Pedro J. Ruiz. Ph.D. Coordinator Office of Bilingual Education

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Pedro J. Ruiz. Ph.D.CoordinatorOffice of
Bilingual Education Foreign Language
Studiespruiz_at_mail.nysed.edu.gov
Teacher Institute
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Organization Chart NYS OBE-FLS
Pedro J. Ruiz, Ph.D. Coordinator
Virginia Perez Executive Secretary
Albany Office
NYC Office
Kin Chee Foreign Language Associate
Edith Cruz Bilingual Associate
Millicent Jackson Educational Assistant
Silvestre Wallace Bilingual Associate
TBD Secretary
Juan Vargas Bilingual Associate
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Bilingual Education State Aid 12.5 million
(08-09)

• Funding the following programs
• 14 Bilingual Education/ESL Technical Assistance
  Centers (BETACs)
• Intensive Teacher Institute (ITI)
• Bilingual/ESL Teacher Leadership Academy (BETLA)
• Hispanic Youth Leadership Institute (HYLI)
• Two- Way / Dual Language Programs
• Middle and HS Small After School Grants
• LEP/ELL PET Program Evaluation Toolkit

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NCLB Title III LEP / Immigrant Reports

• Update Year
• Increased to 54 Million
• Inclusion of Consortiums in the AMAO reporting
  starting 2006-2007 school year (Year One)
• New study was conducted about how AMAOs would be
  calculated starting 06-07.
• AMAO for 07-08 reported to Districts

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Title III AMAO Review Update

• Definition
• AMAO 1 Making Progress
• AMAO 2 Attaining English Proficiency
• AMAO 3 Making AYP (ELA and Math)
• AMAO for 06-07
• 24 Districts did not meet AMAOs for 2 consecutive
  years
• 39 Districts did not meet AMAOs for 3 consecutive
  years
• AMAO for 07-08
• 5 Districts did not meet AMAOs for 2 consecutive
  years
• 8 Districts did not meet AMAOs for 3 consecutive
  years
• 25 Districts did not meet AMAOs for 4 consecutive
  years

A LEA or Consortium must develop and submit an
Improvement Plan (AMAO-IP) if it did not meet
AMAOs for two (2) consecutive years If the LEA
or Consortium did not meet AMAOs for four (4)
consecutive years, it must develop and submit or
a Corrective Action Plan (AMAO-CP)
AMAO Annual Measurable Achievement Objectives
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Title III Sub-grantees that Did Not Make AMAOs
for 2, 3 and 4 Consecutive Years as of 07-08
2 CONSECUTIVE YEARS Erie I BOCES Kiryas Joel Village Union Free NORTH BABYLON RYE Ulster BOCES 3 CONSECUTIVE YEARS EAST IRONDEQUOIT FALLSBURGH GENEVA NIAGARA FALLS ROCHESTER SCHENECTADY UTICA YONKERS 4 CONSECUTIVE YEARS AMSTERDAM BROOKHAVEN-COMSEWOGUE UFSD BUFFALO DUNKIRK EAST RAMAPO LACKAWANNA NEWBURGH NYC GEOG DIST 3 NYC GEOG DIST 6 NYC GEOG DIST 7 NYC GEOG DIST 8 NYC GEOG DIST 9 NYC GEOG DIST 10 NYC GEOG DIST 12 NYC GEOG DIST 17 NYC GEOG DIST 18 NYC GEOG DIST 19 NYC GEOG DIST 23 NYC GEOG DIST 27 NYC GEOG DIST 32 PATCHOGUE-MEDFORD POUGHKEEPSIE SYRACUSE WESTBURY WYANDANCH
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AMAO Improvement Plan and Corrective Action
Plan(AMAO - IP / COP)

• LEAs that fail to make progress toward meeting
  their AMAOs after two years must develop an
  Improvement Plan (AMAO-IP) that addresses the
  following objectives
• Make yearly progress in their proficiency in the
  English language.
• Attain English proficiency at increasing rates
  each year, as determined by valid and reliable
  assessment instruments
• Make Adequate Yearly Progress (AYP) in the areas
  of ELA and Mathematics.
• LEAs that fail to make progress toward meeting
  their AMAOs after four consecutive years must
  develop a Corrective Action Plan (AMAO-CAP) that
  address factors which prevented the LEA from
  meeting the above objectives and develop /
  implement a comprehensive strategy that address
  the following
• Develop and implement a comprehensive AMAO-CAP
  based on SEA guidelines.
• Modify its curricula, programs and methods of
  instruction to best address the needs of
  LEP/ELLs.
• Evaluate and, if needed, replace educational
  personnel (teachers and/or administrators)
  relevant to the failure of LEP/ELLs making
  progress.

