Transcript Slide 1

Blueprint for ELL Success
Office of Bilingual Education and Foreign Language Studies
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.
ROS, 11%
Big 4, 6%
Long
Island,
13%
NYC, 70%
Utica
(1543)
Syracuse
(2809)
Rochester
(3478)
Buffalo
(4103)
Spring Valley
(East Ramapo)
(2125)
Newburgh
(1555)
Source: Public School LEP Counts as of May 31, 2013
New York City
(151,558)
Yonkers
(3085)
Hempstead
(1853)
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
Central Islip
(1790)
Brentwood (5139)
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New York State Demographics
2012-13 Top 10 ELL Home Languages
Nepali, 0.7%
Karen, 0.9%
French, 1.3%
Urdu, 1.7%
Russian, 1.7%
Haitian Creole,
1.9%
Bengali, 3.0%
Other, 9.7%
Spanish
Chinese
Arabic
Bengali
Haitian Creole
Russian
Linguistically
diverse state
with over 140
languages
spoken by our
students.
Urdu
Arabic, 3.9%
French
Chinese, 10.7%
Karen
Nepali
Other
Spanish, 64.5%
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Percentage of ELLs in New
York State 2007 to 2013
10.6%
9.6%
10.7%
10.8%
9.7%
9.2%
9.0%
2007-08
Source: SIRS
2008-09
2009-10
School Year
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2010-11
2011-12
# of Students % of ELLs
225,723
9.0%
230,626
9.2%
239,476
9.6%
241,708
9.7%
265,488
10.6%
268,647
10.7%
270,631
10.8%
2012-13
2013-14
Percent Classified as Students
with Disabilities
Classification Rates in NY State:
All Students and ELLs
20.0%
18.0%
16.0%
14.0%
12.0%
10.0%
8.0%
6.0%
4.0%
2.0%
0.0%
14%
19%
All students
ELLs
2011-2012
ELLs vs. Non ELLs by Disability
Classification 2012-2013
45.0%
40.0%
40.0%
% of ELL SWD
38.3%
36.4%
% of Non-ELL SWD
35.0%
30.0%
25.0%
23.7%
20.0%
16.5%
15.0%
10.0%
7.3%
6.9%
6.4%
4.6%
5.0%
2.6%
3.6%
4.5%
2.6%
2.5%
1.1%0.8%
0.5%
0.3%
0.3%
0.2%
0.3%
0.2%
0.3%
0.1%
0.0%
Speech
Language
Impairment
Source: SIRS 2013.
Learning
Disability
Intellectual
Disability
Other
Health
Impairment
Autism
Multiple
Emotional
Hearing Orthopedic
Visual
Traumatic Deafness
Disabilities Disturbance Impairment Impairment Impairment Brain Injury
Who are our ELLs Subgroups?
SUBGROUPS
Newcomers
Developing ELLs
Long-term ELLs
Special Education ELLs
Students with Interrupted
Formal Education (SIFE)
Former ELLs
DEFINITION
CHARACTERISTICS
Who are our ELLs Subgroups?
SUBGROUPS
Newcomers
DEFINITION
CHARACTERISTICS
Students who have been in our schools for three
years or less and are English Language
ELLs who have been in school for 3 years or
Learners. ELLs in our schools one year or less
less.
are exempt from the ELA.
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 LTE’s.
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 LTE’s typically
performing at Advanced level. Also a majority of
LTE’s have an IEP.
Special Education ELLs
Students with Interrupted
Formal Education (SIFE)
Former ELLs
ELLs served by an Individualized Education Plan
(IEP). An IEP/CSE team determines a student’s
eligibility for special education services and the
language in which special education services
are delivered.
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.
Based on data a significant percentage of
Special Education ELLs have a learning
disability classification and Language Disorder
More than half of new SIFE speak Spanish at
home, and with more than half of those from the
Dominican Republic.
Schools are permitted to provide LEP/ELL
Students that have reached proficiency on a test
testing accommodations on NYS assessments
of English language skills and no longer require
to former LEP/ELLs for up to two years after
ELL services.
achieving proficiency.
Language Programs
Program Type
GOAL
STUDENTS
TRANSITIONAL
BILINGUAL
•
ELLs of a shared home
language
•
MAINTENANCE
BILINGUAL
Providing grade-level academic work in
the student’s 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.
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
(Two-Way Bilingual/Dual
Language; One-Way
Bilingual/Developmental)
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Blueprint for ELL Success
The Blueprint aims to:




Clarify expectations for administrators, policy makers, and
practitioners;
Provide a framework to prepare ELLs for success—beginning 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.
Office of Bilingual Education and Foreign Language Studies
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Blueprint for ELL Success
The Blueprint is composed of the following 8 principles:
1. All teachers are teachers of English Language Learners (ELLs) and need to
plan accordingly.
2. All schools boards and districts/school leaders are responsible for ensuring
that the academic, linguistic, social, and emotional needs of ELLs are
addressed.
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 P12 Common Core Learning Standards.
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.
Office of Bilingual Education
EngageNY.org
and Foreign Language Studies
11
Blueprint for ELL Success
8 Principles continued:
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.
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.
7. Districts and school communities leverage ELLs’ home languages, cultural
assets, and prior knowledge.
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.
Office of Bilingual Education and Foreign Language Studies
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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.
EngageNY.org
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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.
EngageNY.org
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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 speciallydesigned 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_standards/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-bilingual-common-coreinitiative
EngageNY.org
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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 student’s
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 language’s
low incidence.
EngageNY.org
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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 children’s 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 children’s 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 communitybased organizations in order to address the multiple needs of families of ELLs.
EngageNY.org
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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.
EngageNY.org
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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/.
EngageNY.org
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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/.
EngageNY.org
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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.
EngageNY.org
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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.
Office of Bilingual Education and Foreign Language Studies
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New York State Education Department
Initiatives for English Language Learners
• Commissioner’s
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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