Blueprint for ELL Success

Office of Bilingual Education and Foreign Language Studies

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)

New York State Demographics

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NYC, 70%

Long Island, 13%

Big 4, 6%

ROS, 11% 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.

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

Source: Public School LEP Counts as of May 31, 2013

New York State Demographics

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

Percentage of ELLs in New York State 2007 to

2013

School Year # of Students % of ELLs2007-08 225,723 9.0%2008-09 230,626 9.2%2009-10 239,476 9.6%2010-11 241,708 9.7%2011-12 265,488 10.6%2012-13 268,647 10.7%2013-14 270,631 10.8%Source: SIRS

Classification Rates in NY State:All Students and ELLs

0.0%2.0%4.0%6.0%8.0%

10.0%12.0%14.0%16.0%18.0%20.0%

All students ELLs

Pe

rce

nt

Cla

ss

ifie

d a

s S

tud

en

ts

wit

h D

isa

bili

tie

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2011-201214% 19%

ELLs vs. Non ELLs by Disability Classification

2012-2013

Source: SIRS 2013.

Who are our ELLs Subgroups?

SUBGROUPS DEFINITION CHARACTERISTICS

Newcomers

Developing ELLs

Long-term ELLs

Special Education ELLs

Students with Interrupted Formal Education (SIFE)

Former ELLs

Who are our ELLs Subgroups?

SUBGROUPS DEFINITION CHARACTERISTICS

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.

ELLs who have been in school for 3 years or less.

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 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.

Based on data a significant percentage of Special Education ELLs have a learning disability classification and Language Disorder

Students with Interrupted Formal Education (SIFE)

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.

More than half of new SIFE speak Spanish at home, and with more than half of those from the Dominican Republic.

Former ELLs Students that have reached proficiency on a test of English language skills and no longer require ELL services.

Schools are permitted to provide LEP/ELL testing accommodations on NYS assessments to former LEP/ELLs for up to two years after achieving proficiency.

Language ProgramsProgram Type GOAL STUDENTSTRANSITIONAL 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.

ELLs of a shared home language

MAINTENANCE BILINGUAL

(Two-Way Bilingual/Dual Language; One-Way Bilingual/Developmental)

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

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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.

10Office of Bilingual Education and Foreign Language Studies

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Blueprint for ELL SuccessThe 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 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.

Office of Bilingual Education and Foreign Language Studies

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.

12Office of Bilingual Education and Foreign Language Studies

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.

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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.

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• 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 specially-

designed 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-core-initiative

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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:

• 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.

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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:

• 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 community-based organizations in order to address the multiple needs of families of ELLs.

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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:

• 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.

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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:

• 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/.

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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/.

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Principle 7: Districts and school communities leverage ELLs’ home languages, cultural assets, and prior knowledge:

• 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.

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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:

• 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.

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Blueprint for ELL Success

Office of Bilingual Education and Foreign Language Studies

• 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

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New York State Education Department Initiatives for English

Language Learners

Office of Bilingual Education and Foreign Language Studies