Bilingual Tutors and Translators Needed!

We are currently seeking extra bilingual tutors/translators who are fluent in English and one of the following languages:

Arabic

Chinese

Hebrew

Japanese

Korean

Krio

Mandarin Chinese

Moldavian/Romanian

Portuguese

Pushto

Spanish

Swedish

Tibetan

Tigrigna

Turkish

Turkish

Vietnamese

Our tutors work during the school day normally 10 to 15 hours per week at $10.00 per hour. We are looking for reliable people who can dedicate at least 2.5 hours a day, preferably in the morning.

For further information, please contact Mildred Martinez at 413-362-1871.

ELE Newsletters

"I would like to dedicate our first newsletter to the great ELE teachers working in our district for their hard work and devotion to all of our children".

-  Dr. Marta Guevara

From the Editor: 

It is an honor for us, teachers and staff, to work with children and teenagers from many parts of the world, to get to know their life stories and their families, their cultures and their dreams, and to teach them, of course, our language(s) and culture(s).  Many of the teachers and support staff in this department have lived a life in which our mission to connect with people, and especially young people from many cultures from around the world, is very pronounced.  Most of us are living a life through which we are trying to bring more understanding and unity to the divided world.  And our children teach us that every day...    

- Renata S. Pienkawa

Each month a different school or program will be featured in addition to the current news and points of interests.  Below is the list of the featured schools or programs for the school year 2008-09:

October: Amherst Regional High School; November: Wildwood;  December: Middle School; January: Fort River;  February: Crocker Farm;  March: OPEN; April: SEI Trainings Update;  May: Mark's Meadow;  June: Recap and Future (Marta Guevara)

We need each school’s important ELL community-related dates. Please e-mail them to us. These ELE newsletter pages are maintained by Renata S. Pienkawa with the gracious support by Jerry Champagne. Any questions of comments, please direct to Renata: pienkawr@arps.org THANKS!

Legal Summary

English Learner Education ( ELE) in Massachusetts Public Schools

The following are required for schools to be in compliance with state and federal law when providing Sheltered English Immersion (SEI) instruction to English Language Learners (ELLs.) This document does not address “ two-way bilingual” programs or bilingual education for students with IEPs. ELE programming is also mandated by Title VI of the Civil Rights Act of 1964, Lau v Nichols 1974 and NCLB Act of 2001. Information below is taken from the following Massachusetts DOE documents:

1. DOE Coordinated Program Review Procedures : English Learner Education (ELE) in Public Schools M.G.L.Chapter 71A,“ ELE Program Review Criteria and Implementation Guidance” 2008-2009.

http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.pdf

2. “Guidelines for Using MEPA Results to Plan SEI Instructional Programming and Make Classification Decisions for LEP Students” June 2005

http://www.doe.mass.edu/ell/sei/MEPA_guidelines.pdf

3. MA DOE Q and A Regarding Chapter 71A: ELE in Public Schools August 2003

http://www.doe.mass.edu/ell/chapter71A_faq.pdf

The district should:

1. Maintain roster of LEP ( Limited English Proficient) students and a list of formerly LEP ( FLEP) students at each school, as indicated on October and subsequent SIMS data collection. Reclassify by coding them : DOE25 00 .

A student is not redesignated FLEP until he/she is deemed English proficient and:

a. can participate in all aspects of the district’s general education program without use of adapted or simplified materials and

b. performs at “ proficient” levels on state-mandated MEPA assessments; MCAS tests are not to be used to make a determination of English language proficiency.

There is no cap or limit to time spent in a language support program

2. Administer MEPA R/W and MELA-O tests in October and March by qualified staff.

3. Make accommodations for LEP and FLEP students participating in MCAS testing.

4. Screen all potential LEP students using a Home Language Survey at registration. Any student who lists a first language not English must be assessed by trained professional staff for English proficiency in reading, writing, speaking and listening. Students will then be recommended for the appropriate ELE services. Home language surveys should be translated into other major languages of the district.

5. Provide written information about ELE programming to parents/guardians in a language they understand, including the right to waive participation in an ELE program.(See ELE10 for what is legally required in parent notice for Title III districts.)

6. Place LEP students in SEI classrooms either (1) ESL/ELD classrooms or (2) sheltered content classrooms in which materials and instruction are in English but “ with the curriculum and presentation designed for students who are learning the language. Teachers may use an ELL’s native language for clarification purposes. Districts may also modify general education classes …so that the instruction in those classes provide sheltered English instruction to LEP students.” (GLc71A 2,4,7: Title VI)

7. “If the classroom teacher does not speak the student’s native language, it is recommended that another teacher or paraprofessional who does speak the native language be available for clarification as needed.” ( ELE 5 Implementation Guidance)

8. Q&A #15: How should districts with low-incidence populations of ELLs comply with GL.c71A?

“ Establish separate sheltered English immersion classrooms; and/or modify general classrooms so that the activities and instruction in those classrooms provide sheltered instruction. This may involve some or all of the following:

• Ongoing professional development for the general classroom teacher, and/or

• The presence of an ESL/ELL teacher working with the classroom teacher for all or part of each day, and/or

• Tutors or paraprofessionals who are proficient in the English learner’s primary language(s) working in the classroom for all or part of each day.”

9. Provide content instruction based on Massachusetts Curriculum Frameworks

10. Provide English language development instruction based on ELPBO.

11. Develop a mechanism for including parents or guardians of LEP students in matters pertaining to their children’s education ( PAC, membership on school council, multiple opportunities for parent-teacher communication.)

