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Blueprint for ELL Success

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Blueprint for ELL Success ... Providing a clear vision for student success that includes high expectations for ELL student ... contributors and cultural liaisons ... – PowerPoint PPT presentation

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Title: Blueprint for ELL Success


1
Blueprint for ELL Success
2
New York State Demographics
Large geographic distribution, with ELLs
concentrated in a handful of large urban
districts (NYC, Brentwood, Buffalo, Rochester,
Syracuse, Yonkers), but many small rural and
suburban districts that also have ELLs and have
many LOTE programs.
Top ELL Districts of ELLs
New York City 151,558
Brentwood 5,139
Buffalo 4,103
Rochester 3,478
Yonkers 3,085
Syracuse 2,809
Spring Valley 2,125
Hempstead 1,853
Newburgh 1,555
Central Islip 1,790
Utica 1,543
Source Public School LEP Counts as of May 31,
2013
3
New York State Demographics
2012-13 Top 10 ELL Home Languages
Linguistically diverse state with over 140
languages spoken by our students.
4
Percentage of ELLs in New York State 2007 to 2013
School Year of Students of ELLs
2007-08 225,723 9.0
2008-09 230,626 9.2
2009-10 239,476 9.6
2010-11 241,708 9.7
2011-12 265,488 10.6
2012-13 268,647 10.7
2013-14 270,631 10.8
Source SIRS
5
19
14
6
ELLs vs. Non ELLs by Disability Classification
2012-2013
Source SIRS 2013.
7
Who are our ELLs Subgroups? Who are our ELLs Subgroups? Who are our ELLs Subgroups?
SUBGROUPS DEFINITION CHARACTERISTICS
Newcomers
Developing ELLs
Long-term ELLs
Special Education ELLs
Students with Interrupted Formal Education (SIFE)
Former ELLs
8
Who are our ELLs Subgroups? Who are our ELLs Subgroups? Who are our ELLs Subgroups?
SUBGROUPS DEFINITION CHARACTERISTICS
Newcomers Students who have been in our schools for three years or less and are English Language Learners. ELLs in our schools one year or less are exempt from the ELA. ELLs who have been in school for 3 years or less.
Developing ELLs Students who have received ELL services for 4 to 6 years. ELLs who are in their 4 to 6 year of service and have the potential to become LTEs.
Long-term ELLs Students who have completed at least six years of ELL services in New York State schools and continue to require them. Based on the NYSESLAT data LTEs typically performing at Advanced level. Also a majority of LTEs have an IEP.
Special Education ELLs ELLs served by an Individualized Education Plan (IEP). An IEP/CSE team determines a students eligibility for special education services and the language in which special education services are delivered. Based on data a significant percentage of Special Education ELLs have a learning disability classification and Language Disorder
Students with Interrupted Formal Education (SIFE) ELLs who have entered a US school after second grade have had at least two years less schooling than their peers function at least two years below expected grade level in reading and mathematics and may be pre-literate in their first language. More than half of new SIFE speak Spanish at home, and with more than half of those from the Dominican Republic.
Former ELLs Students that have reached proficiency on a test of English language skills and no longer require ELL services. Schools are permitted to provide LEP/ELL testing accommodations on NYS assessments to former LEP/ELLs for up to two years after achieving proficiency.
9
Language Programs
Program Type GOAL STUDENTS
TRANSITIONAL BILINGUAL Providing grade-level academic work in the students native language so that the student maintains academic progress while developing English proficiency. Providing instruction in two languages the language spoken at home and English. ELLs of a shared home language
MAINTENANCE BILINGUAL (Two-Way Bilingual/Dual Language One-Way Bilingual/Developmental) Students in both language groups are expected to comprehend, speak, read and write in English and the other language. The students are expected to Meet or exceed New York State Common Core Standards Develop proficiency in their second language Attain a higher level of self-esteem and Develop an appreciation for cultural diversity. ELLs and English proficient students
FOREIGN LANGUAGE Students are expected to comprehend, speak, read and write in a Language Other Than English. All students
ENGLISH AS A SECOND LANGUAGE Students are expected to comprehend, speak, read and write in English with home language support. ELLs
10
Blueprint for ELL Success
  • The Blueprint aims to
  • Clarify expectations for administrators, policy
    makers, and practitioners
  • Provide a framework to prepare ELLs for
    successbeginning in Prekindergarten to lay the
    foundation for college and career readiness
  • Provide guidance, resources, and supports to
    districts, schools, and teachers and
  • Promote a better understanding and appreciation
    of Bilingual Education, English as a Second
    Language, and World Languages/Foreign Language
    Studies.

