Ensuring Equal Educational Opportunities for English Language Learners Buffalo 2015-2016 SY
True/False 1. All ELLs must achieve Commanding in order to exit ELL status. 2. Former ELLs must continue to receive at least.5 units of study or its equivalent of Integrated ENL in ELA/Core Content area or other such services for at least two years. 3. Most ELLs in NYS are born outside of the United States. 4. The maximum allowable grade span for grouping instruction in grades K-12 ENL or BE classes is two contiguous grades. 5. Classroom teachers should have 15% of professional development devoted to teaching ELLs and teachers of ELLs should have 50% of professional development devoted to teaching ELLs. 6. School districts are required to complete the identification process before an ELL student receives a final school placement. True False 2
True/False 7. ELLs otherwise eligible to graduate in January 2015 or thereafter, who entered the school system in 9 th grade or above, are eligible to earn a local diploma via appeal by: 1. meeting the appeal conditions available to all students, and 2. scoring between 55-61 on the Regents Exam in English 8. Parents have 5 days to return signed notification and consent to Bilingual Education or ENL program placement. 9. School districts are required to annually estimate ELL enrollment before the end of each school year, and create a sufficient number of Bilingual Education programs in the district, if there are 30 or more ELLs districtwide of the same grade level who speak the same home language. 10. In order to ensure program continuity, schools are required to continue providing a Bilingual Education program if at least 15 students who speak the same home language were enrolled in such a program in the previous school year. True False 3
CR Part 154 The Process The Department spent the 3 years engaging the field about areas of Part 154 that should be revised or enhanced to better serve the needs of ELLs. 2011-2012 Internal interdepartmental discussions 2012-2013 discussions with key stakeholders (including focus groups) in the state 2013-2014 developed proposed policy changes and enhancements Key Recommendations from Research and Feedback In September 2014, CR Part 154 was amended and adopted by the New York State Board of Regents to better serve the needs of ELLS. School year 2014-15 was a planning year for districts September 2015 CR Part 154 full implementation began 4
Key Recommendations from Research and Feedback Bilingualism is a desirable outcome for students and program options that support bilingualism should be expanded. ESL instruction should be done primarily through an integrated approach. Identification and Exiting ELL status should be based on multiple measures and sources of information rather than one high stake Exam. All teachers and administrators need better preparation to met the needs of ELLs. Parents of ELLs need the information necessary to make informed decisions and be partners in their children's education. SED needs to carefully monitor implementation to ensure that districts understand their obligations and are meeting them. 5
Number of ELLs by County and District 2014-2015 Top ELL Districts # of ELLs New York City 158.904 Brentwood 5,742 Rochester (3,981) Syracuse (3,339) Utica (1,736) Buffalo 4,799 Rochester 3,981 Yonkers 3,362 Syracuse 3,339 East Ramapo 2,503 Hempstead 2,147 Buffalo (4,799) Albany (804) Central Islip 2,025 Utica 1,736 Newburgh 1,463 Port Chester-Rye 1,231 Albany 804 Poughkeepsie 451 Poughkeepsie (451) Of the approximately 2.7 million public school students in New York State, 8% are English Language Learners. Newburgh (1,463) Yonkers (3,362) New York City (158,904) East Ramapo (2,503) Port Chester Rye (1,231) Brentwood (5,742) Hempstead (2,147) Central Islip (2,025) Source: NYS SIRS 2014-2015 6