12. Notify parents/guardians annually of student’s placement , program and right to a waiver in a letter written in English and in the primary/home language. (See ELE10)

13. Provide parents /guardians of LEP students, report cards and progress reports that shall, “ to the maximum extent possible” be written in a language understandable to the parent/guardian.” (NCLB, Title III, MGLc71A)

14. Not segregate LEP students from their English speaking peers except where programmatically necessary to implement an ELE program. Only group LEP students of different ages together in instructional settings if their levels of English proficiency are similar.

15. Provide equal access to academic programs and services.

16. Provide equal access to nonacademic and extracurricular programs.

17. Provide information about school activities, responsibilities and academic standards in a language/ mode of communication that they understand .

18. Ensure that LEP students have the opportunity to receive support services, such as guidance and counseling, in a language that the student understands.

19. Involve staff knowledgeable about second language acquisition in the IEP development process for LEP students considered for special education. (ELE 11)

20. Actively monitor students who have exited an ELE program for two years and provide language support programs for those exited students as needed to ensure a successful transition. Document monitoring and English support for exited ELLs. If a student is not transitioning successfully into the general education program, a school-based team who knows the student may redesignate the student as LEP.

21. Develop ISSP (Individual Student Success Plans for students scoring below 220

( Needs Improvement) on MCAS to receive state Academic Support Services funds.

22. Ascertain that teachers and educational staff of ELLs hold appropriate licenses.

23. Ascertain that a district with 200 or more LEP students has a director of ELE programs with an ESL, TBE or ELL license.

24. Develop an SEI professional development plan (four categories) for teachers of ELLs.

25. Conduct periodic evaluations of the effectiveness of its ELE program.

Recommended Instructional Programming for LEP ( June 2005 DOE memo “Guidelines for Using MEPA Results to Plan SEI Instructional Programming…”)

English Proficiency Level - Beginning and Early Intermediate:

• 2.5 hours per day English Language Development (ELD) by ESL/ ELL licensed

teacher

• Content instruction by teacher qualified to teach LEP students

• Specials/electives the same as all students at grade level

English Proficiency Level – Intermediate

• 1-2 hours a day ELD by ESL/ELL licensed teacher

• 1-2 hours a day ELA or reading instruction by teacher qualified to teach LEP students

• Content instruction by teacher qualified to teach LEP

• Specials/electives the same as all students at grade level

English Proficiency Level – Transitioning

• ELA and content instruction by a teacher qualified to teach LEP students

• Provide additional opportunities for small group instruction and learning during the

school day, after school and during the summer

• Design and provide additional learning support and opportunities

Compiled by Joan Snowdon, ELE Department Head, ARHS 12/17/2008

Massachusetts Department of Education-English Language Learners

Massachusetts Department of Elementary and Secondary Education

The Office of Language Acquisition works with districts to improve the academic achievement of English language learners (ELLs). This office also administers NCLB Title III funds and the Refugee School Impact grant.

http://www.doe.mass.edu/ell/

Questions and Answers about the ELE Program

January 15, 2009

Members of our school committees and the community at large brought forward some questions about the ELE program in our districts. These were brought to the teachers working in our program and they chose to take the time to answer them and share them with the Regional School Committee.  Many of the teachers will be at the next regional meeting on Tuesday, January 20th, and will be available to answer the questions in more detail, if needed. This is the compilation of the questions, along with the answers supplied by our teachers.  We are very thankful to them for their expertise, hard work and dedication to our students, as well for taking the time to answer these important questions.
 

1. Why are there more ELE teachers at CF than FR, when they have the same number of students?

   CF has the equivalent of 4 FTE’s (6 teachers) and FR has 2.9 FTE’s (3 teachers).  The number of teachers in each school reflects the hours that were needed at each of the schools to provide an ELE instructional program as well as the native language component.  In brief, Crocker Farm has great numbers of students of just one language – Spanish, many of whom come from low literacy backgrounds and thus the school needed a couple of highly trained SEI teachers in addition to the ELE teachers. 

   An important note: Students with low literacy backgrounds or interrupted schooling often require ELL for many years.  Our programs are designed to develop the English proficiency while providing these students with access to the grade level content.  We do this by providing both pull out ELL and in-class, often co-taught (ELL teacher with classroom teacher) sheltered content instruction.

2. What is the actual cost of busing students for open language clustering enrollment in the elementary schools? 

   The business office has told us this is difficult to calculate.  We are currently transporting 42, current ELL’s, 13, former ELL’s, and 16 students for SE programming.  Even though we are not supposed to transport open enrolled students, we currently provide the service for 19 students.

   There are also 24 students being transported for unknown reasons.

3. Why do some kids (with no special needs) stay in the program for 3 or more years?

   Elementary:
   Research clearly shows in multiple studies that it takes from 5-7 or more years for students to attain   academic language proficiency in English. The less literacy skill a child has on entry into school, the longer it will take.  Some precocious language-proficient students might do it in 3 years.  But "3" as a ceiling that all ELL students should be English-Proficient by is totally a bogus number.  Academic Language Proficiency is not the same as communicative proficiency, the latter being the research findings from which the "1-3" years figures come from through Amherst would like to think of itself as Lake Wobegone, where everyone is above average, it is actually not the case, especially regarding out town’s populations of ELLs.

   Secondary:
   Jim Cummins is one of the most prominent researchers in the field of ESL.  He states that it takes 5-7 years to acquire mastery of the academic language. Students with interrupted schooling, inadequate prior schooling, little time or support to study at home, emotional trauma may take more than 3 years to develop enough proficiency to exit the ELE portion of their program. Exited ELLs are still acquiring English while in less-supported regular Ed classes which explains the state mandate for 2 years of monitoring after exit.

