Numerous documents are available to assist and guide educators in the provisions of programs for limited English proficient students. Titles and abstracts for these documents are listed below.

For documents on state programs, services, resources, publications, and teacher certification, see the NYSED site.

For resources on teaching and learning programs for LEP students, also check the NYSBEN Teaching and Learning section of this site.

Some documents are accessible on-line. As information becomes available in electronic form, additional on-line documentation will be placed on NYSBEN.

The NYSED has issued a memo with procedures to ensure that LEP students are provided with a fair and equitable assessment under the revised State assessment program.

These are the regulations that govern the initial identification and services to limited English proficient (LEP) students in New York State.

To work as a bilingual education or English as a Second Language (ESL) teacher in New York State, an educator must fulfill particular requirements to become certified. Listed in the documents below are the educational requirements to become a certified bilingual education or English as a Second Language (ESL) teacher in New York State.

The document CR 80.9 provides the certification requirements for bilingual education teachers, and document CR 80.10 provides certification requirements for teachers of English to speakers of other languages (TESOL).

For additional information about teacher certification, see NYSED web site section on certification: http://www.nysed.gov/tcert/homepage.htm  

Instrument used for screening all new entrants to New York State schools for potential limited English proficiency, as required by Regulations of the Commissioner of Education.

Versions in other languages to become available soon.

The guidelines assist districts in developing and implementing bilingual education and free-standing English as a second language (ESL) programs for limited English proficient (LEP) students consistent with Educational Law 3204 and CR Parts 117 and 154. The Document describes student identification and exit procedures, and instructional programs, as well as the regulations governing services to LEP students.

The guidelines assist districts in developing and implementing appropriate services for limited English proficient (LEP) students having or suspected of having a disability. The document describes the identification and referral procedures, considerations during the multidisciplinary evaluation, interpretation of the assessment data, and the preparation of the Individual Education Plan (IEP), as well as other aspects of bilingual special education services.

The guidelines provide guidance on the appropriate evaluation and placement of culturally and linguistically diverse (LD) preschool students with disabilities.

This document provides an extensive list of the language backgrounds of limited English proficient (LEP) students in bilingual and/or English as a second language (ESL) programs in New York State public schools. The list is alphabetized by both language and by the country where the language is spoken.

This document provides the names, addresses, and telephone numbers of school districts throughout the State of New York providing programs in bilingual education and English as a second language (ESL) approved under CR 154 to students with limited English proficiency. Also included are the names of the District Superintendents and the contact person for each program site district.

The guidelines assist districts in developing and implementing appropriate services for limited English proficient (LEP) students having or suspected of having a disability. The document describes the identification and referral procedures, considerations during the multidisciplinary evaluation, interpretation of the assessment data, and the preparation of the Individual Education Plan (IEP), as well as other aspects of bilingual special education services.

New York State, as well as other states in the nation, is experiencing an increase in the number of new immigrants who enter our schools with limited or interrupted formal education in their home countries. These are limited English proficient (LEP) students who come from a home where a language other than English is spoken and enter a School in the United States after grade two. Upon enrollment the LEP students have had at least two years below expected grade level in reading and in mathematics.

This publication is the first in a series of newsletters that provides a collection of success stories in bilingual and ESL education in New York State.

This publication is a comprehensive listing of projects funded in New York State during the 1996-97 school year by the United States Department of Education, Office of Bilingual Education and Minority Languages Affairs. It provides information by district grade level, language, or type of program; grant amounts awarded; and project director or contact person.

These are reports on the academic performance of public schools designed to inform parents, students, educators, and the community about the schools in NYS. Key measures of core academic performance are reported for each school district in the state. Information is reported for representative curriculum areas, including mathematics, science, English language arts, and social studies.

Copies of the updated New York State report cards will be available shortly.

Coming Soon: English version Available On-line
Coming Soon: Haitian Creole version Available On-line
Coming Soon: Spanish version Available On-line

This is an interstate contract between New York State and the Commonwealth of Puerto Rico that allows full certification in New York State for teachers, administrators and other educational personnel certified in Puerto Rico, and vice versa. The provisions of this contract benefit the students of New York State and Puerto Rico by assuring instruction through certified and qualified teachers.