Percentage of ELLs as a share of Total Student Population by County and District 2014-2015 Big 4, 6% Long Island, 13% ROS, 11% Buffalo CSD (16.6%) Dunkirk CSD (12.7%) Lackawanna CSD (17.4%) NYC, 70% Rochester CSD(13.9%) Utica CSD (18.3%) Syracuse CSD(16.7%) Ithaca CSD (6.2%) 16.6% of the total student population in Buffalo are ELLs Source: NYS SIRS 2014-2015 Fallsburgh CSD (10.8%) East Ramapo (30.9%) Newburgh (14.6%) New York City (14.5%) Yonkers (13.6)% Schenectady CSD (4.2%) Albany CSD (10%) Ellenville CSD (5%) Hudson CSD (8%) Poughkeepsie CSD (10.7%) Brewster CSD (5.4%) Portchester Rye (28.1%) Peekskill (20.4%) Tarrytown (17.4%) Westbury(33.4%) Central Islip (31.1%) Brentwood (33%) Roosevelt (25.5%) Freeport (19.1%) Hempstead (32.4%) % ELL of Total County County Population Bronx 20.5% Queens 17.2% Kings 15.1% New York 14.5% Rockland 10.9% Westchester 8.2% Suffolk 7.7% Nassau 6.8% Richmond 6.3% Oneida 5.9% Orange 5.7% Onondaga 5.6% Monroe 5.2% Erie 5.1% Sullivan 4.2% Albany 3.8% Columbia 3.4% Chautauqua 3.3% Tompkins 3.2% Putnam 2.7% Dutchess 2.7% Ulster 2.5% Schenectady 2.4% Wyandanch (19.4%) 7
Clarence - 1% ELLs District Map Western New York 2014-2015 Sweet home- 4% ELLs Tonawanda - 1% ELLs Amherst - 3% ELLs Kenmore - 2% ELLs Buffalo 16.6% ELLs Cleveland - 0.01% ELLs Cheektowaga- 2% ELLs Lackawanna-15.4% ELLs West Seneca- 1% ELLs Alden - 0.3% ELLs 8
Linguistic and Cultural Diversity French, 1.2% Haitian, 1.6% Urdu, 1.7% Russian, 1.7% Bengali, 3.1% Nepali, 0.8% Karen, 1.0% Arabic, 4.3% Chinese, 10.6% Other, 9.8% Top 10 ELL Home Languages 2014-15 SY: Spanish Chinese Arabic Bengali Russian Urdu Haitian Spanish, 64.3% French Karen Nepali Other Source: NYS SIRS 2014-2015 9
Linguistic and Cultural Diversity 2014-2015 Rest of State Top 10 languages Buffalo Top 10 languages Burmese, 1.30% Somali, 1.60% Japanese, 1.10% Urdu, French, 0.90% 1.20% Swahili, 2.1% Bengali, 3.3% French, 1.6% Nepali, 2.00% Chinese, 2.60% Karen, 3.00% Arabic, 3.70% Spanish, 69.80% Spanish Arabic Karen Chinese Nepali Somali Burmese Urdu Japanese French Nepali, 6.7% Burmese, 7.3% Other, 7.5% Somali, 8.1% Arabic, 9.1% Spanish, 34.6% Karen, 12.3% Spanish Karen Arabic Somali Other Burmese Nepali Bengali Swahili French Source: NYS SIRS 2014-2015 Linguistically diverse state with over 200 languages spoken by our students. 10
ELL Subgroups 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. Developing ELLs Students who have received ELL services for 4 to 6 years. Long-term ELLs Students who have completed at least six years of ELL services in a New York State school and continue to require ELL services. ELL Students with Disabilities ELLs served by an Individualized Education Plan (IEP). An IEP team determines a student s eligibility for special education services and the language in which special education services are delivered. Students with Inconsistent/Interrupted Formal Education ELLs who have attended schools in the U.S. for less than twelve months and who, upon initial enrollment in schools are two or more years below grade level in literacy in their home language and/or two or more years below grade level in math due to inconsistent or interrupted schooling prior to arrival in the U.S. Former ELLs A Former ELL is a student who was identified as an ELL and has met the criteria for exiting ELL status. Upon exiting ELL status, Former ELLs are entitled to receive at least two years of Former ELL services. 11
ELL Subgroups 2014-2015 New York State Buffalo Newcomers Developing ELLs Long-term ELLs Students with Inconsistent/Interrupted Formal Education ELL Students with Disabilities 152,629 (63.3%) 3,335 (62.3%) 60,144 (24.9%) 1,400 (26.2%) 28,294 (11.7%) 618 (11.5%) 21,037 (8.7%) 792 (14.7%) 52,890 (21.9%) 879 (16.4%) 12