4. What is the actual cost of native language tutors?

   Our current budget has $52,000 in the Region and $44,132 in Amherst for tutorial support.  The cost of not having them would be considerable since we would then have to group/segregate all ELLs into dedicated SEI classes and increase classroom/ teacher assignments to teach those small classes. Thus, bilingual tutors are a money saver for the district.

5. Have you compared the academic achievement of kids who get tutoring in their native language compared with kids who don't get tutoring? 

   A.The Rennie Center was commissioned by the Dept. of Education and others to conduct a study of post Question 2 outcome.  It found, not surprisingly, that when schools do not use the native language, their ELL population has not done well, or as well as those who do.  We have attached the report here for your reference.

   B.According to NAEP results, ELL students in the 3 states that banned TBE (CA, AZ, MA) are farther behind the average mainstream students in those states than is the case in other states.  That would extrapolate to a conclusion that first language use in content study is an important component of academic success for ELLS.  Also, students who have academic language proficiency in 2+ languages out perform monolingual students.  Many studies have shown this at the High School level.  Those ELLS who did not receive the bilingual support they needed in their Math and Science classes did not do well and in some cases, they failed and had to repeat classes. The struggle in Math and Science is also reflected in MCAS scores. Students who have received bilingual tutoring while in levels 1 and 2 did well on MCAS testing in Math and Science and those who did not have tutoring did not do as well. We have MCAS scores   and lists of students to support this.

6. Why would you provide tutors for students entering K or first grade?  Shouldn’t tutoring be saved for the kids who really need it in the HS and MS?

   A case could be made for restructuring the ELE program to concentrate more intensive SEI time in the elementary schools and assign the native language tutors in very selective situations in the secondary schools to help new students in the beginner or low intermediate skill level to connect with course work. 

   One example: When K and first grade students come newly, they need some tutor time to access instruction when they're not in ESL or SEI.  Specials, in particular, are very problematic when there's no tutor.  Usually, at Crocker, these kids might not have much of a concept of what school is about and need help with getting oriented to it.  Even though it may seem that having 2 SEI teachers at CF is a lot, these 2 teachers are hard pressed to meet all the needs.  Thus, having tutors can fill in some of the gaps.

   BY LAW (CH. 71a), ELL STUDENTS ARE ENTITLED TO GET CLARIFICATION IN THEIR NATIVE LANGUAGE AS NEEDED, AND NO SPECIFICATION IS MADE AT WHAT AGE THAT SHOULD START, OR STOP.  Also, the federal law LAU vs. NICHOLS requires equal access.

7. How do you service SE students who are ELL’s?   How do you monitor their progress?

   Secondary School Example: A determination is made at a TEAM meeting about the best course of study for a dual needs student. Some students are in ELL classes with Special Education Para support and academic support with a special education teacher. The special education staff consults with the ELE staff. Some ELLs (especially exited) are not in ELL classes, but ELE teachers consult with regular Ed and special education staff, sometimes provide materials and monitor the academic progress of dual needs ELLs who are not in the ELL classes. We monitor progress, as with all LEP and FLEP students by looking at progress reports, report cards and conferencing with teachers and guidance counselors. At 8th grade transition meetings both and ELE and Special Education teacher from the high school participate to discuss the best program for a dual needs ELL coming to the high school.

   Elementary School Example: Wildwood SE/ELL students tend to have intensive special needs because of the Special Education programs housed at WW.  With intensive needs students, Special Education services usually take priority with scheduling and ELL staff often act as consultants to Special Education staff regarding language and ELL issues.  Bilingual staffs are often pivotal to parent outreach, math support instruction, assessment translation and translation during special education/parent meetings. ELL staffs also prepare assessments for annual meetings. 

8. Can you review your student achievement data carefully to determine whether students have been inappropriately enrolled in the ELE program?  Was it because their family speaks another language at home,  because their vocabulary or reading is not at grade level or because they  are being retained in ELE beyond the point where they have mastered the  English language but are below grade level in reading/writing? 

   Central to determining what level an ELL student is considered to be is how that student reads and writes grade level material.   If an ELL child is achieving below grade level in reading and writing then we know that child is still acquiring academic English, unless there is a proven organic weakness. Below are examples of procedures and approaches from the secondary and elementary levels.

   Secondary Example:  At the secondary level, students are tested annually in the     spring using the same tests that are used for placement purposes. Teachers review these test scores carefully as well as the result of MEPA and MELA-O tests, grades on report cards and progress reports and examples of student work.  Decisions to exit students from ELE or to retain a student in the ELE program are made very carefully based on transparent criteria and communicated both to the student and the parent. Sometimes a student is exited too early and, through monitoring and a conference, the decision is made to readmit the student to ELL classes or offer more support. Sometimes a student is retained in ELL classes when they clearly are up to the challenge of regular education classes - at which point there is another meeting, parent conference and the student is exited and monitored. The tests that are used at the secondary level for placement, annual testing and exiting are:

   SLEP - Secondary Level English Proficiency Test, Educational Testing Service
   IPTII Oral - IDEA Proficiency Tests, Ballard and Tighe
   Writing Assessment - Rubric Developed by ARHS teachers based on MCAS ELA Composition Rubric
   MEPA R/W Tests
   MELA-O Test
   (See attached template)

   Elementary Examples:  A teacher has13 students on her caseload at Wildwood Elementary from grades 1- 6. These students have been enrolled in ELL because they cannot keep up with their grade level peers, especially in reading/writing/social studies/science.  This means that they are performing one or more grade levels behind their peers.  There are several measures that confirm this.  They are: 

   BSM
   QRI, class writing prompts
   MEPA
   MELA-O
   MCAS,
   Classroom observations and student interviews.

   It may seem that some students are inappropriately assigned because their English seems fine. However, when you start doing more intensive semantic/vocabulary work with them, you see that they have gaps in vocabulary that seriously hinder their comprehension.