11
Blueprint for ELL Success
  • The Blueprint is composed of the following 8
    principles
  • All teachers are teachers of English Language
    Learners (ELLs) and need to plan accordingly.
  • All schools boards and districts/school leaders
    are responsible for ensuring that the academic,
    linguistic, social, and emotional needs of ELLs
    are addressed.
  • Districts and schools engage all English Language
    Learners in instruction that is
    grade-appropriate, academically rigorous, and
    aligned with the New York State Prekindergarten
    Foundation for the Common Core and P- 12 Common
    Core Learning Standards.
  • Districts and schools recognize that bilingualism
    and biliteracy are assets and provide
    opportunities for all students to earn a Seal of
    Biliteracy upon obtaining a high school diploma.

Office of Bilingual Education and Foreign
Language Studies
12
Blueprint for ELL Success
  • 8 Principles continued
  • Districts and schools value all parents and
    families of ELLs as partners in education and
    effectively involve them in the education of
    their children.
  • District and school communities leverage the
    expertise of bilingual, ESL, and Language Other
    Than English (LOTE) teachers and support
    personnel while increasing their professional
    capacities.
  • Districts and school communities leverage ELLs
    home languages, cultural assets, and prior
    knowledge.
  • Districts and school use diagnostic tools and
    formative assessment practices in order to
    monitor ELLs content knowledge as well as new
    and home language development to inform
    instruction.

13
Principle 1 All teachers are teachers of
English Language Learners and need to plan
accordingly
  • Designing and delivering instruction that is
    culturally and linguistically appropriate for all
    diverse learners, including those with
    Individualized Educational Programs (IEP).
  • Providing integrated language and content
    instruction to support language development
    through language-focused scaffolds. Bilingual,
    ESL, and other content-area teachers must
    collaborate purposefully and consistently to
    promote academic achievement in all content
    areas.
  • Utilizing materials and instructional resources
    that are linguistically, age/grade appropriate,
    and aligned to the Common Core Learning Standards
    (CCLS).
  • Collaborating with school support personnel and
    community-based human resources in order to
    address the multiple needs of ELLs.

14
Principle 2 All schools boards and
districts/school leaders are responsible for
ensuring that the academic, linguistic, social,
and emotional needs of ELLs are addressed
  • Providing a clear vision for student success that
    includes high expectations for ELL student
    achievement and socio-emotional development,
    supported by a purposeful plan of action that
    provides multiple pathways to college and career
    readiness through high-quality programs that meet
    the needs of ELLs.
  • Providing high-quality instruction for ELLs.
  • Aligning and coordinating fiscal and human
    resources to ensure that the instructional plan
    is being effectively implemented.
  • Providing high-quality supports, feedback and
    direction to educators to improve their
    instructional practice.
  • Providing a safe and inclusive learning
    environment that recognizes and respects the
    languages and cultures of all students.
  • Ensuring districts and school leaders are trained
    in meeting the needs of ELLs in order to
    cultivate a school culture of high expectations.
  • Providing high-quality instructional and support
    services to ELLs with disabilities in alignment
    with their IEPs and current policies.

15
Principle 3 Districts and schools engage all
English Language Learners in instruction that is
grade-appropriate, academically rigorous, and
aligned with the New York State Prekindergarten
Foundation for the Common Core and P- 12 Common
Core Learning Standards
  • Articulating specific content and language
    objectives.
  • Integrating explicit and implicit research-based
    vocabulary instruction.
  • Providing opportunities for students to discuss
    content and problem-solve with peers.
  • Anchoring instruction by strategically using
    research-based practices (e.g., multimedia,
    visuals, graphic organizers, etc.).
  • Providing special education supports, services,
    accommodations and specially-designed instruction
    to meet the specific instructional needs of ELLs
    with disabilities .
  • Designing, selecting, and implementing a
    high-quality curriculum that meets the needs of
    Early Learning ELLs, and supports the New York
    State Prekindergarten Foundation for the Common
    Core. http//www.p12.nysed.gov/ciai/common_core_st
    andards/pdfdocs/nyslsprek.pdf
  • Using academic language and content-area supports
    to strategically move ELLs along the language
    development continuum utilizing New York State
    Bilingual Common Core Progressions.
    http//www.engageny.org/resource/new-york-state-bi
    lingual-common-core-initiative

16
Principle 4 Districts and schools recognize
that bilingualism and biliteracy are assets and
provide opportunities for all students to earn a
Seal of Biliteracy upon obtaining a high school
diploma
  • Opportunities to participate in language learning
    or language support programs that lead to
    proficiency in English and other languages.
  • Opportunities to use and develop academic
    language and content knowledge both in English
    and a language other than English, including the
    students home language.
  • Rigorous Bilingual Education programs for ELLs
    aimed at maintaining and developing the home
    language and attaining English proficiency as
    well as biliteracy.
  • Alternate pathways for those students whose home
    language is that which a Bilingual Education
    Program does not exist in a district due to the
    languages low incidence.

