dual language may 2017 (3).ppt - dc language immersion...
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Ensuring Equal Educational Opportunities for English Language Learners/Multilingual Learners
May 2017
NEW YORK STATE DEMOGRAPHICS
Buffalo (5,811)
Rochester (4,331)
Syracuse (3,678)
Brentwood (6,339)
Hempstead (2,936)Yonkers
(3,392)New York City (152,343)
Utica (1,463)
Central Islip (2,122)
Newburgh (1,631)
East Ramapo (2,891)
Source: Public School ELL Counts as of May 31, 2013
Top ELL Districts
# of ELLs
New York City 152,343
Brentwood 6,339
Buffalo 5,811
Rochester 4,331
Syracuse 3,687
Yonkers 3,392
Hempstead 2,936
East Ramapo 2,891
Central Islip 2,122
Utica 1,873
Newburgh 1,631
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Of the approximately 2.6 million public school students in New York State, 8.8% are English Language Learners which is over 245,000 ELLs in NYS.
Percentage of ELLs/MLLs as a share of Total Student Population by County and District 2015-2016
County
% ELL of Total County Population
Bronx 16.7%Queens 13.9%Kings 12.7%New York 10.8%Rockland 10.7%Suffolk 8.1%Westchester 7.6%Nassau 7.0%Oneida 5.5%Orange 5.5%Onondaga 5.4%Richmond 5.3%Erie 5.1%Monroe 5.0%Sullivan 4.2%Albany 3.9%Columbia 3.6%Putnam 3.5%Chautauqua 3.2%Dutchess 2.8%Ulster 2.8%
Tompkins 2.5%Schenectady 2.4%
Utica CSD (18.3%)
Syracuse CSD(16.7%)
Rochester CSD(13.9%)
Newburgh (14.6%)
Yonkers (13.6)%
New York City (14.5%)
Hempstead (32.4%)
Central Islip (31.1%)
Buffalo CSD (15.3%)
Brentwood (33%)
East Ramapo (30.9%)
Dunkirk CSD (12.7%)
Lackawanna CSD (17.4%)
Ithaca CSD (6.2%)
Schenectady CSD (4.2%)
Albany CSD (10%)
Hudson CSD (8%)
Poughkeepsie CSD (10.7%)
Ellenville CSD (5%)
Fallsburgh CSD (10.8%)Brewster CSD (5.4%)
Portchester Rye (28.1%)Peekskill (20.4%)
Tarrytown (17.4%)
Westbury(33.4%)
Roosevelt (25.5%)
Wyandanch (19.4%)
Freeport (19.1%)
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61% of the total ELL population is in NYC public school districts.
Source: NYS SIRS 2015-2016
NYC, 61%
Long Island, 13%
Big 4, 18%
ROS, 7%
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Linguistic and Cultural Diversity
Top 10 ELL Home Languages 2015-16 SY:
Source: NYS SIRS 2015-2016
Linguistically diverse statewith over 200 languages spoken by our students.
Spanish, 64.9%Chinese, 9.5%
Arabic, 4.9%
Bengali, 3.0%
Russian, 1.7%Urdu, 1.7%
Haitian Creole, 1.5%
French, 1.1%Karen, 0.9%
Nepali, 0.8%
Other, 10.1% Spanish
Chinese
Arabic
Bengali
Russian
Urdu
Haitian Creole
French
Karen
Nepali
OtherN=248,294
Linguistic and Cultural Diversity 2015-2016
Rest of State Top 10 languages NYC Top 10 languages
Linguistically diverse state with over 200 languages spoken by our students.
