Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
COVID-19: 2020 Language Allocation Plan (LAP) Addendum for
Remote Learning for ELLs and Former ELLs
In order to ensure continuity of learning for ELLs and Former ELLs through remote learning, please refer
to your 2019-20 LAP and complete the LAP addendum below. While designing your school’s plan for
remote learning, please consider the needs of ELLs and former ELLs as well as ELL specific instruction,
including bilingual education and English as a New Language (ENL) instruction for current English
Language Learners (ELLs), as well as, former ELLs who exited ELL services within the last two years.
School principals should take the appropriate teachers and/or teacher pairs who serve ELLs and former
ELLs into account when completing this addendum to their school’s 2019-2020 LAP in order to ensure
all services for ELLs and former ELLs are documented during this time period. If any ELLs also have an
IEP, this form should be completed at the same time as the Special Education Remote Learning plan with
relevant Special Education staff.
English as a New Language Services
1. How will your school address the mandated services for ELLs and former ELLs in their remote
learning plan?
To complete this section, please include all means of instruction required by the student’s English
Language Proficiency Level and grade level as per New York State Commissioner's Regulation
(CR) Part 1541.
ENL Instruction
Stand-alone ENL
Instruction
Delivery Format
(i.e. live instruction, recorded instruction)
At Ronald Edmonds Learning Center (M.S. 113) all applicable ELL students
are enrolled in a Google Classroom course led by the ENL teacher for each
virtual mandated stand-alone class. Course enrollment is determined by the
students’ proficiency levels and the requirements of CR Part 154. In
addition, ELL students who qualify for stand-alone instruction are provided
additional supports beyond those required within the context of their core
classes in the form of integrated ENL/Core courses (where applicable) or
support from the core content teacher with guidance from the ENL
instructor.
The ENL teacher delivers synchronous (live) instruction during each class,
and she delivers lessons in accordance with the Teaching Matters –
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ELL proficiency level is determined by the student’s most recent NYSESLAT score or for students without a NYSESLAT score,
the NYSITELL (or LAB-R) score. See the Policy and Reference Guide for MLLs/ELLs (pages 49-50).
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
ENL Instruction
Delivery Format
(i.e. live instruction, recorded instruction)
Teaching at Home curriculum, which is available on the NYC DOE TeachHub.
The ENL teacher crafts lessons for each proficiency level group based on the
content contained in the curriculum and student proficiency levels. The
scope and sequence of each curriculum is available below by grade level:
6th Grade
7th Grade
8th Grade
The ENL teacher’s lessons include the following features (any given lesson
may include several of those listed below):
• Integrated content and language objectives (for stand-alone and
integrated instruction)
• Multiple media sources; including video, and web to represent abstract
concepts
• Embedded social-emotional learning moments & metacognitive
reflections specific to virtual learning
• Key academic vocabulary terms
• Real-world connections to represent abstract vocabulary
• Opportunities to model language usage in small-groups and
independently
• Grammar and syntax for all proficiency levels as appropriate
• Oral language practice for skills needed for effective communication in
English and home languages. Furthermore, students are provided support
through the use of their home languages in the virtual classroom. Title III
LEP and Immigrant Grants are not available due to the small population of
ELLs.
• A glossary of most important words before the lesson so students can
have them next to them as they engage in the lesson.
• Word banks for activities, especially at start of the unit when students
might need more support.
• Formative assessment. The ENL teacher uses Nearpod and with that
platform, ELL students are demonstrating their understanding through
varying modes of expression, including writing, speaking, drawing, and
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
ENL Instruction
Delivery Format
(i.e. live instruction, recorded instruction)
reading. In addition, with a range of live interactive activities such as Polls,
Fill-in-the-Blanks, Quizzes, Draw Its, students are fully supported by realtime feedback from the ENL teacher.
Ronald Edmonds Learning Center communicates educational plans and
expectations to students and families by sending those instructional plans in
various modes to reach all stakeholders. For ENL specifically, the ENL
teacher calls and emails parents to share updates, and sends recordings and
videos with instructional support information as needed. All parents have
been invited to Google Classroom as Guardians, which allows them to
receive automatic email summaries of their child’s progress in addition to all
communication from the ENL teacher.
The ENL teacher employs a combination of live and recorded lessons to
deliver instruction. With live instruction, Google Meet is used within Google
Classroom to deliver lessons to students in real time, facilitate discussion,
and lead other instructional activities.
Live lessons are recorded and shared with students to provide additional
support. The ENL teacher posts the recorded video mini-lessons for
students to view and then discuss using Google Classroom’s messaging
features. To leverage students’ home language proficiency, all ELLs are
routinely encouraged to jot down their ideas in their home language before
sharing in English (written or oral responses).
The ENL teacher responds to students regarding their posts during the
designated class time, and students respond to one another as well.
