English Language Learners Scaffolds and Supports

July 9, 2014

AGENDA

Overview of English Language Learners in New York State

Part 154 Proposed Regulations Bilingual Common Core Progressions Scaffolding EngageNY ELA Curriculum

for ELLs

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NEW YORK STATE DEMOGRAPHICS

Buffalo (4103)

Rochester (3478)

Syracuse (2809)

Brentwood (5139)

Hempstead (1853)Yonkers

(3085)New York City (151,558)

Utica (1543)

Central Islip (1790)

Newburgh (1555)

Spring Valley (East Ramapo) (2125)

Source: Public School ELL Counts as of May 31, 20133

NYC, 70%

Long Island, 13%

Big 4, 6%

ROS, 11%

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

Spanish, 64.5%

Chinese, 10.7%

Arabic, 3.9%

Bengali, 3.0%

Haitian Creole, 1.9%

Russian, 1.7%Urdu, 1.7%

French, 1.3%Karen, 0.9%

Nepali, 0.7% Other, 9.7%

Spanish

Chinese

Arabic

Bengali

Haitian Creole

Russian

Urdu

French

Karen

Nepali

Other

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Linguistically diverse state with over 140 languages spoken by our students.

2012-13 Top 10 ELL Home Languages

Source: Public School ELL Home Languages as of May 31, 2013

NEW YORK STATE DEMOGRAPHICS

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Graduation under Current Requirements(Completion)

Calculated College and Career Ready*(Readiness)

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.

Source: NYSED Office of Information and Reporting Services

JUNE 2013 GRADUATION RATES

% Graduating % Graduating

All Students 74.9 All Students 37.2

American Indian 62.2 American Indian 21.3

Asian/Pacific Islander 80.6 Asian/Pacific Islander 57.2

Black 59.7 Black 14.2

Hispanic 59.2 Hispanic 18.0

White 86.5 White 50.4

English Language Learners 31.4 English Language Learners 5.9

Students with Disabilities 48.7 Students with Disabilities 5.4

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31%

71%

78%75%

2009 Graduation Rate

Current ELLs One-Time ELL (Excluding Current ELLs) Never ELL All Students

Results Through June 2013 After 4 Years

The graduation rate for ELLs who exited is comparable to Non-ELL students

Current ELL includes students who were identified as ELL during the school year of their last enrollment .

One-Time ELL includes students identified as ELL in any school year preceding the school year of their last enrollment (excludes students who are Current ELLs).*

Never ELL includes students who were never reported to receive ELL services.*

* Data are available for the 2005-06 to 2012-13 school years only. Therefore, students who received ELL services prior to grade 5 (prior to 2005-06 for students in grade 12 in the 2012-13 school year) will not be identified as One-Time ELL.

JUNE 2013 GRADUATION RATES

Source: NYSED Office of Information and Reporting Services 6

SUBGROUPS CHARACTERISTICS

Newcomers (0 to 3 Years of Service)

Developing ELLs (4 to 6 Years of Service)

Long-term ELLs (7+ Years of Service)

Special Education ELLs

Students with Interrupted Formal Education (SIFE)

Former ELLs

WHO ARE OUR ELLS?

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FORMERELL

2 Years

ELL SUBGROUPS

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0-3 years 7 + years4-6 years

Newcomers Long-term

Students with Interrupted Formal Education

Students with Disabilities

EVER ELLs

3+ Years

Developing

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Students with Interrupted Formal Education

ELLs 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.

Immigrant students who come from a home in which a language other than English is spoken and: • enter a United States school

after the 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 home language

• Commissioner’s Regulation Part 154

• Blueprint for ELL Success• Seal of Biliteracy• ELL Curriculum

• Students with Interrupted Formal Education

• Math Translations (5 languages)

• Bilingual Common Core Progressions

• ELL Leadership Council• Students with Interrupted

Formal Education Initiatives• Bridges• Identification material• Resources

• Assessments• NYSITELL• NYSESLAT

• Videos

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NYSED INITIATIVES FOR ENGLISH LANGUAGE LEARNERS

AREAS OF PROPOSED PART 154 AMENDMENTS

Identification Parent Notification and

Information Retention of Records Placement Program Requirements and

Provision of Programs Program Continuity

Exit Criteria Support Services and

Transitional Services Professional Development

and Certification Graduation Requirements District Planning and

Reporting Requirements

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PART 154: ESL AND CONTENT AREA INSTRUCTION

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PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS

EXISTING REGULATION/GUIDANCE PROPOSED REGULATORY CHANGE TIMELINE

Current regulations require districts to provide English as a Second Language instruction through a Stand-alone model only.