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Source: NYS SIRS 2015-2016
Spanish, 71.0%
Arabic, 4.0%
Karen, 2.6%
Chinese, 2.3%
Somali, 1.8%
Nepali, 1.7%
Burmese, 1.2%
Urdu, 1.2%
Haitian Creole, 1.0%
Japanese, 0.9%
Other, 12.4%Spanish
Arabic
Karen
Chinese
Somali
Nepali
Burmese
Urdu
Haitian Creole
Japanese
Other
Spanish, 61.5%Chinese, 13.5%
Arabic, 5.4%
Bengali, 4.3%
Russian, 2.3%
Urdu, 2.0%
Haitian Creole, 1.9%
French, 1.2%
Uzbek, 0.9%Punjabi, 0.7%
Other, 6.3%
Spanish
Chinese
Arabic
Bengali
Russian
Urdu
Haitian Creole
French
Uzbek
Punjabi
Other
NYS BILINGUAL PROGRAMS 2015-2016
Arabic 1%
Chinese6% French
4%
Haitian1%
Hebrew
Korean Polish
Russian 1%
Spanish 87%
Dual Language Programs
Arabic
Bengali
Chinese
French
Haitian
Hebrew
Korean
Polish
Russian
Spanish
Yiddish
Yiddish Arabic 1%
Bengali 1%
Spanish 88%
Chinese9%
Haitian 1%Arabic
Transitional Bilingual Education Program
Bengali
Chinese
French
Haitian
Hebrew
Korean
Polish
Russian
Spanish
Yiddish
Arabic Bengali Chinese French Haitian Hebrew Korean Polish Russian Spanish Yiddish TotalDL 1 13 9 3 1 1 1 2 208 239TBE 1 3 33 3 321 4 365Grand Total 2 3 46 9 6 1 1 1 2 529 4 604
ESSENTIAL ELEMENTS OF BILINGUAL PROGRAMS
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Bilingual Education Programs
Transitional Bilingual Dual Language
Purpose/Goals To use the home language to continue to learn content while learning English.
To develop biliteracy and bilingualism inEnglish and in the home/target language.
Languages Used Home language use decreases as English use increases. Regardless of the English increase, a minimum of 25% of the home language must be maintained.
Generally 50% English and 50% home or target language, or 90% home or target language and 10% English, which increases until reaching 50%-50%. However, other configurations of English and the home or target language are also permissible.(Percentage varies depending upon the program model.)
What is the Dual Language program?
Is an enrichment bilingual program in which students learn in two languages Has students who are native English
speakers and native speakers of another language Integrates linguistically diverse students for all
or most of their academic subjects Uses the other language for a minimum of
50% of the academic instructional time
EngageNY.org
What are the goals of the Dual Language program??
Students in both language groups are expected to comprehend, speak, read and write in English and the target language. The students are expected to:
– Become bilingual, bi-literate and bicultural– Meet or exceed New York State and City standards– Develop proficiency in their second language– Attain a higher level of self-esteem– Develop an appreciation for cultural diversity
EngageNY.org 9
The Guiding Principles for Dual Language Education
Program Structure
Curriculum
Assessment and Accountability
Family and Community Support
Center for Applied Linguistics
What are the benefits of learning two languages?
Intellectual
Educational
Personal
Social
Economic
EngageNY.org
Who would most likely participate in an English/Spanish Dual Language program?
Students who come from homes where only English is spoken Students who come from homes where
only the target language is spoken Students who come from homes where
English and the target language are spoken
EngageNY.org
Freeport UFSD
• Freeport is a High Needs Urban Suburban School District in Nassau County.
• In 2010, Freeport commissioned an in-depth review and analysis of its Dual language program through the Center for Applied Linguistics(CAL) in an effort to identify and implement best practices in bilingual education.
• In 2011, Freeport implemented program recommendations in Kindergarten from that (CAL)study which included a switch to a full “Two-Way 50-50 Dual Language Model.”
• The District currently has 36 dual language classrooms, 2 Bilingual education classrooms, and a stand alone ENL program.
Freeport UFSDComparison of Classroom Performance in English Language Arts
Average Percentage of Students at Level 3 and 4 by Classroom Model Grade 3
ELA Dual Language Non-Dual Language
2014 33.2% 25%
2015 34.3% 17.6%
Freeport UFSDComparison of Classroom Performance in English Language Arts
Average Percentage of Students at Level 3 and 4 by Classroom Model Grade 4
ELA Dual Language Non-Dual Language
2014 33.5% 22.8%
2015 36% 17.5%
Segregation in New York State
● New York State is one of the most socioeconomically and racially diverse states in the country:
Sources: New York State Department of Education, Student Information Repository System (SIRS) 2015-2016 Demographic Data. Kucsera, J., & Orfield, G. (2014). New York State’s Extreme School Segregation: Inequality, Inaction and a Damaged Future. p 35, 48, UCLA Civil Rights Project, available at: https://www.civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/ny-norflet-report-placeholder/Kucsera-New-York-Extreme-Segregation-2014.pdf.