What We Know About SIFE SIFE are not all the same they fall along a spectrum and their needs vary; SIFE do not have the literacy and conceptual/content knowledge assumed for grade level participation; The lives of many SIFE have been impacted by war, natural disaster, or economic hardship;. 13
Creating Structures and Systems That Support SIFE Academic Socio- Emotional Home language Culture and Community http://nysed.vpg.com/nysed_cc_videos/nysed_int1_lp_cls_sife_1_v6.mov
The Multilingual Literacy Diagnostic (MLD) The MLD is a statewide diagnostic tool created to determine the students literacy levels in their home language in order to identify the gap and provide appropriate instruction for SIFE students. The tool is currently available in 9 different languages and may be available in more languages in the future. Current languages available are: Bangla, Chinese, English, Haitian Creole, Spanish, Arabic, Urdu, Sgaw, Karen and Maay Maay 15
Foundational Language and Literacy Curriculum The curriculum is designed to meet the needs of low-literacy newcomer SIFE students in secondary (middle and high) school. The curriculum offers a rigorous and accelerated framework for providing students with the necessary content, language and literacy skills essential for academic success. The Foundational Language and Literacy (FLL) curriculum draws from CCSS Foundational Skills and focuses on the development of basic oral English language as well as reading and writing skills. http://nysed.vpg.com/nysed_cc_videos/nysed_int1_lp_cls_sife_1_v 6.mov 16
Disability Classifications by ELL Status Buffalo vs. Rest of State 2014-2015 Buffalo- Disability Classifications by ELL Status 2014-2015 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 40.9% 32.3% Learning Disability 19.6% 20.6% 19.5% 18.5% Speech or Language Impairment Other Health Impairment 13.0% 6.4% 6.3% 4.6% 5.4% 4.8% 4.4% 1.5% 0.9% 0.3% 0.2% 0.2% 0.2% 0.2% Emotional Disturbance Intellectual Disability ELL Multiple Disabilities Not ELL Autism Hearing Impairment Visual Impairment Traumatic Brain Injury Rest of NY State - Disability Classifications by ELL Status 2014-2015 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 39.4% 38.5% 35.2% 18.5% Speech or Language Impairment Learning Disability 8.6% 22.6% Other Health Impairment 4.4% 5.8% 4.3% 2.5% Multiple Disabilities ELL Intellectual Disability Not ELL 7.5% 6.0% 1.6% 1.4% 0.9% 0.7% 0.3% 0.4% Autism Emotional Disturbance Hearing Impairment Orthopedic Impairment Source: NYS SIRS 2014-2015 17
ELA (Grades 3-8) by Performance Level 2015 EngageNY.org 18
Math (Grades 3-8) by Performance Level 2015 EngageNY.org 19
NYSESLAT 2015 EngageNY.org 20
Buffalo ELL Graduation Rate 2014 21
Co-Teaching
Co-Teaching
Seal of Biliteracy What is the Seal of Biliteracy? It is a formal recognition of a student s proficiency and achievement in English and one or more Languages other than English (LOTE). It can take the form of a seal that appears on the students diploma as well as a notation on the official transcript. Also recognizes high school graduates who have attained a high level of proficiency in listening, speaking, reading, and writing in one or more languages, in addition to English.
How Districts Can Establish a Seal of Biliteracy Program Create a Seal of Biliteracy Committee. o Communicate the program to students, parents and public o Review student applications o Advise students o Monitor progress o Evaluate student work Notify NYSED of intent to establish program through application form that will allow us to provide feedback and guidance. Complete district end of year report notifying NYSED of students receiving the Seal.