9. With the budget situation the way it appears to be for next year, how will you cut costs?   Money should be spent for streamlining services where most needed - the pre-school year for entering ELL kids, as an example.

   We propose to cut our materials budget. We cannot cut staffing at all and still meet state and federal mandates.  The community needs an education about BICS (Basic Interpersonal Communications Skills) VS. CALP (Cognitive Academic Language Proficiency) and the effects on schooling of a literacy upbringing VS. a non-literacy upbringing. 

   The budget situation is, indeed, dire, and therefore the community—especially the school committee—should be acutely on guard to safeguard the services for some of the districts neediest students, those whose parents will not actively be advocating on their children’s behalf.

10. Do we deal with widespread languages (e.g. Spanish) differently than
    "onesies and twosies" (e.g., Croatian)?

    Secondary:  No difference in the high school ELE Program. Students who share a language can be grouped in similar math and science classes with a bilingual tutor for clarification.
    Elementary: Please see question # 1.  We have SEI teachers as well as ELE teachers at Crocker Farm and Wildwood because of their large population of Spanish and Chinese students.  The students from less common languages receive tutor support. 

11. How do ELL students exit the program?

    We follow a careful procedure of testing and other steps described in our program booklet in accordance with the DESE regulations.  At the very minimum, we test students upon entrance and annually.  As an example see an attached chart and please see #8.

12. What's our "success rate" with transitioning kids as soon as possible?

    The purpose of teaching anything is to help students be successful in school academically, socially, and, in out-of-school situations.  ‘Transitioning’ means preparing students to be successful doing mainstream classroom work. We are doing this every day by providing small group skill based work for ELL and mainstream students. We are specifically teaching ELL students how to talk with their peers and work in pairs and teams, figure out class directions and rules and discuss them.  These oral skills are linked to academic achievement as is first language support.  We provide consultations and support for other teachers who are on the “receiving end”.  We transition the kids after team discussions and of course in accordance with the state regulations, and when the students demonstrate that they are ready.

13. How do our former ELL students do on MCAS (or other measures -
    Graduation, college attendance)?

    We would need to spend some time answering this question with data. However, we can say that ELLs who are not dual needs generally pass all MCAS tests and graduate with their classes. We have a 100% MCAS passing rate at the high school for seniors as of the class of 2008.  LEP students generally do not pass all MCAS tests while they are in Levels 1A, 1B, and 2A. Often students need to take retests as their skills in English and Math develop. Formerly LEP students generally go on to college - including selective private schools and community colleges.

14. Does the fact that the ELL category only includes non-fluent English speakers (in other words, when they are fluent, they're no longer in the ELL subgroup) explain MCAS performance by the ELL group?

    Only partially – ELL category includes many students – those with low literacy backgrounds and those with strong literacy.  Academic Language Proficiency has little to do with speaking fluency, other than the fact that by the time a student has attained academic proficiency, by definition they will have already gained conversational oral fluency (I.E., the timelines of BICS vs. CALP acquisition).  So the ELL category does not “only” include non-fluent students.

15. Should we consider a preschool program specifically to teach English to non English speakers, with a goal of leveling the playing field before       Kindergarten?

    Good idea.  However, the playing field for non-literacy oriented students will not be leveled with one year of Pre-School.   It certainly can’t hurt.  But it will not supersede a future need for some ELL.

16. Why can’t other elementary kids learn Chinese or Spanish?  Why is this privilege for Wildwood students sonly?  If others can’t do it, no one should. 

    We would love for all of our students to begin learning a second language in the elementary schools as early as possible.  The reality is the district was able to secure a grant to implement a Chinese program and it received a great deal of support.

17. How many ELL children come in at K versus the upper grades?

    The ELL students arrive to us at all different grades and it varies from year to year. 

18. Are ELL students refused entrance into high level academic classes at ARHS?

    No. ELLs are encouraged to take honors classes and participate in honors projects. For students in levels 1A, 1B and some level 2A, bilingual tutors make this possible.

19. Where is the tutoring happening?  Shouldn’t it be more appropriate for classes like physics at ARHS level?

    Students who are unable to do ordinary work in English (the federal definition of an ELL) are entitled to receive 'clarification' in the native language (state regulation).

    Students in all grades (K-12) are required to comprehend and perform at highly complex intellectual levels.  Our school curricula at all grade levels are highly demanding.  Our students at all grade levels need native language support, especially in certain content areas, such as science, social studies, literature, and math.  According to Lau vs. Nichols (Federal Law) and Chapter 71A (State Law) students need to fully participate in the class activities and lessons.  The state law specifies active class participation at least 80% of the time. 

    At the high school, bilingual clarification is happening in math and science classes, in mandatory health classes, and in the math/science study center for students who would not be able to understand and complete homework without help. Bilingual clarification is not usually offered for level 2B and Level 3 students who are placed with SEI trained math and science teachers, sensitive to the needs of second language learners.;

Teachers of English to Speakers of Other Languages, Inc. (TESOL)

Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL encompasses a network of approximately 60,000 educators worldwide, consisting of more than 14,000 individual members and an additional 45,000 educators within the 100 plus TESOL affiliate associations. Representing a multifaceted academic discipline and profession, TESOL offers members serial publications, books, and electronic resources on current issues, ideas, and opportunities in the field of English language teaching. TESOL also conducts a variety of workshops and symposia, including an annual convention, regarded as the foremost professional development opportunity for English language educators worldwide. TESOL's mission is to ensure excellence in English language teaching to speakers of other languages.

http://www.tesol.org/s_tesol/

The SIOP Model of Sheltered Instruction including links describing SIOP and Sample Lesson Plans

As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom and beyond.

