Re-envisioning English Language Development and Native Language Literacy

Office of ENL, World Languages and Bilingual Education2015-2016

English as a Second Language = English as a New Language

ESL ENL

English Language Learner = Multi-Language Learner

ELL MLL

Bilingualism

The benefits of a bilingual brain

http://ed.ted.com/lessons/how-speaking-multiple-languages-benefits-the-brain-mia-nacamulli

Mission

The mission of the Syracuse City School District English as a New Language, World Languages and Bilingual Education Department is to ensure that all language learners will acquire and develop language proficiency through the receipt of a rigorous curriculum, research-based teaching strategies and social-emotional supports that will provide integration into all school programs and services, and enhance adaptation skills and academic success; this will enable language learners to become confident life-long learners who can actively contribute in their global world.

Goals

BilingualismMultilingualismStudent Achievement

Office Web-site

Each Department: ENL Bilingual World LanguagesResources: NYSED OBEWL- CR Part 154, Testing

Accommodations, Blueprint for ELL Success Bilingual Glossaries Online Resources- Bilingual Progressions, Colorin

Colorado, Everything ESL, Co-teaching ENL Resources- Language Acquisition Chart, PAAL,

CIRGE, Progress Monitoring and Handbook- in progress

TED Talk

Don’t insist on English!

http://www.ted.com/talks/patricia_ryan_ideas_in_all_languages_not_just_english?language=en

Professional Development

Existing Regulation Adopted Regulation

Current regulations require in-service training to all personnel providing instruction or other services to ELLs, but do not require specific types of professional development beyond the general requirement of 175 hours of professional development over 5 years

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/ESL teachers

Parent Communication

Existing Regulation Adopted Regulation

Current regulations require school districts to make an effort to meet with parent or persons in parental relation at least twice a year to help them understand the goals of the program and how they might help their children

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 is 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

Grade Span

Existing Regulation

Adopted Regulation

Current regulations do not address grade span or program continuity

The maximum allowable grade span is two contiguous grades for grouping instruction in ENL/ESL and Bilingual Education

Program Requirements

Existing Regulation

Adopted Regulation

English as a Second Language instruction is provided through a Stand-Alone model

English as a New Language is required to be offered through two settings:

1. Integrated - ESL methodologies in content area instruction: co-taught or individually taught by a dually certified teacher

2. Stand-Alone - ESL teacher to develop the English language needed for academic success

Provided to - ALL ELL students, including Former and Long-Term ELLs

Framework

Units of Study K-8

Units of Study 9-12

Former ELL Services

Existing Regulation

Adopted Regulation

Current state and federal guidance calls for school districts to provide one to two years of support services to students who exit out of ELL status (Former ELLs)

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 of unit of study of Integrated ENL/ESL in ELA, Math, Social Studies or Science

“and/or”

With OBEFLS approval, other services that monitor and support each Former ELL’s language development and academic progress

Long-Term ELL Services

Existing Regulation

Adopted Regulation

Current state and federal guidance calls for school districts to provide ELL services to Long-Term ELL students

No change

Intervention Support for ELLs

Existing Regulation Adopted Regulation

Current regulations do not require school districts to annually identify ELLs not demonstrating adequate performance or provide appropriate support services to achieve and maintain academic success

Districts are required to annually identify ELLs not demonstrating adequate performance and provide additional support services aligned to district-wide intervention plans

ELL Exit Criteria

Existing Regulation

Adopted Regulation

Current regulations only allow students to exit ELL status through one criterion:(1) Scoring proficient on the statewide English proficiency assessment (NYSESLAT)

Exit criteria has expanded to allow qualified students to exit ELL status by:

OPTION 1) Scoring at the Proficient/Commanding level on the NYSESLAT

OPTION 2) Scoring at the Advanced/expanding level on the NYSESLAT, and3+ on a grade 3-8 ELA assessment or65+ on the Regents exam in English

OPTION 3) Students with Disabilities Subpart 154-3

Focus

Promoting native language literacy, bilingualism and multilingualism

Language objectivesAcademic language