- County map of LEP Students 2012-2013 (pdf)
- ELL Students by Grade 2012-2013 (pdf)
- Languages Spoken by ELL Students 2012-2013 (pdf)
The English Language Proficiency (ELP) Standards were adopted by Nebraska in December 2013. Please plan to become familiar with them and start implementing them in the school year 2014-15—with full implementation in school year 2015-16. For assistance in understanding and planning for the new standards, check the list of trainers for someone in your district or consortia who will be able to assist you.
English Language Art_English Language Proficiency Alignment: In May 2017, the Nebraska Department of Education conducted a state-wide standards alignment of the NE English Language Art (ELA) and NE English Language Proficiency (ELP) Standards. This process led to a document of alignment materials and resources for ELA teachers in all grades understand English language proficiency levels and determine appropriate supports for learners at all levels. The first document contains all the information about the alignment process, information about supporting English Learners in the content classroom, and proficiency levels of ELs. Following the document are sample lessons that include supports for English Learners. Get the entire document by clicking on NDE ELA_ELP Alignment Document.
For the entire set of lessons click here. For individual lessons with EL supports, click on the grade band below of the lesson you are looking for:
Something Happened, But, So
Writing Lessons by Grade band
Reciprocal Communication Lessons by Grade band
District ELP Standards_Curriculum Alignment
Districts should determine a process for aligning their curriculum with the ELP standards. A few considerations when going through this process:
The ELP standards were designed for collaborative use by both ELL and content teachers.
A group of teachers (both ELL and content teachers) should be at the table when working through the alignment.
Districts may use or adapt the process that is already in place for other curriculum alignment.
Once determining an alignment process, documenting the process is important. Below is a sample ELP Standards Alignment Process Checklist. This could be used to document the process of aligning a district’s ELL curriculum to the ELP standards. It is meant to be customized to meet district needs.
Rule 15, Regulations and Procedures for the Education of Students with Limited English Proficiency in Public Schools was approved by the Governor on June 18, 2012.
Rule 15 contains a Sample Home Language Survey in Appendix A with three questions required under the rule. The sample survey has been translated into these languages:
The Nebraska Department of Education has purchased a statewide license to TransACT for the 2012-13 school year which allows districts unlimited access to their library of forms. You can find the English and translated surveys on the TransACT portal located at www.transact.com.
After logging on to TransACT, you can locate the state Home Language Survey by clicking on the following:
GenEd Parent Notifications folder
School, Office & Classroom folder
From there, click on the “Home Language Survey-NE.” The orange tab accesses the various language(s). Your district name will automatically be filled in at the top of the form once you view and print it.
If you have any difficulty logging into TransACT, please email them at firstname.lastname@example.org or call them at 425.977.2100
Typically, there are five codes that apply to ELL students in the NSSRS Student Templates. Not all of these codes will apply to all students. Please see the descriptions below and refer to the Student templates instruction manual for guidance.
Field 95: LEP Eligibility
Code indicating a student had been identified as Limited English Proficient (LEP).
Field 113: Redesignated as English Fluent
Code indicating a student has been redesignated as English Fluent, and if redesignated for how many school years.
Field 89: Immigrant Indicator
Code that best reflects the student’s immigrant status.
Field 41: LEP Participation
Code indicating student’s participation in a Limited English Proficient (LEP) program.
Field 42: LEP Duration
Code indicating the length of time, as of the last Friday in September of the current school year, the student is eligible for the Limited English Proficient (LEP) services and has participated in an LEP program and/or in the mainstream/regular classroom.
With the passing of the Every Student Succeeds Act (ESSA), Title III accountability has moved under Title I. Nebraska is in the process of working on the state plan for ESSA which includes the new accountability system. For more information about the changes under ESSA, please visit the Nebraska ESSA page.
Grant Allotment Minimum
Nebraska has also placed a minimum $5,000 grant in order to qualify for grants under this program in order to qualify for the minimum grant.
Section 3114(d) authorizes special subgrants for districts with a significant increase in the percentage or number of immigrant children and youth enrolled in the district. How do SEAs determine eligibility? The State examines data provided by the LEA to determine whether the LEA has experienced a significant increase, as compared to the average of the two preceding fiscal years, in the percentage or number of immigrant children and youth. States have considerable discretion in implementing this provision. Districts must have experienced a significant increase in the percentage or number of immigrant children and youth. (Nebraska Department of Education defined “significant increase” as at least a 5% growth in the number of immigrant children).
Under the statutes, the LEA must provide enhanced instructional opportunities for immigrant children and youth, which may include:
Family literacy, parent and family outreach, and training activities designed to assist parents and families to become active participants in the education of their children;
Recruitment of and support for personnel, including teachings and paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youth;
Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;
Identification, development, and acquisition of curricular materials, educational software, and technologies to be used in the program;
Basic instructional services that are directly attributable to the presence in the school district of immigrant children and youth, including the payment of costs providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instructional services;
Other instructional services that are designed to assist immigrant children and youth to achieve in elementary and secondary schools in the U.S. such as program as of instruction to the educational system and civics education;
Activities coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents and families of immigrant children and youth by offering comprehensive community services.