The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency.

http://www.cal.org/siop/

Tutors and Translators

The Amherst Public and Amherst Pelham Regional Schools employ bilingual tutors and bilingual translators to assist students, their families, and our staff in building strong connections to the instructional program and the school community. Bilingual tutors and translators are fluent in English and the native language of the student(s) with whom they work.

Bilingual tutors work during the school day with English Language Learners that are not yet able to learn in English. Bilingual tutors work in classes, such as science and math, and provide meaningful interpretation/explanation/translation of the instructional program.

Bilingual translators are employed to interpret parent meetings and conferences and to provide written translations of school reports, documents, and information.

Elementary School Registration - Grades PK-6

For new student registration please contact your designated elementary school office.   See the Elementary School Finder to learn where your child will attend school.  The lists have been updated for the 2010-2011 school year.

Crocker Farm    413-362-1600 or  Pre-K - Janet Ryan  413-362-1610

Fort River          413-362-1200

Wildwood         413-362-1400

Immunization Form

See links below for PDF and Word versions of the Immunization Form.

Kindergarten Registration

School Contact Information:

• Crocker Farm Elementary  (413) 362-1600

• Fort River Elementary (413) 362-1200

• Wildwood Elementary (413) 362-1400

• Pelham Elementary (413) 253-3595

Physical Exam Form

See form below.

School Choice Information

About School Choice

Each year, the Amherst, Amherst-Pelham Regional and the Pelham School Committees meet to decide if they want to participate in the School Choice Program. For the first time since a Choice option was established by the State of Massachusetts, the Amherst School Committee, which governs Grades K-6 decided to participate in Choice beginning with the 2012-2013 school year. Officially, the Amherst Elementary Schools will open up choice slots for September 2012. Since this vote was just taken within the past few weeks, we are still determining the number of Choice slots to open in the district and the grades and schools in which these slots will be made available. Because this is a new endeavor at the elementary level in Amherst, we have decided to accept applications for Choice on a rolling basis; that is, we will begin accepting applications now for all grade levels and will decide on May 1, 2012 how many slots will be opened. It is important to note that families interested in Choice will be applying at a particular grade level, not at a particular school. All applications will be sorted by grade level and a lottery for each grade will be conducted. After the grade-by-grade lottery is conducted, all applicants will be notified of the status of their application and, if selected, of the school to which they have been assigned. All information will be published on our website and local newspapers (Daily Hampshire Gazette, Springfield Republican and Greenfield Recorder), along with an explanation of the process to be followed by interested families. 

Please be aware of the following:

• All three School Committees have approved their participation in the School Choice Program.
• No decisions have been made regarding the number of slots available for the year 2012-2013.
• Applications are made available electronically (attached below) and in hard copies at all school offices and the Central Office (170 Chestnut Street, Amherst, MA)  
• Slots will be awarded through a lottery process
• Parents/guardians awarded choice slots will be responsible for the transportation.

Please contact Ms. Martinez if you have any questions at (413) 362-1871 or at www.martinezm2@arps.org. 

Secondary School Registration - Grades 7-12

For new student registration - Grades 7-12

The ARHS Registrar’s Office is located on the first floor of the high school, in Room 100b, next to the main office. It is open Monday-Friday from 7:30 am to 3:30 pm, during the school year and the summer.

http://www.arps.org/hs/Offices/Registrar/

Summer School Program

The Amherst-Pelham Regional School District runs a summer school program for students entering grades 9-12.  For 2011, summer school will run from July 6 through August 2.  There is still time to register before classes begin. The program of studies is attached below.

We are happy to announce that the ELE summer school course has been lengthened to cover the entire summer school program.   Please refer to the updated program of studies.  

Exit Survey

Message from Interim Superintendent Maria Geryk:

In an effort to continually improve our schools, I would appreciate your responses to several questions listed in the document attached below. Please return the survey to your child’s former school office. It is optional for you to include your name(s) and all responses will be confidential. As always, you are welcome to call, email or make an appointment with me to share any concerns or comments you may have about our school system. I can be reached at 413-362-1823 or via email at gerykm@arps.org. Thank you for completing this survey.

The Preschool at ARHS

NOW ENROLLING!
The Amherst Regional High School Preschool is currently enrolling children for spring semester 2012 and for the 2012-2013 academic year.
We offer a comprehensive early childhood program with developmentally appropriate curriculum including literacy, math, art, science and drama activities. Early literacy is an important component of our program.
The decision to enroll must be made carefully to ensure each child’s success. The process and requirements for application are as follows:

• Complete the application form (form is attached below and can be printed and/or mailed to you at your request.
• Schedule an appointment to visit the preschool. Children are invited to spend a morning in the program.
• We require children to be 2.9 years old before enrolling in our program.

As a laboratory school for Child Development classes and internships, teachers and selected high school students engage as learning partners with children through play. Children thrive in our preschool and the relationships that develop between high school and preschool students are at the heart of our program.
We look forward to receiving applications for spring 2012. Our current daily rate is $43.  Two reduced fee slots for families who meet the federal income requirements for reduced lunch or free lunch programs will be provided. Children may be enrolled for three, four or five full days. The Amherst Regional High School Preschool program is committed to building a diverse and gender balanced preschool community.
If you are interested in applying, please print out the attached enrollment application and return it by email to gromackim@arps.org , by regular mail, or to the High School Main Office.
For more information, contact:
Miki Lee Gromacki
Assistant Principal
(413) 362-1783

Crocker Farm Preschool / Early Education Center

Janet Ryan
Early Childhood Coordinator
Amherst Public Schools

280 West Street
Amherst, MA. 01002
(413) 362-1610
RyanJ@arps.org

The Early Education Center at Crocker Farm School offers 5 half day preschool classes for up to 85 three and four year old children living in Amherst and Pelham. The program services both children with special education needs and general education needs in integrated settings. There is a maximum of fifteen children in each class. General education students are selected to balance boys and girls as well as three and four year old children. Each class is staffed by a Head Teacher, an Assistant Teacher, a part time Speech and Language Therapist and other adults as indicated by the needs of each child.