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NCLB All TitleMonitoring Collaboration

• Full District Reviews All Programs
• 5 Districts - Rest of State
• 4 Districts (37 Schools) - New York City
• Note During SED monitoring visits we will be
  reviewing how districts are
  complying with State and Federal Regulations
• OBE-FLS Reviews
• 120 Full Reviews of PART 154
• 100 Random Desk Monitoring
• Note Desk monitoring will be completed by
  phone or informal visits surveys.

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State Funding for LEP/ELLsFoundation Aid and
Contract For Excellence

• Foundation Aid
• State Aid funds going directly to the district in
  one large amount. (No more LEP Aid as of two
  years ago)
• Contract For Excellence
• Additional funds received by districts over
  Foundation Aid amount.
• NOTE As of 08-09 all district started reporting
  amount they used for the education of LEP/ELLs on
  their CR PART154 Year Data Report (FORM A-6).
• Model Programs for LEP/ELLs
• (http//www.emsc.nysed.gov/biling/docs/ModelProgr
  amsforLEP-ELLs-Reved8-08.pdf)
• Native Language Support
• Professional Development and Curriculum
• Extended Day Support (After School)
• Parental Involvement
• Programs for New Immigrant
• Other Programs for LEP/ELLs
• Recruitment and Retention of Bilingual and ESL
  Teachers

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Ongoing Initiatives

• Bilingual Education Programs in NYS
• Re-establishing the Teacher Exchange Program
• ITI Increased certification requirements to 15
  for Bilingual Extension. Added one more methods
  course and redefining course work requirements
• Redesigning the Home Language Survey (HLS) and
  reviewing the identification process for LEP/ELLs
• NYSED Standard Review ELA/ESL and NLA Standards
• Developed a Q A about the most commonly asked
  questions regarding the education of LEP/ELLs
  based on State and Federal Regulations (PART 154
  and Title III)

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Ongoing Initiatives

• State and Federal Partnerships
• Bilingual and ESL Committee of Practitioners
• USED - OELA - LEP Partnership
• Title III States Directors
• NYCC Alternate Assessment
• NIEREL Bilingual Special Education
• Education Alliance Brown University

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Ongoing Initiatives

• Collaborations with the Assessment Department
• Looking at AMAO accountability
• Correlation between the ELA and the NYSESLAT
• Academic Language Living Environment George
  Washington University (Dr. Calderon and Dr.
  Rivera)
• Special Education LEP/ELL Alternative Assessment
• NYSESLAT Development
• Accommodations for former LEP/ELLs 2008 Memo
  and future research
• Long Term LEP/ELLs

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Guidelines Under Development

• Students with Interrupted Formal Education
  (SIFE)
• English Speaking Immigrant Students
• Bilingual Special Education Students
• Update Guidelines (CR Part 154 and NCLB Title
  III)
• Charter School with LEP/ELLs
• Academic Intervention Services (AIS)
• Educational needs of Refugee Students
• Response to Intervention (RTI)
• Two-Way / Dual language Programs
• American Sign Language (ASL)

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Who are the LEP/ELL Populations?

• There are many sub-groups of LEP/ELLs. The most
  used classifications are
• Students with Interrupted Formal Education
  (SIFE),
• Long Term LEPs (LTL),
• Bilingual Special Education (BSE),
• New Immigrants,
• Gift Talented (GT),
• Over Age High School,
• and Former LEP/ELLs.
• Out of all the groups mentioned, SIFE is the
  group of LEP/ELLs who are at greatest risk of not
  meeting standards and not graduating from high
  school.

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OBE-FLS Web-Site

• We have been updating our web-page and adding new
  information to best keep you inform about
  Bilingual and Foreign Language issues. Visit us
  at
• http//www.emsc.nysed.gov/biling/
• Any suggestions for improvements or comments
  please send us an e-mail to
• OBEFLS_at_mail.nysed.gov