17
Principle 5 Districts and schools value all
parents and families of ELLs as partners in
education and effectively involve them in the
education of their children
  • Providing parents with resources that enable them
    to make informed decisions about their childrens
    education.
  • Providing parents with all pertinent information
    about their rights and program choices in a
    language and format that parents can easily
    understand and access.
  • Providing training to parents in English and in
    their home language on effective strategies to
    support their childrens learning in and out of
    school.
  • Engaging parents as active participants,
    contributors and cultural liaisons to the school
    community.
  • Sharing with parents and family members the high
    expectations that schools have established for
    the education of all ELLs and engaging them in
    the pursuit and achievement of those
    expectations.
  • Collaborating with the school support personnel
    and immigrant community-based organizations in
    order to address the multiple needs of families
    of ELLs.

18
Principle 6 District and school communities
leverage the expertise of Bilingual, ESL, and
Language Other Than English (LOTE) teachers and
support personnel while increasing their
professional capacities
  • Creating intentional learning opportunities for
    all teachers to collaborate and design
    instruction, analyze student work, and develop
    rigorous lessons.
  • Providing substantial and sustained opportunities
    for all teachers to participate in meaningful
    professional development that addresses the needs
    of ELLs, including home and new language
    development.

19
Principle 7 Districts and school communities
leverage ELLs home languages, cultural assets,
and prior knowledge
  • Regarding home languages as instructional assets,
    and using them in bridging prior knowledge to new
    knowledge while ensuring that content is
    meaningful and comprehensible.
  • Using home languages and cultures of ELLs to
    promote diversity pursuant to the Dignity for All
    Students Act (NYS initiative, effective July
    2013), http//www.p12.nysed.gov/dignityact/.

20
Principle 7 Districts and school communities
leverage ELLs home languages, cultural assets,
and prior knowledge
  • Regarding home languages as instructional assets,
    and using them in bridging prior knowledge to new
    knowledge while ensuring that content is
    meaningful and comprehensible.
  • Using home languages and cultures of ELLs to
    promote diversity pursuant to the Dignity for All
    Students Act (NYS initiative, effective July
    2013), http//www.p12.nysed.gov/dignityact/.

21
Principle 8 Districts and school use diagnostic
tools and formative assessment practices in order
to monitor ELLs content knowledge as well as new
and home language development to inform
instruction
  • Using State assessments in conjunction with
    formative assessments.
  • Using State language proficiency data (from the
    New York State English as a Second Language
    Achievement Test NYSESLAT and the New York
    State Identification Test for English Language
    Learners NYSITELL) to understand where ELLs are
    along the continuum of language development, and
    how to provide appropriate scaffolds for them
    according to their proficiency level.
  • Employing authentic assessments that require
    sophisticated uses of language embedded in
    authentic and rich content.
  • Utilizing appropriate tools to assess the needs
    and progress of ELLs with disabilities.
  • Utilizing analytical rubrics that provide
    feedback on content knowledge and language
    development.
  • Using home language assessments to inform
    instruction and demonstrate growth in Bilingual
    Education programs in which the home language is
    being used.

22
Blueprint for ELL Success
  • Next Steps
  • Blueprint will be released online in April 2014
    and shared with districts, the ELL Leadership
    Committee, key ELL advocacy groups.
  • The Department, in collaboration with the field,
    will develop resources that are aligned to the
    Common Core that districts can use to implement
    the principles of the Blueprint.

23
New York State Education Department Initiatives
for English Language Learners
  • Commissioners Regulation Part 154
  • Blueprint for ELL Success
  • Seal of Biliteracy
  • ELL Curriculum
  • Students with Interrupted Formal Education
  • Native Language Arts (NLA)
  • ELL Scaffolds
  • Math Translations (5 languages)
  • ELL Leadership Council
  • Students with Interrupted Formal Education
    Initiatives
  • Bridges
  • Identification material
  • Resources
  • Assessments
  • NLA assessment
  • NYSITELL
  • NYSESLAT
  • Videos

Office of Bilingual Education and Foreign
Language Studies
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