Re-envisioning English Language Development and Native Language Literacy Office of ENL, World Languages and Bilingual Education 2015-2016

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ELLs: Knowing Our Learners

Re-envisioning English Language Development and Native Language Literacy

Office of ENL, World Languages and Bilingual Education2015-2016

1English as a Second Language = English as a New Language ESL ENL

English Language Learner = Multi-Language Learner ELL MLL

BilingualismThe benefits of a bilingual brain

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

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. GoalsBilingualismMultilingualismStudent AchievementOffice Web-siteEach Department:ENLBilingualWorld LanguagesResources:NYSED OBEWL- CR Part 154, Testing Accommodations, Blueprint for ELL SuccessBilingual GlossariesOnline Resources- Bilingual Progressions, Colorin Colorado, Everything ESL, Co-teachingENL Resources- Language Acquisition Chart, PAAL, CIRGE, Progress Monitoring and Handbook- in progressTED TalkDont insist on English!

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

Professional DevelopmentExisting RegulationAdopted RegulationCurrent 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 yearsSchool 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 RegulationAdopted RegulationCurrent 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 childrenParent notification and communication is required to be in the language best understood by the parents as indicated and on file in each ELL students 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 childs academic content and language development progress and needsGrade SpanExisting RegulationAdopted RegulationCurrent 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 EducationProgram RequirementsExisting RegulationAdopted RegulationEnglish as a Second Language instruction is provided through a Stand-Alone modelEnglish as a New Language is required to be offered through two settings:

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

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

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

Units of Study K-8

Units of Study 9-12

Former ELL ServicesExisting RegulationAdopted RegulationCurrent 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 ELLs language development and academic progressLong-Term ELL ServicesExisting RegulationAdopted RegulationCurrent state and federal guidance calls for school districts to provide ELL services to Long-Term ELL studentsNo changeIntervention Support for ELLsExisting RegulationAdopted RegulationCurrent regulations do not require school districts to annually identify ELLs not demonstrating adequate performance or provide appropriate support services to achieve and maintain academic successDistricts are required to annually identify ELLs not demonstrating adequate performance and provide additional support services aligned to district-wide intervention plans

ELL Exit CriteriaExisting RegulationAdopted RegulationCurrent 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 154-3FocusPromoting native language literacy, bilingualism and multilingualismLanguage objectivesAcademic language