The Early Education center also houses a new readiness classroom for 4 year olds who will be enrolling in the Amherst Public School Kindergarten the following year. This class offers a longer day and families must be eligible for free or reduced lunch. The class is staffed by a head teacher and 2 assistant teachers.

Section 504

District Liaison for Section 504

Dr. Marta Guevara
(413) 362-1871
 guevaram@arps.org

Section 504

Special Education Action Plan (Draft)

The Amherst, Pelham and Amherst-Pelham Regional School Districts underwent external evaluations conducted by Public Consulting Group (PCG) and the Crisis Prevention Institute (CPI) over the course of the 2009/2010 school year.  The purpose for these evaluations, which were funded using the Americans Recovery and Reinvestment Act funds, was to identify areas in need of improvement within our special education services and programming. 

The findings of both evaluations can be found by visiting http://www.arps.org/node/1472. In response to the findings from these evaluations in conjunction with input from additional sources, a comprehensive action plan has been drafted and is open for public review and comment.  

Please know that action planning is a cyclical process, and typically once we have been through one cycle, we can start again at the beginning.  However, because the process is organic and stages will overlap, or goals may change as we progress in our work, we must be prepared to revise the plan as circumstances dictate.  It is inherent that we engage in this process purposefully with openness, in partnership, and with deliberate intent towards gathering input and data to evaluate the work to make adjustments accordingly.

We encourage the public to review the draft action plan and submit suggestions for revision that will be completed over the summer of 2011.  If you have any questions, please call the Student Services Office at (413) 362-1947.

Submit your feedback or comments
 

Anti-Bullying Plan

Special Education Program Evaluation Report

Public Consulting Group - Special Education Program Evaluation

The Amherst, Pelham and Amherst Pelham Regional Public Schools contracted with a consulting firm, Public Consulting Group’s Center for Resource Management, to conduct an independent evaluation of program effectiveness in supporting positive outcomes for students receiving special education services, and to identify areas of strength and areas for improvement in the organization and delivery of services.  

Please find the executive summary of this evaluation as well as the full report from PCG below.

Special Education Program Evaluation Update

Crisis Prevention Institute Report

Crisis Prevention Institute - De-escalation and Restraint Evaluation

The Amherst, Pelham and Amherst Pelham Regional Public Schools contracted with the Crisis Prevention Institute (CPI) to address the following with respect to de-escalation and restraint:

   1. assessment of training
   2. review of the use of time-out and seclusion in schools
   3. assessment of the effectiveness of the intervention
   4. assessment of the documentation and monitoring of de-escalation and restraint
   5. assessment of the intervention process including what happens before and after to prevent the need for restraint
   6. compliance with Massachusetts Department of Education regulations and District guidelines

Please find the full report below as well as handouts provided by CPI.

2009-2010 DESE Special Education Mid-Cycle Review Results

DESE COORDINATED PROGRAM REVIEW & MID CYCLE REVIEW

As one part of its accountability system, the Department of Elementary and Secondary Education (DESE) oversees local compliance with special education requirements through the Coordinated Program Review (CPR).  Every six years our school districts must undergo the full program review and at the three year mid point between full reviews DESE’s Program Quality Assurances (PQA) department also completes a mid cycle review or check-in.

By state law, PQA has the responsibility to ensure that all corrective action required as the result of findings made during the Department's Public School Coordinated Program Reviews (CPRs) is fully implemented by public education agencies and that it is effective in remedying noncompliance with state and federal special education requirements.

PQA staff carry out this responsibility during the mid cycle by:

• Onsite monitoring of the effectiveness of corrective action required as the result of CPRs (monitoring methods include, as appropriate, staff and parent interviews, documentation and data reviews, student record review, and observations).
• Onsite monitoring of the implementation of new state or federal special education requirements enacted since the last CPR; and
• Onsite monitoring of the implementation of corrective action required by the Department as a result of patterns of noncompliance identified through the Department's complaint management procedures.

The finding of our last full coordinated program review (CPR) for Amherst, Pelham and Amherst Public Schools can be found at http://www.doe.mass.edu/pqa/review/cpr/default.html.

 

Continuum Model of Student Support Services

The Continuum Model depicts the support and services we provide to students in our schools to ensure that we meet the educational needs of all of our varied learners. This provides a conceptual frame which guides how we organize ourselves at the building and district level. This model presents a lens by which to identify specific student needs as well as patterns and trends which require intervention.

The level of support/services provided to a student is not static. A student may move up or down the continuum based on their current level of functioning and the effectiveness of our interventions. The continuum model does not prescribe placement for a student. The expectation is that our students are members of the general education environment. Services and supports for students are provided in an out of the classroom as determined by the need of the student.

Stages

• All students are assessed and monitored on an ongoing bases by their teacher who uses a variety of data and measures to provide high quality differentiated instruction within the classroom.  The teacher may access consultation by his/her colleagues during this process.

• Some students are provided routine monitoring due to their requiring more individualized intervention. Teachers meet with their teams to share information regarding such students and discuss the student’s response to individualization. The teacher may access others such as intervention teachers to support implementation of these individualized plans.