Blueprint for ELL Success The Blueprint is composed of the following 8 principles: 1. All teachers are teachers of 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 ELLs in instruction that is gradeappropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 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. 26
Blueprint for ELL Success Eight 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, ENL, 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 schools 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. 27
IMPLEMENTATION During orientation, school districts will use the following whiteboard animation video to introduce parents to Bilingual Education and English as a New Language programs: http://www.p12.nysed.gov/biling/bilinged/resources_htm_mmtmp52073e5 7/resources.html Mineola School District in Long Island has already made great strides in terms of implementation: https://d2d6mu5qcvgbk5.cloudfront.net/lectures/video/uploaded_file/4266/ high/4pduqhvnb8k-high_ccny+-+stanford+-+video+3+edit.mp4 28
Blueprint for ELL Success The Blueprint is composed of the following 8 principles: 1. All teachers are teachers of 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 ELLs in instruction that is gradeappropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P-12 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. 29
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, ENL, 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 schools 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. 30
AREAS OF CR PART 154 REGULATION ELL Identification Parent Notification and Information Retention of Records ELL Program Placement Program Requirements Provision of Programs Grade Span Program Continuity Students with Disabilities ELL Exit Criteria Intervention Support for ELLs Former ELL Services Graduation Requirements Professional Development Certification School District Planning and Reporting Requirements 31
ELL IDENTIFICATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION Implement a three step ELL identification process to ensure holistic and individualized decisions can be made by qualified personnel, including: 1)administration of the Home Language Questionnaire; 2)individual interview with the student; TIMELINE 2015-2016 Full Implementation 3)administration of a statewide English language proficiency identification assessment. Qualified personnel is defined as a Bilingual Education or ESOL teacher, or a teacher trained in cultural competency, language development and the needs of English Language Learners. New Home Language Questionnaire Home Language Questionnaire Guidance 32
ELL IDENTIFICATION Cont d SUBPARTS 154-1 & 154-2 ADOPTED REGULATION School districts are required to identify ELLs as Students with Interrupted/Inconsistent Formal Education (SIFE) as an additional part of the interview during the identification process. It includes a review of academic history and student work samples to determine level in home language and math. [154-2.3(a)(6)] TIMELINE 2015-2016 Full Implementation Multilingual Literacy Diagnostic (MLD) Bangla, Chinese, English, Haitian Creole, Spanish, Arabic, Urdu, Sgaw, Karen and Maay Maay SIFE Oral Interview Questionnaire Upon receiving a written request within an ELL s first 45 days of enrollment, school districts are required to implement a review process by qualified personnel to determine if a student may have been misidentified. A review of ELL identification determination would commence upon written request by a parent, a teacher with the consent of the parent, or a student, if the student is 18 years old or older. Before a change in ELL determination is final, parental consent, student consent if the student is 18 years or older, and principal and superintendent approval are required. [154-2.3(b)] 2015-2016 Full Implementation Home Language Questionnaire Guidance