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New York State Office of Bilingual Education and
Foreign Language Studies Pedro J. Ruiz, Ph.D,
Coordinator OBEFLS_at_mail.nysed.gov
Bilingual Education                            Featured News Just Posted - PART 154 and Title III Frequently Asked Questions Document 2009 Spanish Spelling Bee Information (Memo)(Guidelines) NYSESLAT - Get the latest information on NYSESLAT Board of Regents (BOR) - See the latest on BOR meetings and materials SED - Find out what's new with the State Education Department New Funding Opportunities
Foreign Language Studies                            Featured News Just Posted - PART 154 and Title III Frequently Asked Questions Document 2009 Spanish Spelling Bee Information (Memo)(Guidelines) NYSESLAT - Get the latest information on NYSESLAT Board of Regents (BOR) - See the latest on BOR meetings and materials SED - Find out what's new with the State Education Department New Funding Opportunities
Office in Albany 89 Washington AvenueRoom 367 EBAAlbany, New York 12234Phone [phone]fax [phone]                            Featured News Just Posted - PART 154 and Title III Frequently Asked Questions Document 2009 Spanish Spelling Bee Information (Memo)(Guidelines) NYSESLAT - Get the latest information on NYSESLAT Board of Regents (BOR) - See the latest on BOR meetings and materials SED - Find out what's new with the State Education Department New Funding Opportunities
Office in NYC 116 West 32nd Street7th Floor New York, NY 10001 Phone [phone] fax [phone] Visit NYC-BETACs Calendar of Activities                            Featured News Just Posted - PART 154 and Title III Frequently Asked Questions Document 2009 Spanish Spelling Bee Information (Memo)(Guidelines) NYSESLAT - Get the latest information on NYSESLAT Board of Regents (BOR) - See the latest on BOR meetings and materials SED - Find out what's new with the State Education Department New Funding Opportunities
We would like to know how we can improve our services. Please let us know how we can improve our website to be of the best service to you. We highly value your input. Tell us what you think We would like to know how we can improve our services. Please let us know how we can improve our website to be of the best service to you. We highly value your input. Tell us what you think
 
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Frequently Asked Questions Last updated
11/10/08
Identification, Placement and Assessment Instructional Programs for LEP/ELLs General Information
Terms and Definitions Bilingual Education and Instructional Programs New York State Learning Standards
NYS Regulations English as a Second Language (ESL) and Instructional Programs Support for Teachers and Administrators
Student Identification Services to Former LEP/ELLs In-service - Professional Development
Program Placement Students with Interrupted Formal Education Information for Parents of LEP/ELLs
Language Assessment Battery - Revised (LAB-R) LEP/ELLs and Special Education Non-Public Schools and LEP/ELLs
The New York State English as a Second Language Achievement Test (NYSESLAT) Reading Materials in Native Languages Foundation Aid
Assessment and Testing of LEP/ELLs   Contract for Excellence
Testing Accommodations for LEP/ELLs and Former LEP/ELLs    
 
 
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Information
Information
About The Office Archives Grants
Dual Language/ Two-Way Bilingual Education Programs No Child Left Behind BETLA (Bank Street College)
NYS Regulations  Cr. Pt. 154 Information Current Grant Applications
Intensive Teacher Institute (ITI) (Scholarship Program) Title III Information USDOE LEP Partnership Information
School Report Cards Bilingual/ESL Committee of Practitioners (Bil / ESL COP) Teachers' Institute Information
Language Allocation Policy (Elementary, Middle High School) Contract for Excellence Model Programs for LEP/ELLs Contract For Excellence Information
Fact Sheet on NY's NCLB Differentiated Accountability Proposal Part 154 and Title III Frequently asked Questions
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Other information on the OBE-FLS Web Site

• Reading First Guidelines
• Word to Word Translation - Glossaries (3-8 and HS
  Content Areas)
• The Bilingual/ESL Teacher Leadership Academy
  (BETLA)
• Intensive Teacher Institute (ITI)
• Bilingual / ESL Technical Assistance Centers
  (BETACs)
• Statewide Spanish Spelling Bee
• Statewide Chinese Heritage Language Essay Contest
• Statewide Chinese Painting Contest
• Statewide Korean Heritage Language Essay Contest
• Statewide Haitian Heritage Language Essay and
  Spelling Bee Contest

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Foreign Language Initiatives

• Realities for Our Students
• The child who graduates from our schools
  today will face the following
• A flattened world that is wired, where work can
  be done anytime and anywhere
• A globalizes economy that faces competition from
  abroad
• A changing society with accelerated migration
  and
• An interconnected world where poverty, infectious
  diseases, environmental degradation, global
  warming, energy and water shortages, to terrorism
  and weapons proliferation, has an international
  dimension.

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Foreign Language Initiatives

• Focus on the interaction with the rest of the
  world in commerce, diplomacy, scientific and
  cultural exchange in the 21st century.
• Provide information and resources to schools and
  districts to start or to strengthen language
  programs starting in early grades
• Develop a comprehensive, coherent and sustainable
  plan to increase the number of students learning
  one or more world languages.
• Improve teacher quality (recruit, train, certify,
  and retain) through the New York State Education
  Department P-16 Action Plan, in cooperation with
  colleges and universities.