Demographics of NYS Public SchoolsWhite Latino Black Asian
PacificIslander
Multiracial Native American
FPRL
45% 26% 18% 9% 2% 1% 52%
The average White student attended a school where 80% of their peers were White and only 30% of their peers were low-income
● More than 60 years after Brown v. Board New York State is one of the most segregated states in the country. According to 2010 data:
Over half of Black and Latino students attended schools where less than 10% of their peers were White, and the average Black and Latino students attended a school where 70% of their peers were low-income
Benefits of Integration
• Segregated schools produce lower educational achievement and attainment for students of color and low-income students
• Racial and socioeconomic integration: • leads to higher academic outcomes for students of color and low-
income students,• closes the achievement gap between students of different racial and
ethnic backgrounds, • fosters critical thinking skills and the ability to communicate and work
with people of all backgrounds, • reduces racial and ethnic prejudice while increasing cross-cultural
trust and relationships, • decreases the likelihood of teenage pregnancy,• decreases interaction with the juvenile justice system, and • increases the likelihood of college going and success.
Sources: Wells, A.S., Fox, L., & Cordova-Cobo, D. (2016). How Racially Diverse Schools and Classrooms Can Benefit All Students, The Century Foundation, available at: https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-benefit-all-students/. See also Mickelson, R.A. (2016). School Integration and K-12 Outcomes: An Updated Quick Synthesis of the Social Science Evidence, The National Coalition on School Diversity, available at http://www.school-diversity.org/pdf/DiversityResearchBriefNo5.pdf.
Promoting Integration is Aligned to Board of Regents Goals
• Board of Regents mission is to raise the knowledge, skill, and opportunity of all the children and adults in New York State.
• Goals recently articulated by the Board of Regents as part of the My Brother’s Keeper Initiative include ensuring that all students:
1. Enter school ready to learn;2. Read at grade level by third grade;3. Graduate from high school ready for college and careers;4. Complete postsecondary education or training;5. Successfully enter the workforce; and6. Grow up in safe communities and get a second chance if a mistake is
made.
Promoting socioeconomic and racial integration is a powerful mechanism to achieve these goals.
Proposed Policy Statement• Goal is to:
– Express the State’s commitment to promote diversity and integration throughout the State
– Define diversity and integration and provide a vision for districts and schools
– Provide guidance on strategies districts can use to develop and innovate integration plans
– Encourage educators to think holistically about integration as part of their district and school culture and policies;
– Highlight a few examples of districts in the state that are doing this well; and
– Outline initial steps the State will take to promote integration
State Policy to Promote Integration: ESSA
• NYSED has developed two High Concept Ideas as part of the ESSA work to consider ways to address segregation and promote integration – High Concept Idea: NYSED should measure
integration in schools and consider ways to incorporate this measure into the accountability system
– High Concept Idea: Integration is an evidence based intervention
New York State Seal of Biliteracy
• Adopted by the Board of Regents in April 2016
• Formal recognition of a high school student who has attained a high level of proficiency in listening, speaking, reading, and writing in English and one or more Languages other than English (LOTE)
• It takes the form of a seal that appears on a student’s diploma as well as a notation on the official transcript
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Blueprint for ELL/MLL Success
The Blueprint is composed of the following 8 principles:1. All teachers are teachers of 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 ELLs 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.
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Blueprint for ELL/MLL 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, ENL, 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 schools 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.
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OFFICE OF BILINGUAL EDUCATION AND WORLD LANGUAGEShttp://www.p12.nysed.gov/biling/bilinged/
ELL Parent Hotline at 1-800-469-8224 [email protected]
REGIONAL BILINGUAL EDUCATION RESOURCE NETWORKS http://www.p12.nysed.gov/biling/bilinged/betac.html
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