RETENTION OF RECORDS SUBPARTS 154-1 & 154-2 ADOPTED REGULATION School districts are required to collect and maintain: Records indicating parent s preferred language or mode of communication; and Records of notices and forms generated during the identification and placement process in ELL student s cumulative record. PARENT NOTIFICATION AND INFORMATION Parent notification and communication is required to be in the language best understood by the parents as indicated and on file in each ELL student s cumulative record. School personnel are required to meet with parents or persons in parental relation at least once a year, in addition to other generally required meetings with parents, to discuss with parents their child s academic content and language development progress and needs. TIMELINE 2015-2016 Full Implementation Parent Orientation Video: ELL Programs in New York State Pen-Pal A Guide for Parents of ELLs in New York State NYSITELL Parent Information Brochure NYSESLAT Parent Information Brochure ELL Parent Hotline Parent Bill of Rights Parent Notification Letters Roadmap to College 34 2015-2016 Full Implementation
ELL PROGRAM PLACEMENT SUBPARTS 154-1 & 154-2 ADOPTED REGULATION ELL identification, parent notification, signed consent, and placement in a Bilingual Education or ENL program is required to take place within 10 school days after initiating the identification process. [154-2.3(g)(1)] TIMELINE 2015-2016 Full Implementation School districts are required to complete the identification process before an ELL student receives a final school placement. A student is to be provisionally placed in a school until the identification process is completed. [154-2.3(a)(8)] PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS English as a New Language instruction is required to be offered through two settings: (1)Integrated ENL (ENL methodologies in content area instruction co-taught or individually taught by a dually certified teacher); and (2)Stand-Alone ENL (ENL instruction with an ESOL teacher to develop the English language needed for academic success). [152.2(m)and(x)] 2015-2016 Full Implementation - Professional development - Resources 35
PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS Cont d SUBPARTS 154-1 & 154-2 ADOPTED REGULATION Each school with 20 or more ELL students of the same grade who speak the same home language continues to be required to provide a Bilingual Education program. [154-2.3(d)(4)] TIMELINE 2015-2016 Full Implementation School districts are required to annually estimate ELL enrollment before the end of each school year, and create a sufficient number of Bilingual Education programs in the district, if there are 20 or more ELLs district wide of the same grade level who speak the same home language. [154-2.3(d)(1)] New Bilingual Education programs are not to be placed in a school identified as a School Under Registration Review or as a Focus or Priority School. [154-2.3(d)(3)] A school district will be allowed to apply for a one-year waiver for languages that represent less than 5% of the statewide ELL population, if the district can demonstrate it meets established criteria and provides alternate home language supports. [154-2.3(d)(6)] 2015-2016 Full Implementation 36
CR Part 154-2 (K-8) Transitional Bilingual Education Program ENGLISH PROFICIENCY LEVEL STAND ALONE ENL ENTERING (Beginning) 1 unit of study in ENL (180 min.) EMERGING (Low Intermediate).5 unit of study in ENL (90 min.) TRANSITIONING (Intermediate) EXPANDING (Advanced) COMMANDING (Proficient) LANGUAGE ARTS INTEGRATED ENL / ELA FLEXIBILITY 1 unit of study in ENL/ELA (180 min.) 1 unit of study in ENL/ELA (180 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) 1 unit of study in ENL/ELA or other Content Area (180 min.) TOTAL 360 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week HOME LANGUAGE ARTS 1 HLA Class 1 HLA Class 1 HLA Class 1 HLA Class.5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* BILINGUAL INSTRUCTION BILINGUAL CONTENT AREA SUBJECTS Minimum of 2 Minimum of 2 Minimum of 1** Minimum of 1** STAFFING/ PERSONNEL K 8 BILINGUAL EDUCATION PROGRAM (K 6 Bilingual) Common Branch teacher with a bilingual extension (7 8 Bilingual) Content Area teacher with a bilingual extension. [HLA must be taught by a certified Language Other Than English teacher.] K 8 ENGLISH AS A NEW LANGUAGE PROGRAM (K 8 STAND ALONE) ESOL certified teacher (K 6 ENL) Common Branch K 6 teachers with a bilingual extension can teach the ENL component of a K 6 Bilingual Education program. (7 8 ENL) Integrated ENL can be taught by an ESOL teacher with Content Area certification or two individually certified teachers. The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner that monitor and support the student s language development and academic progress. Content Area shall mean ELA, Math, Science, and Social Studies. **This provision is a pending regulatory change expected to go into effect in June 2015 for the 2015-16 school year. 37