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Foreign Language Initiatives

• Guidelines for Foreign Language in Elementary
  Schools (FLES)
• Critical Language Symposium
• LOTE Standards Review
• Professional Development with Universities

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Foreign Language Initiatives

• Alternative Assessments for LOTE Certification
• Oral Proficiency Interview (OPI)
• Written Proficiency Test (WPT)
• Alternative Certification Paths For Existing
  Teachers With Strong Language Skills
• LOTE Model Program - Self-Evaluation
• http//www.emsc.nysed.gov/ciai/lote/documents/self
  evaluationtool.doc
• International Visiting Teachers
• Reviewing And Updating Syllabus/Curriculum
  Resource Guide
• Guidelines For Heritage Language Classes

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Graduation RatesStudents Who Started 9th
GradeIn 2001, 2002 and 2003 and2006-07 Regents
Examination Results
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25 of ELL students statewide who started 9th
grade in 2003 had graduated by June 2007. 41
were still enrolled. 29 dropped out.
2003 Total Cohort Students 11,403
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More ELL students graduate after 5 and 6 years,
but results are still low.
Percentage of Students Graduating with Regents or
Local Diploma After 4, 5 and 6 Years Results
Through June

• Cohort Membership
• 13,111
• 11,065
• 11,403

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Graduation rates for ELL students have declined
statewide.
Approximately 76 of English Language Learners in
New York State live in New York City

• Cohort Membership
• 2001 13,111
• 2002 11,065
• 2003 11,403

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Graduation rates are highest for students who
are Former English Language Learners.
Percent of students who started 9th grade in 2003
graduating by June 2007
Cohort MembershipEnglish Language Learners
11,403Former English Language Learners
4,009Non-English Language Learners 204,920
For the first time in 2007, graduation results
were collected and disaggregated for students who
were formerly English language learners. Federal
rules define this as a student who has left ELL
status within the past two years.
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Performance of ELL Students on 2008 Grade 3-8 ELA
Tests
Note Taken from David Abrams Assistant
Commissioner for Standards, Assessment and
Reporting presentation
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Performance of ELL Students on 2008 Grade 3-8 ELA
Tests

• This analysis summarizes the performance of NYS
  public and charter school ELLs on the Grades 3-8
  English Language Arts tests in 2008. The ELA
  performance of former ELLs who exited in 2006 and
  2007 is also presented.
• The analyses are based on 72,698 ELLs who took
  the State Grades 3-8 ELA tests in January 2008
  and the NYSESLAT in May 2008. The analyses of the
  former ELLs are based on the 30,564 ELLs who
  exited in 2006 and 2007 and whose 2008 Grades 3-8
  ELA scores are available.
• The ELL population has significantly improved
  their performance on the Grades 3-8 ELA tests
  between 2007 and 2008. The percentage of ELLs
  scoring at Level 3 and above has increased and
  the percentage of ELLs showing serious academic
  deficiencies has decreased.
• Former ELLs had comparable chance to score
  proficient (Level 3 or above) on the Grades 3-8
  ELA tests as the English proficient students.

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Number of ELLs Tested On Grades 3-8 ELA Tests
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There was an Increase in Percentage of ELLs
Scoring At Level 2 and Above
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There was an Increase in Percentage of Proficient
ELLs Scoring at Levels 3 and 4, but no gain in
Grade 8
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Performance of ELLs on Grades 3-8 ELA Tests by
NYSESLAT Proficiency Level As Student
Performance on NYSESLAT increases, there is a
greater chance that students will score at Levels
2 and/or Levels 3 4
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ELL Performance By Number of Years of ESL
Services
Duration Total
lt1 883
1 2,982
2 10,422
3 10,527
4 16,177
5 12,478
6 8,250
7 5,016
8 3,256
9 1,542
10 859
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ELL Performance By Need/Resource Category
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ELL Performance By Major Home Language Group
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Percentage of ELLs Scoring at Each of the
NYSESLAT Proficiency Levels Passing/Failing the
Regents English Exam in Grade 11
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Percentage of ELLs Scoring at Each of the
NYSESLAT Proficiency Levels Passing/Failing the
Regents English Exam in Grade 12
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Summary

• In 2008, the percentage of ELLs meeting the ELA
  standards increased from 18 in 2007 to 25 in
  2008 the percentage of ELLs showing serious
  academic deficiencies in ELA deceased from 29 in
  2007 to 18 in 2008.
• NYSESLAT scores are good predictors of the ELA
  performance, accounting for 43 to 53 of the
  variance in ELA scale scores across grades. ELLs
  who scored at the proficient level on the
  NYSESLAT had a much better chance to meet the ELA
  standards than those who scored below proficient.
  

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Current Areas of Concern

• Data Collection Inconsistencies
• Graduation of LEP/ELLs High School Dropout
  Rate
• Parent Involvement
• Number of Uncertified and New Bil/ESL Teachers
  teaching LEP/ELLs
• CR PART 154 Title III Yearly Reports and
  Applications
• Recruitment of Bil / ESL / LOTE teachers
• FLES program decline
• Increase number of LOTE AP classes

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The End