english language learners scaffolds and supports july 9, 2014
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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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