• Specific students are brought to the Student Support Team activating the formal pre-referral process. The Student Support Team, which includes the teacher, reviews data and develops targeted interventions to be trialed in an attempt to address the concern. The District Curriculum Accommodation Plan is accessed at this level and formal documentation must occur. The Student Support Team may access others such as intervention teachers to support implementation of these individualized trials. After a specified amount of time, the team reconvenes to monitor progress to determine effectiveness. The intervention is then adjusted for another trial or formal referral occurs. If the intervention is effective, strategies are documented for use in the classroom.

• Identified students are referred for formal evaluation by the Student Support Team if trials of formal interventions are unsuccessful. This formal evaluation Team, which includes the teacher, develops referral questions to be answered by formal evaluations. If found to be eligible for an IEP or 504 plan, a plan is created and implemented. If not eligible, the information gathered during this evaluation process is used to further enhance the DCAP strategies recommended for the student. Other staff may be providing service to these students based on the specific plan developed.

See also the chart attached below.

Goals for the Student Services Department

Highlights

• Completed DESE Mid – Cycle Program Review and coinciding corrective action plans

• Completed English Language Learner (ELE) program review

• Completed Special Education Program Evaluation

• Developed Backpack Project designed to provide backpacks and back to school supplies to students in need

• Developed special education reading intervention program guidelines for K-6

• Facilitated a district wide forum with the District Attorney’s Office for school leaders and targeted teaching staff on the new Anti-bullying Legislation

• Held a well-attended district and community safety table top session with the Amherst Police Department, Department of Public Works, Amherst Fire Department, Amherst College Police, University of Massachusetts Policy, and representative from the Massachusetts Emergency Management Agency

• Lead the Achievement Academy summer program

• Lead the development and articulation of the new South East Campus (SEC) program

• Partnered with the Information Systems Office to developdistance learning opportunities for secondary students to support access to rigorous and challenging coursework, through the use of instructional technologies including the use of Virtual High School, Skype and Moodle

• Provided resources and professional development on executive function for professional and secondary paraprofessional staff

• Supported the elementary schools with the implementation of the Achievement Academy during the school year

• Supported the redistricting of the elementary schools

• Worked with a consultant on Response to Intervention on establishing a baseline assessment of the elementary schools

Current Initiatives

• Articulate and strengthen high quality transition services and programming at the secondary level

• Collaborate with Big Brothers/Big Sisters and the UMASS Adoption Center with the roll out of the Adopted Children’s Program

• Continue the development and pilot of the “Flip CHART to Safety” to increase school capacity and safety awareness

• Continue with year two (2) work on distance learning (e.g., Virtual High School, Moodle and Skype, etc.) to ensure student access to highly qualified teaching

• Continue partnership with an institution of higher education (University of Massachusetts) focused on transition services and programming for students at South East Campus

• Coordinate and host English Language Learner (ELE) mini-conference with the Minority Student Achievement Network (MSAN) mid-year

• Develop a district wide clinical mental health consultation team and consultative model

• Develop and implement a comprehensive Anti-Bullying Plan

• Develop and implement corrective action plan to address DESE mid-cycle findings

• Develop and publish attendance “best practices” brochures for families

• Enhance collaboration, communication and partnership with the Special Education Parent Advisory Council

• Enhanced understanding and implementation of Section 504 guidelines and requirements

• Establish school and program wide baselines utilize a school mental health questionnaire in order to appropriately identify and provide supports to reduce barriers to development, efficacy of intervention and learning for students

• In conjunction with RTI leadership team, identify universal screening tool and implement screenings and progress monitoring in the areas of literacy, math, and behavior

• Partner with Center for New Americans on the implementation of the Barbara Bush Grant for early literacy for children birth to five as part of the adult education programming

• Partner with the Amherst Police Department with their mentoring program for students

• Raise collaborative literacy and professional learning communities in order to enhance teaching and learning at South East Campus (SEC)

• Research and develop school wide Positive Behavior Interventional and Supports models

• Research and engage expert consultation in the area of dual needs for the purposes of addressing and reducing over representation of identified sub groups in special education

• Use Special Education Program Evaluation recommendations from Public Consulting Group and Crisis Prevention Institute in order to develop a comprehensive action plan

• Utilize the results of the Hampshire College survey and ELE program review to develop an action plan for improving services and programming

Program Descriptions for Special Education

Amherst Early Education Program provides an integrated public school preschool setting for students who have a diagnosed disability, and require educational programming and services between the ages of 3 to 5. The integrated setting allows all children to participate to their fullest capabilities in a mainstream setting. Special support services are provided within the classroom setting in a functional and relevant manner when appropriate and based upon the individual needs.

