performance on formative and summative assessments. Share disaggregated ACCESS scores by language domain with general education teachers. Are students progressing toward ELP at the expected rate given the LIEP type?
Multilingual learners should have access to challenging or specialized courses and programs.	Adopt universal screening. Review prerequisites and course requirements. See OELA, for ELs
Statewide, multilingual learners earn the Seal of Biliteracy at a lesser rate than their non-multilingual learner peers.	Review the number of students identified to test for the Seal of Biliteracy and the identification process to ensure all student groups have comparable access to the Seal of Biliteracy. Review assessment data from approved Seal of Biliteracy assessments to identify the strengths and areas of growth in how the LIEP is supporting the maintenance and growth of a student’s primary language. Review LEA level data on State Seal of Biliteracy recipients to ensure all student groups can earn recognition at comparable percentage rates. Assess the pathways from middle school to promote earning the State Seal of Biliteracy for multilingual learners.

In addition, placement of multilingual learners in an LIEP is linked to staff capacity. LEAs should hire the appropriate number of certified staff and support staff to ensure students are grouped appropriately for their grade.

The following charts show the recommended maximum grade grouping for ESL and bilingual classes. In most cases, groupings should be specific to each individual grade. LEAs should adhere to best practices when making decisions about grade span. LEAs must ensure teachers are addressing the NJSLS for each grade level of all students in the grouping.

ESL Grade Span Maximums

K
1-2
3-5
6-8
9-12

Bilingual Grade Span Maximums

K-2
3-5
6-8
9-12

Class size impacts the learning of all students. stipulates the class size in LEAs. LIEPs are most effective when having an appropriate number of multilingual learners to staff ratio. In this manner, instruction can be student-centered. The following recommendations for class sizes of LIEPs are provided based on feedback from the NJ Bilingual Advisory Committee and research (e.g., ).

Bilingual Class Size Maximums

Classes with MLs at ELP Level 1-2
- K-1
  - 21 students
- 2-12
  - 18 students
Classes with MLs at ELP Level 3-6
- K-1
  - 25 students
- 2-12
  - 25 students

ESL Class Size Maximums

Classes with MLs at ELP Level 1-2
- K-1
  - 21 students
- 2-12
  - 15 students
Classes with MLs at ELP Level 3-6
- K-1
  - 25 students
- 2-12
  - 20 students

In bilingual classes, students at a lower ELP level should have a smaller class size, not to exceed 21 students in grades K-1 and 18 students in grades 2-12. In classes with students at a higher ELP level, the class size should not exceed 25 students for grades K-1 and 20 students for grades 2-12.

In ESL classes, the recommended class size maximums are not to exceed the totals in the chart above. For example, in classrooms grades K-1, where the ELP level of multilingual learners is ELP 1 or 2, there should be no more than 21 students. In a push-in ESL model, 21 students include a mix of multilingual learners and non-multilingual learners. In a pull-out ESL model, 21 students include all multilingual learners with an ELP 1 or 2.

For all LEAs, the class size of bilingual and/or ESL classrooms should not exceed the class size or teacher-to-student ratio of general education classes.

LEAs must ensure a multilingual learner receives a free and appropriate education (FAPE). For a multilingual learner, a FAPE considers the student’s cultural and linguistic needs to access the NJSLS. Coordination between the language specialist (e.g., ESL supervisor) and the school counselor makes it easier to place students in the most appropriate courses and services. Some questions to ask regarding the placement of multilingual learners in an LIEP may include:

Do master schedules afford multilingual leaners access to equitable educational activities (e.g., advanced courses, support services, extracurricular activities)?
Does the multilingual learner’s schedule consider the graduation credits needed in relation to the student’s ELP level and time to graduation?
Has the LEA used the high school ESL credit policy and/or individualized student learning opportunities to create and/or acknowledge previous learning experiences based on the student’s interests and goals?