LANGUAGE ARTS CR Part 154-2 (9-12) Transitional Bilingual Education Program ENGLISH PROFICIENCY LEVEL STAND ALONE ENL INTEGRATED ENL / ELA FLEXIBILITY ENTERING (Beginning) 1 unit of study in ENL (180 min.) 1 unit of study in ENL/ELA (180 min.) 1 unit of study can be STAND ALONE ENL instruction or INTEGRATED ENL in Content Area (180 min.) EMERGING (Low Intermediate).5 unit of study in ENL (90 min.) 1 unit of study in ENL/ELA (180 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) TRANSITIONING (Intermediate).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) EXPANDING (Advanced) 1 unit of study in ENL/ELA or other** Content Area (180 min.) TOTAL 540 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week HOME LANGUAGE ARTS 1 HLA Course 1 HLA Course 1 HLA Course 1 HLA Course COMMANDING (Proficient).5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* BILINGUAL INSTRUCTION BILINGUAL CONTENT AREA SUBJECTS Minimum of 2 Minimum of 2 Minimum of 1** Minimum of 1** AWARDING STAFFING/ CREDITS PERSONNEL STAND ALONE ENL Elective credit is awarded upon passing each corresponding STAND ALONE ENL unit of study INTEGRATED ENL Content area credit is awarded upon passing each corresponding ENL unit of study in ELA, Math, Science, or Social Studies BILINGUAL EDUCATION PROGRAM (9 12) Bilingual Content Area teacher with a bilingual extension. [HLA must be taught by a certified Language Other Than English teacher.] HOME LANGUAGE ARTS** Language Other Than English credit is awarded upon passing each corresponding HLA unit of study BILINGUAL CONTENT AREA** Content area credit is awarded upon passing each corresponding Bilingual Content Area subject ENGLISH AS A NEW LANGUAGE PROGRAM (9 12) Stand alone ESOL certified teacher (9 12) Integrated ENL can be taught by an ESOL teacher with Content Area certification or two individually certified teachers. The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner, that monitor and support the student s language development and academic progress. Core Content Area shall mean ELA, Math, Science, and Social Studies **This provision is a pending regulatory change expected to go into effect in June 2015 for the 2015 16 school year. Updated April 10, 2015 38
CR Part 154-2 (K-8) English as New Language (ENL) Units of Study and Staffing Requirements ENGLISH PROFICIENCY LEVEL ENL INSTRUCTIONAL TIME (MINIMUM) STAND ALONE ENL INTEGRATED ENL ENTERING (Beginning) 2 units of study per week (360 min.) 1 unit of study in ENL (180 min.) 1 unit of study in ENL/ELA (180 min.) EMERGING (Low Intermediate) 2 units of study per week (360 min.).5 unit of study in ENL (90 min.) 1 unit of study in ENL/ELA (180 min.) FLEXIBILITY.5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) TRANSITIONING (Intermediate) 1 unit of study per week (180 min.).5 unit of study in ENL/ELA (90 min.).5 unit of study can be STAND ALONE ENL or INTEGRATED ENL/Content Area (90 min.) EXPANDING (Advanced) 1 unit of study per week (180 min.) 1 unit of study in ENL/ELA or other Content Area (180 min.) COMMANDING (Proficient) Former ELLs must continue to receive services for an additional two years.5 unit of study per week of INTEGRATED ENL in ELA/Content Area, or other approved Former ELL services for two additional years* TOTAL 360 minutes per week 360 minutes per week 180 minutes per week 180 minutes per week STAFFING/ PERSONNEL STAND ALONE ENL K 12 Certified ESOL teacher INTEGRATED ENL 1 DUALLY CERTIFIED TEACHER ESOL and Common Branch (K 6) or Content Area (7 8) teacher who holds both certifications INTEGRATED ENL 2 INDIVIDUALLY CERTIFIED TEACHERS (CO TEACHING) A certified ESOL teacher and a K 6 certified elementary school teacher A certified ESOL teacher and a 7 8 certified content area teacher (ELA, Math, Science, or Social