 English as a Second Language instruction shall be offered through two settings: (1) Integrated ESL (ESL methodologies in

content area instruction co-taught or taught by a dually certified teacher); and

(2) Stand-alone (ESL instruction with an ESL teacher to develop the English language needed for academic success).

   

 2014-2015

Planning / Optional Implementation

2015-2016

Full Implementation

BILINGUAL COMMON CORE INITIATIVE: New and Home Language Arts Progressions

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PRINCIPLES OF THE BILINGUAL COMMON CORE INITIATIVE

• The Progressions can help all students learning languages in New York State

New and Home language development

• Bilingualism is both a resource and a goal Additive vs subtractive bilingualism

• With scaffolds and supports, students learning a new language can achieve the Common Core standards

Not different standards, provide points of entry and pathways for ELLs to achieve the Common Core

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BILINGUAL COMMON CORE PROGRESSIONS

1. Five levels of language progressions

2. Performance indicators for each level

3. Continuum of Scaffolds that gradually reduce

4. The use of the four communicative modalities

5. Flexible uses of language

6. Linguistic Demands

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FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

• 5 Levels of Language Development in New Language

• 5 Levels of Literacy Development in Home Language

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• Performance Indicators

FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

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• A continuum of scaffolds

Pretaught words and phrasesT-ChartPartnership and/or teacher-led small groups

Preidentified words and phrasesT-ChartPartnership and/or small groups

A bank of phrases and sentencesT-ChartPartnership, small groups and/or whole class

Partially completed T-ChartPartnership, small groups and/or whole class

Note-taking guidePartnership, small groups and/or whole class

FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

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• 4 Communicative Skills/Modality

FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

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• Flexible Uses of Language

– In the first two stages Entering and Emerging students, regardless of their grade level, can use their home language in order to access the content

– Transitioning students can make use of their home language when they have a need to

– Expanding and Commanding students will be expected to use the new language

FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

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• Linguistic Demands

FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS

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WHAT IS SCAFFOLDING?

• Both a structure and a process, scaffolding refers to a temporary dynamic and responsive supports that enable learners to develop their full potential and eventually become autonomous learners. With appropriate scaffolding for academic practices, students are able to simultaneously build conceptual understandings, academic skills, and the language needed to enact them.

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THE TWO ELEMENTS OF SCAFFOLDING

• The structure of scaffolding refers to the constant, but flexible, supports that teachers build into lessons.

• These structures enable the process of scaffolding, which

unfolds in moment-to-moment classroom interactions as teachers support students’ participation and construction of understanding. Constant evaluation of the in-the-moment process of scaffolding helps teachers assess and modify their built-in scaffolding structures to move as students progress.

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TYPES OF SCAFFOLDS IN RESOURCE GUIDE

FOR ELLS IN ELA•Examples of Reading Scaffolds for ELLs

• Pre-assessing and Re-assessing Comprehension• Enhancing/Building Background Knowledge• Guiding and Supplemental Questions• Acquiring Vocabulary• Partner Work

•Examples of Writing Scaffolds for ELLs• Graphic Organizers• Paragraph Frames• Modeling

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SCAFFOLDING ACTIVITY

• 5 Levels of Language Development

• Expeditionary Learning Grade 3, Module 4, Unit 3, Lesson 3

• American Institute for Research Draft Resource Guide of Scaffolds for English Language Learners in ELA, Page 28 Grade 3 Lesson

• New Language Arts Progressions Grade 3 Example

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PRACTICE SCAFFOLDS5 LEVELS OF LANGUAGE DEVELOPMENT

CHALLENGES SCAFFOLDS

Entering

Emerging

Transitioning

Expanding

Commanding

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IN CLOSING

• Applying this to the Classroom

• Questions

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