Consideration	Example of a strategy to implement
Offering courses at times during the day that work with a multilingual learner’s ESL coursework.	Create schedules for multilingual learners first.
A student’s prior academic and lived experiences.	Learn about a student’s previous and current academic & life experiences and skills (e.g., evaluate foreign transcripts) to consider how these might meet or exceed NJSLS and award credits for course. See .
A multilingual learner’s post-secondary goals.	Interview the student to learn about their interests.
Ensure equitable access and placement of multilingual learners in advanced courses (e.g., advance placement, gifted & talented, international baccalaureate).	Provide assessments to advanced courses in primary language of student. Review criteria for eligibility into advanced courses to ensure English language is not an exclusionary factor.
Afterschool commitments for multilingual learners.	Offer extracurricular activities at varying times.

Supportive services are integral to the academic and social-emotional success of multilingual learners across all LIEPs. Multilingual learners shall have full access to all services available to other students in the LEA including:

Educational opportunities (e.g., heritage language courses, advanced courses, internships, career technical education, dual enrollment).
Support services (e.g., academic counseling, tutoring, career guidance, and mental health counseling).

LEAs shall ensure full access includes linguistic and cultural responsiveness. For example:

Bilingual personnel trained in social-emotional learning.
Academic materials and resources are available in multiple languages and modes and reflect cultural diversity and heritage.
Staff familiar with the assets and needs of multilingual learners, including newcomers and SIFEs, and their families.

LEAs can use a person-centered approach to provide inclusive access for support services to multilingual learners. More information on UDL can be found on the NJDOE website, Universal Design for Learning Supports ().

Note: While the NJDOE houses information about person-centered approach in the Office of Special Education, this approach is not exclusive to students with disabilities.

Below are several scenarios to help LEAs consider the strengths and assets of students using a person-centered approach.

Scenario 1:Marcos is 16 years old. Marcos arrived in the U.S. two months ago from Nicaragua as an unaccompanied minor and with no official documentation, including school records. The student shared they left their country 4 months ago and journeyed to the U.S. by foot, train, and caravan with $67 U.S. dollars they had earned selling fruit on the side of the road to tourists. Back home, Marcos had completed the seventh grade and was doing odd jobs to “make do”. The LEA intake personnel noticed several assets in Marcos. Marcos navigated geography across seven countries with different currency rates. Marcos made some “mathematical calculations” to stretch the money they had saved up to span their journey. Marcos’ Spanish was strong and advanced. The intake staff ensured that Marcos was assessed in their primary language to get the most accurate picture of what Marcus knows and can do.

Scenario 2:Ameera is a 11-year-old from Syria. Ameera arrived one week ago with her parents and family. Ameera was in a refugee camp for several months, where a temporary school had been assembled by other refugees who were formerly educators in their home country. Ameera’s parents had all of their child’s school records up to date. After conducting a records review with the family and student, the LEA staff realized Ameera is an academically advanced student who loves school and has some fluency in English. The staff further assessed Ameera in Arabic and English to determine her academic and English language needs. It is determined that Ameera should be placed in a bilingual Gifted & Talented (G&T) Program until Ameera exits from multilingual learner status and can transition to a G&T program where English is the mode of instruction.

Scenario 3:Fernanda is a 16-year-old immigrant from Brazil who speaks Portuguese. Fernanda started senior year of high school in NJ. Fernanda is struggling with math and may need to repeat the class, which impacts their graduation. Fernanda’s teacher recommends an after-school tutoring program to mitigate failing math. However, Fernanda is reluctant because they have a part-time job afterschool. Fernanda’s teacher assigns a bilingual paraprofessional in the math class so Fernanda can receive extra tutoring during class. The teacher also offers Fernanda additional options to supplement in class learning, including virtual tutoring which aligns with their availability after work, a study group that meets during lunch period, and flexible assessment schedules personalized to focus on the most critical math concepts.

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Title III, Part A Language Instruction for English Learners and Immigrant Students