Recent Accomplishments of the Student Services Department

• Attendance articulation for the district, including the implementation of the DA's "School is Where it's At" program
• MSAN district Profile
•  Plan to expand the Benefit Package to the elementary schools and the Middle School
•  Training for district counselors on how to work with DCF
•  Student Support Process articulation across the district
• Completion of first half of the Social Justice Course for year 3 teachers
• Database for MCAS Student Success Plans and Educational Proficiency Plans
• Articulation and completion of SSP's for the district
• Completion of category 2 SEI training for teachers
• Completion of category 3 SEI training for all ELE teachers in the district
• Approval of DESE proposal to offer category 4 SEI trainings in our district
• Follow up to residency cases brought to us by the postal office in Amherst
• Planning and beginning implementation of STRIVE, peer mentoring program for rising 9th graders
• Plan for the delivery of Supplemental Educational Services for Crocker Farm students
• Bomb threat protocol training with APD and district-wide staff
• Safety Walks at all schools
• Proposal for a federal grant in partnership with UMASS-Amherst and Amherst Regional Public Schools Transition
• Implementation of Outdoor Adventure at South Amherst Campus
• Participation in Regional safety exercise at UMASS
• Utilization of Smartboards and Laptops at both alternative sites
• Deescalation Training for van and Bus drivers
• Working With New Principals and APD on local school safety plans
• Alternative sites having updated communications
• Update of Student Services Manual for Administrators
• Update of Special Education Parent Reference Guide at each school
• Executive Function conference with Dr. Karen Miller
• Story Grammar Marker one day training with MaryEllen Morreau
• Revision of Special Education goal banks for related service providers
• Completion of the Circuit Breaker audit for Pelham and Amherst
• Revised Special Education Paraprofessional Handbook
• Revised Special Education manual
• Provided Special Education summer services for over 100 students
• Development of a Community Partnership Group consisting of DMH, DCF, Big Brothers Big Sisters, Family Outreach of Amherst, and the Amherst-Pelham Regional Schools. The goal of the group is to plan and implement a comprehensive continuum of support and services to promote academic achievement, to build social competency, and to respond to the varied needs of our students and their families.
• Professional development for staff to become trainers of Steps to Respect, Second Step, and the Teenage Health Modules to work on building the social competency of our students. Having staff on site as trainers builds internal capacity, our ability to continue to train our teachers and offer on site mentoring.
• Supported the Special Education Parent Advisory Committee in developing a mailing for all parents of students receiving special education services and accommodations on a 504 plan.

Referral Information for Special Education

Attention Residents of Amherst, Pelham, Leverett, and Shutesbury If you believe your child has a disability and may be eligible for special education services, you may refer him/her to the Student Services Office for a special education evaluation. Your child must be a preschool or elementary aged student and a resident of Amherst or Pelham, or a secondary student who is a resident of Amherst, Pelham, Leverett, or Shutesbury. Referrals may be made by contacting the Student Services office at  (413) 362-1833,  362-1834 or  362-1871. Once the consent for evaluation has been signed, the evaluation will be conducted to assess areas of suspected disability. Upon completion of the evaluation, school staff will meet with you to discuss eligibility for special education. If your child is eligible for special education services, an Individualized Educational Program will be provided.
 
Atención Residentes de Amherst, Pelham, Leverett, y Shutesbury Si usted cree su hijo(a) tiene una discapacidad y puede ser elegible para los servicios de Educación Especial, puede referirle a la oficina de Student Services para una evaluación. Su hijo(a) debe tener la edad de prescolar o de la escuela elementaria, y debe ser un residente de Amherst o Pelham, o un estudiante secundario que tambien es residente de Amherst, Pelham, Leverett, o Shutesbury. Las remisiones se pueden hacer entrando en contacto con la oficina de Student Services at (413) 362-1833, 362-1834 or 362-1871. En cuanto se haya firmado el consentimiento para la evaluación, la evaluación será conducida para determinar si hay inhabilidad. Al terminar la evaluación, el personal de la escuela quedará con usted para discutir la elegibilidad para la educación especial. Si su hijo(a) es elegible,

Roles and Responsibilities in the Student Services Department

 See also the organizational chart, attached below.

Special Education Parent Advisory Council (SEPAC)

SEPAC Website: http://arps-sepac.info/

Staff Descriptions --Special Education

Please note that these are general definitions for the special education staff in our district, and they do not include all of the responsibilities nor specifics to each building or program.

Student Support Team Manual

The focus of the Student Support Team Manual is to formalize the Student Support Process in the Amherst, Pelham, and Amherst Regional Public Schools. The district goal is to provide students with the opportunity to receive the necessary supports and remediation in the general education program. This approach to remediation, in many cases, may allow the student who is having difficulty the opportunity to meet with success within the general education program. The basic concepts of the Student Support Process are:

1. identify the needs of the student
2. develop appropriate accommodations and interventions
3. access general education remediation options
4. Such efforts to meet the student’s needs in the general education classroom may include but are not limited to changes in:
   • teaching strategies
   • teaching environments
   • materials
   • quantity of output
   • time constraints

All accommodations/interventions and the results will be documented using the Student Support Report.

This district wide procedure will ensure that all students are given every opportunity to access the curriculum in the general education setting. Those students who are clearly in need of additional services will be efficiently and effectively identified.

Workshops for Parent/Guardians (Grades K-6) - 2010/2011

Workshop 1

Doable Social Skills: How do we help our children become considerate and polite?

December 14, 2010    
7:00—8:30 p.m. 

Workshop 2

Doable Routines: How to help your children with homework and more?

January 18, 2011
7:00—8:30 p.m.

February 1, 2011
9:00—10:30 a.m.

Workshop 3

Doable Discipline: How to help our children become responsible?

March 25, 2011
9:00—10:30 a.m.

April 12, 2011
7:00—8:30 p.m.

Workshop 4

Doable Communication: How to win cooperation of our children?

May 24, 2011      
7:00—8:30 p.m.

June 7, 2011
9:00—10:30 a.m.
 

All the events will be held in the Professional Development Center
                 Amherst Regional Middle School
                        170 Chestnut Street
                        Amherst, MA 01002
                         No need to register.

For more information please contact:
Mildred Martinez
Phone: 413 362-1871
Fax: 413 549-6108
E-mail: martinezm2@arps.org 

To ensure that a translator in your language will be present or if you need or can offer a ride please contact Mildred Martinez.

If you need documents translated into Spanish, Korean, Chinese, Portuguese and French please contact the following numbers.

Si usted necesita traducción para este documento, favor comunicarse con Mildred Martinez, al telefono (413) 362-1871.

如需要翻译这份文件, 请联络心理辅导老师郭乃馨 (413)362-1871

Se voce precisa de uma traducao para esse documento, por favor entree m contato com Mildred Martinez (413) 362-1871.