SEPTEMBER 2014: U.S. DEPARTMENT OF EDUCATION
Fact Sheet II: Additional Questions and Answers Enrolling New Immigrants Students (pdf)
This fact sheet supplements the August 2014 publication “Education Services for Immigrant Children and Those Recently Arrived to the United States” (below)
AUGUST 2014: U.S. DEPARTMENT OF EDUCATION
Fact Sheet I: Education Services for Immigrant Children and Those Recently Arrived to the United States (pdf)
Fact sheet on educational services for immigrant children and those recently arrived to the United States. The fact sheet identifies existing resources that may be helpful to communities enrolling immigrant children, including newly arrived immigrant children.
The term immigrant children and youth, which is defined in Section 3301(6) of Title III, refers to individuals who:
are aged 3 through 21;
were not born in any State; and
have not been attending one or more schools in any one or more States for more than 3 full academic years.
What is the definition of 3 full academic years?
Some states define an academic year as 9 months, while other States count an academic year as 10 months. If a student has been in different schools in different school districts and even in different States, the number of months that the student has been in school in any one or more States must not add up to a total of more than 3 full academic years.
The term “state” means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico.
Title III subgrants support the efforts of LEAs to assist English Learners to learn English and meet the challenging State academic standards. LEAs must use Title III subgrants to carry out activities that use effective approaches and methodologies for teaching English learners and immigrant children and youth for the following purposes:
Developing and implementing new language instruction educational programs and academic content instructional programs for English Learners and immigrant children and youth in early childhood, elementary and secondary programs.
Expanding or enhancing existing language instruction educational programs and academic content instructional programs;
Implementing schoolwide programs within individual schools to restructure, reform, and upgrade all programs, activities, and operations related to language instruction educational programs and academic content instructing for English learners and immigrant children and youth;
Implementing, in local educational agencies, system-wide programs designed to restructure, reform and upgrade all programs, activities and operations related to the education of English Learners and immigrant children and youth.
Minimum Qualifications: Districts must have enough English Learners to qualify for a minimum $10,000 grant or form a consortium with other districts to reach the minimum grant allotment.
Required activities under this grant:
Providing effective language instruction educational programs that meet the needs of English learners and demonstrate success in increasing:
Student academic achievement
Providing effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel that is:
Designed to improve the instruction and assessment of English Learners
Designed to enhance the ability of teachers, principals, and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies
Effective in increasing children’s English language proficiency or the subject matter knowledge, teaching knowledge and skills of teachers
Of sufficient intensity and duration to have a positive and lasting impact on teachers’ performance
Providing and implementing other effective activities and strategies that enhance or supplement language instruction educational programs which:
Shall include parent, family, and community engagement activities
Upgrading program objectives and effective instruction strategies;
Identifying, acquiring, and upgrading curricula, instructional materials, educational software, and assessment procedures;
Provide tutorials and academic or career and technical education;
Provide intensified instruction which may include materials in a language that the student can understand, interpreters, and translators;
Develop and implement language instruction educational programs that are coordinated with other relevant programs and services;
Improve English proficiency and academic achievement of English Learners;
Provide community participation programs, family literacy services and parent outreach/training activities to English Learners and their families;
Improve the instruction of English Learners, which may include English learners with a disability, by providing for:
The acquisition or development of educational technology or instructional materials;
Access to, and participation in electronic networks for materials and training;
The Nebraska Department of Education receives funding under Title III based on the number of English Learners and Immigrant youth identified by schools in the state. In turn, districts receive funds based on the number of students identified.
The following is guidance provided since the Every Student Succeeds Act (ESSA) was signed into law:
The following is guidance provided before the reauthorization of the law.
Supplement Not Supplant July 21, 2010 webinar (pdf of PowerPoint)
Guidance on Standard and Assessment (March 2003). Non-regulatory draft designed to help states, districts and schools understand the implements of requirements as related to standards and assessment.
Inclusion of LEP Students in Accountability: Federal Register September 2006
Clarification of Title III, LEP Funds: U.S. Department of Education: April 2006
Non-Regulatory Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students: U.S. Department of Education, May 2007
Non-Regulatory Guidance on Title III State Formula Grant Program: Part II Standards, Assessment and Accountability: U.S. Department of Education, February 2003
Supplement Not Supplant Provision of Title III of the ESEA: U.S. Department of Education, 2008
English Language Acquisition, Language Enhancement and Academic Achievement: Private Schools and Teachers: U.S. Department of Education, June 2009
The Nebraska Department of Education (NDE) gathers English Language Learner statistical information during the fall reporting process of public school students.
The definition of limited English student is as follows:
all students meet one or more of the following:
As a result of the circumstances in listed in Column 1:
Is age 3 through 21;
Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual:
Is enrolled or preparing to enroll in an elementary school or secondary school;
Was NOT born in the United States or whose native language is a language other than English’
is Native American or Alaskan Native, or a native resident of the outlying areas; and
comes from an environment where a language other than English has a significant impact on the individual’s level of English language proficiently; OR
is migratory, and whose native language is a language other than English and who comes from an environment where a language other English is dominate.