Students complete activities and assessments based on material covered in
the video lessons. All lessons and activities are archived for students to
access as necessary. Feedback is given to students individually and in real
time based on teacher-created participation rubrics that students have
been using up to this point in the 2019-2020 school year. Rubrics have been
uploaded to Google Classroom and modified to reflect the use of the digital
learning tools where necessary.
The ENL teacher uses phone (with over-the-phone translation when
necessary), email, and text (via the Talking Points app for two-way
translation) to communicate ELA and ENL progress to the parents ELL
students, and the regular outreach ensures that parents have an open line
of communication with all teachers and school staff.
The ENL teacher employs a range of supports and scaffolds while working
with virtual stand-alone ENL groups. Each support strategy or protocol will
be tailored to the students’ proficiency levels as determined by the 2019
NYSESLAT and periodic ENL assessments administered during the 2019-2020
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
ENL Instruction
Delivery Format
(i.e. live instruction, recorded instruction)
school year. Below is an example of how one specific protocol may be
differentiated by proficiency level as per CR part 154:
Novel Ideas Protocol: In a predictable context (such as a brief, familiar text
with learned vocabulary), students at entering to transitioning levels of ENL
would be expected to identify everyday personal topics, as well as common
individual words and learned phrases – they may even respond in their
native language. In the virtual format, students either respond by sharing
out during a live Google Meet, responding to a Google Classroom discussion
question, or recording their own audio responses in Nearpod. Whenever
possible, the ENL teacher will try to generate collaborative virtual groups
that are heterogeneous (i.e., 1 emergent student working with 2
transitioning students or an expanding student and a commanding student
working together within Nearpod). This type of grouping allows for those
students that are more proficient in English to model the appropriate use of
it, as well as the academic language within context when appropriate.
Please find a list of additional supports below in the Grade Level Academic
Supports section, and note that the list of scaffolds mentioned in this
document is not exhaustive. The ENL teacher will use the supportive
measures detailed here and others as needed to meet the demands of the
virtual learning format and engage students.
At Ronald Edmonds Learning Center (M.S. 113) all ELLs and eligible former
ELL students are enrolled in Google Classrooms co-taught by the ENL
teacher and an ELA teacher for each virtual integrated course. Integrated
course enrollment is determined by the students’ proficiency levels and the
requirements of CR Part 154.
Integrated ELA/ENL
For ELA/ENL integrated services, The ENL teachers is part of a PD Google
Classroom which includes all ELA teachers for the purposes of planning and
sharing resources. The ENL teacher plans with ELA teachers each week
during a Google Meet (there is a standing collaborative meeting during
Monday afternoon PD time) to craft co-teaching plans to provide standardsbased instruction and accommodations for all content area activities. Many
features of the stand-alone ENL format have been employed in integrated
remote ENL services.
ELL students who qualify for stand-alone and/or integrated instruction are
provided additional supports beyond those required within the context of
their core classes in the form of integrated ENL/Core courses (where
applicable) or support from the core content teacher with continued
guidance from the ENL instructor.
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
Delivery Format
(i.e. live instruction, recorded instruction)
ENL Instruction
In collaboration with the content-area teacher, the ENL teacher will monitor
student participation in activities, grade assignments and assessments, and
provide timely feedback on work submitted by students. The ENL teacher
has been invited to all ELA Google Classroom courses for the purposes of coteaching and the ENL teacher engages in live co-teaching and asynchronous
interaction with students during mandated integrated ENL time for each
student.
For example, as is done at R.E.L.C. in in-person instructional formats, the
ENL teacher has created ENL specific anchor charts complete with content
area vocabulary and first language support for all students. Students will
continue to access these resources in the virtual instruction format. The ENL
teacher posts charts to the ENL Google Classroom and ELA teachers will also
post those charts to ELA assignments on Google Classroom as necessary.
M.S. 113 administrators have informed all content area teachers that
support for ELL students should be made available through daily instruction.
The ENL teacher has provided guidance to all teachers on how to use
specific tools and strategies to support ELLs in the digital learning setting,
and she continues to send periodic updates.
Integrated Core Content
Area/ENL
In all courses, students are offered robust opportunities to leverage their
home language proficiency. For example, teachers check with students to
see if they have access to digital tools that can support translation (for
example, Google Translate). Students are also able to conference with each
other in any language they choose before completing formative
assessments.
As with other ENL service settings, the ENL teacher works with the content
area teachers to monitor student participation in activities, and provide
timely feedback on work submitted by students. The ENL teacher attends
weekly content area meetings to provide and receive updates and share
guidance regarding instructional support for ELL students that is specific to
the digital learning setting.
Where appropriate, the ENL teacher communicates with families about
students’ progress in the remote learning subject area. As with other
updates, the ENL teacher uses phone, email, and text (via the Talking Points
app for two-way translation) to communicate with parents and ensure that
parents have an open line of communication with all teachers and school
staff.
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
ENL Instruction
Alternative Pathway
(former ELLs only)
Delivery Format
(i.e. live instruction, recorded instruction)
For students engaging in content-area Project-Based Learning as an
alternative pathway, the ENL teacher collaborates with the appropriate
content area teachers to create and provide feedback on students’ projects
on a weekly basis.