Studies) The maximum allowable grade span for grouping instruction in grades K 12 English as a New Language or Bilingual Education classes is two contiguous grades, except for English Language Learners in a special education class, as defined by section 200.1(uu) of this Title. All programs must be provided during the school day. *Other services that are approved by the NYS Commissioner that monitor and support the student s language development and academic progress. Core Content Area shall mean ELA, Math, Science, and Social Studies. One unit of study = 180 minutes of instruction per week per year. Updated April 10, 2015 39
GRADE SPAN SUBPARTS 154-1 & 154-2 ADOPTED REGULATION The maximum allowable grade span is two contiguous grades for grouping instruction in ENL and Bilingual Education programs. [154-2.3(i)] TIMELINE 2015-2016 Full Implementation PROGRAM CONTINUITY Districts are required to provide program continuity so that ELLs can continue to receive the program type (Bilingual Education or ENL) in which they were initially enrolled. [154-2.3(e)] In order to ensure program continuity, schools are required to continue providing a Bilingual Education program if at least 15 students who speak the same home language were enrolled in such a program in the previous school year. [154-2.3(e)] 2015-2016 Full Implementation 40
ELL EXIT CRITERIA SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Exit criteria has expanded to allow qualified students to exit ELL status by: OPTION 1) Scoring at the Proficient/Commanding level on the NYSESLAT [154-2.3(m)(1)(i)] OPTION 2) Scoring at the Advanced/Expanding level on the NYSESLAT, -and- 3+ on a grade 3-8 ELA Assessment, -or- 65 + on the Regents Exam in English [154-2.3(m)(1)(ii)] 2015-2016 Full Implementation OPTION 3) Please see Areas of Pending Regulation: Students with Disabilities. [154-2.3(m)(2)] 41
INTERVENTION SUPPORT FOR ELLS SUBPARTS 154-1 & 154-2 ADOPTED REGULATION Districts are required to annually identify ELLs not demonstrating adequate performance and provide additional support services aligned to district wide intervention plans. [154-2.3(j)] TIMELINE 2015-2016 Full Implementation FORMER ELL SERVICES School districts are required to provide at least two years of Former ELL services to support students who exit out of ELL status including: A half unit of study of Integrated ENL in ELA, Math, Science or Social Studies, ~and/or~ With OBEWL S approval, other services that monitor and support each Former ELL s language development and academic progress. [154-2.3(h)(1)(v)] and [154-2.3(h)(1)(v)] 2015-2016 Full Implementation 42
PROFESSIONAL DEVELOPMENT SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE School districts are required to ensure that a prescribed percentage of Professional Development hours be specific to the needs of ELLs, co-teaching strategies, and integrating language and content instruction: 15% total hours ELL-specific PD for All Teachers ~and~ 50% total hours ELL-specific PD for Bilingual Education and ENL teachers 2015-2016 Full Implementation 43
SCHOOL DISTRICT PLANNING AND REPORTING SUB-PARTS 154-1 & 154-2 ADOPTED REGULATION School districts are required to provide additional information in comprehensive plans regarding programs for subpopulations of ELLs, information provided to parents in the languages they best understand, methods to annually measure and track ELL progress, and systems to identify, assess, and exit students from ELL status. [154-2.4(b)] TIMELINE 2015-2016 Full Implementation School districts are required to provide additional information in reports regarding programs for subpopulations of ELLs including program information, if offered, by subpopulations and languages spoken in the school district. [154-2.4(c)] 2015-2016 Full Implementation 44
STUDENTS WITH DISABILITIES SUBPART 154-3 ADOPTED AMENDMENT ON NOVEMBER 17, 2014 TIMELINE Adopted Subpart 154-3 regulations establish: 1)Identification criteria to determine whether, and if so which accommodations, a Student with a Disability uses during administration of the NYSITELL; and 2015-2016 Full Implementation 2)ELL Exit process and criteria for eligible Students with a Disability. 45
PARENT NOTIFICATION & INFORMATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION SUBPART 154-2 AMENDED TIMELINE Upon written notification of his/her child s placement in a Bilingual Education or ENL program, the parent has 5 days to sign and return a statement indicating parental consent. If the signed notification statement is not returned, the student will be placed in a Bilingual Education program, with the parent retaining the right to make the final program placement decision. Amendment from 5 to 10 days for parents to return signed notification and consent to Bilingual Education or ENL program placement. 2015-2016 Full Implementation 46
PROFESSIONAL DEVELOPMENT SUBPARTS 154-1 & 154-2 ADOPTED REGULATION SUBPART 154-2 AMENDED TIMELINE School districts are required to ensure that at least 15% of professional development hours for all teachers, and 50% for Bilingual Education and ENL teachers be specific to the needs of ELLs, co-teaching strategies, and integrating language and content instruction for ELLs. Amendment to allow school districts to annually seek permission from the Commissioner for a one year waiver from the 15%~50% PD requirements if ELL enrollment makes up less than 5% of the school district s total student population, and the school district provides evidence that the district s PD plan meets the needs of its ELLs, coteaching strategies, and integrating language and content instruction for its ELLs. 2015-2016 Full Implementation 47
GRADUATION REQUIREMENTS SUBPARTS 154-1 & 154-2 ADOPTED REGULATION Separate rulemaking which requires regulatory amendments to Part 100. PART 100 AMENDED Amendments to Part 100 regulations to allow ELLs otherwise eligible to graduate in January 2015 or thereafter, who entered the school system in 9 th grade or above, to be eligible to earn a local diploma via appeal by: 1)Meeting the appeal conditions available to all students, and 2)Scoring between 55-61 on the Regents Exam in English. TIMELINE February 2015 Full Implementation 48
PROSPECTIVE TEACHER CERTIFICATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION PART 80 PROPOSED AMENDMENT PROPOSED TIMELINE Separate rulemaking which requires regulatory amendments to Part 80. Proposed amendments to Part 80 will require all prospective teachers to complete coursework on ELL instructional needs, co-teaching strategies, and integrating language and content instruction for ELLs. PENDING 49
CERTIFICATION AND SENIORITY PROTECTION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION PROPOSED STATUTORY CHANGE AND PART 80 AMENDMENT PROPOSED TIMELINE Separate rulemaking which requires statutory change and regulatory amendments to Part 80. Proposed statutory change and amendments to Part 80 will create: certification areas for bilingual teaching assistants; and tenure and seniority protection areas for bilingual teaching assistants, Bilingual Education teachers and ESOL teachers. PENDING 50
New York State Education Department Initiatives and Resources for English Language Learners Commissioner s Regulations Part 154 Blueprint for ELL Success Seal of Biliteracy ELL Curriculum Students with Inconsistent/Interrupted Formal Education ELL Scaffolds Math Translations (5 languages) ELL Leadership Council Students with Interrupted Formal Education Initiatives Bridges Identification material Resources Assessments NYSITELL NYSESLAT Parent Materials 51
Resources for Parents and Guardians of ELLs The following resources have been or will be translated in up to 25 languages: Parent Bill of Rights A Guide for Parents of ELLs in New York State NYSITELL Parent Information Brochure NYSESLAT Parent Information Brochure ELL Civil Rights Parent Website and Hotline Parent Orientation Video: ELL Programs in New York State Parent Orientation Checklist Parent Program Selection Form Parent Notification Letters: ELL Services Entitlement ELL Services Non-entitlement Exiting ELL Status Continuing ELL Status Roadmap to College Back 52
OFFICE OF BILINGUAL EDUCATION AND WORLD LANGUAGES http://www.p12.nysed.gov/biling/bilinged/ OBEFLS@NYSED.GOV ELL Parent Hotline at 1-800-469-8224 nysparenthotline@nyu.edu REGIONAL BILINGUAL EDUCATION RESOURCE NETWORKS http://www.p12.nysed.gov/biling/bilinged/betac.html 53