Students are completing modified versions of the projects that they were
completing pre-COVID 19, in that they are documenting current events as
journalists and interviewing people to compile an ethnography. What has
changed is that they are incorporating timely elements of the COVID 19
crisis into their projects, if they choose to do so. Guidance on this project
modification has been grade-appropriate and distributed according to
proficiency level.
During the 3-day Professional Development period for remote learning, the
ENL teacher assisted co-teachers teachers in uploading project components
to Google Classroom. As students submit their components of each project,
The ENL teacher is consulting with co-teachers to share features of ENL
rubrics to consider for the distribution of feedback and grading and all
teachers have allotted time to discuss results during weekly meetings on
Google Meet.
Grade Level Academic Supports
2. Describe what supports will be provided to assist the student to access grade level content in
each content area.
Academic Area
Stand-alone ENL (if applicable)
Instructional Strategies and Resources Utilized
During live lessons, the ENL teacher employs Nearpod, MyON, and
other software to engage and assess students in rigorous activities
based on NYS Targets of Measurement for ELLs.
The ENL teacher delivers synchronous (live) instruction during each
class, and she delivers lessons in accordance with the Teaching
Matters – Teaching at Home curriculum, which is available on the
NYC DOE TeachHub. The ENL teacher crafts lessons for each
proficiency level group based on the content contained in the
curriculum and student proficiency levels. The scope and sequence
of each curriculum is available below by grade level:
6th Grade
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
7th Grade
8th Grade
During Live instruction, the ENL teacher uses a slide deck and
activities embedded in the Nearpod platform to maximize student
interaction and engagement.
Nearpod is contributes to effective virtual ENL instruction in a
variety of ways. Using Nearpod during live instruction has allowed
R.E.L.C’s ENL teacher to amplify instruction by balancing direct
instruction with experiential learning and continual practice in
speaking and listening.
Within a context of subject-matter learning, the lessons that the
ENL teacher is able to plan and deliver using Nearpod build on
background knowledge by incorporating reference images and
familiar multimedia, explicit references to key vocabulary, and
reflection for students. Through gradual release of responsibility,
students are empowered to reach for levels of independence with
activities following an I Do, We Do, You Do scaffolding of skill
building.
Nearpod’s On the Fly feature allows the ENL teacher to respond to
teachable moments during instruction and encourage ELL students
to share their own voices and choices within each lesson. Openended tasks allow for multiple points of entry, which is effective in
revealing ELL students’ learning by demonstrating their
understanding through varying modes of expression, including
writing, speaking, drawing, and reading. With a range of interactive
activities (such as Polls, Fill-in-the-Blanks, Quizzes, Draw Its) and
interactive content (including Nearpod VR virtual field trips and
audio and video integration), students are supported in all forms of
learning. Given all of Nearpod’s functionality, the ENL teacher
takes suggestions from students to see how they would want to
demonstrate their learning and allows them flexibility when
choosing how to share their work products.
ELL students participating in our ELL teacher’s Nearpod lessons are
not only part of the process of instruction, but they have become
creators of their own learning by assessing their personal
understanding and determining their particular readiness for new
material based on feedback and supports embedded within each
activity.
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
In addition to all of the supports described above (which will be
used for integrated ENL/ELA in addition to stand alone ENL
groups), the ENL teacher will support students with the following
strategies (within Google Classroom and any other platform used
for co-teaching) during integrated classes:
In integrated courses, ELL students are demonstrating their
understanding through varying modes of expression including
writing, speaking, drawing, and reading. With a range of interactive
activities available in various software platforms (such as Polls, Fillin-the-Blanks, Quizzes, Draw Its) and interactive content (including
Nearpod VR virtual field trips and audio and video integration),
students are supported in all forms of learning. The ENL teacher
takes suggestions from students to see how they would want to
demonstrate their learning and allows them flexibility when
choosing how to share their work products.
To ensure that MLLs/ELLs receive language support as they learn
new content through remote learning the ENL teacher employs the
instructional strategies below:
Integrated ENL/ ELA
Read Alouds and Independent Reading: During live lessons, the
ENL and/or ELA teacher engages in read alouds with students.
During asynchronous lessons, students read texts, including
leveled books from MyON, independently. Students may use the
test-to-speech feature in MyON as an accommodation during
independent reading.
Double-Entry Journal (with Google Docs): Students record ideas
and situations from texts in one column, and their reactions in the
second, thus making a connection between the text and
themselves, another text, or the world.
Constructive Conversation Skills: The ENL teacher will select
discussion prompts that have a clear educational purpose, require
critical thinking to unpack and encourage students to voice
divergent thoughts and viewpoints. Students will actively engage
by using the language skills they have to communicate their ideas
and building upon that foundation as they go.
Anticipatory Guides: Students will activate prior knowledge and
prepare to make connections to a new text.
Math
ELL and Former ELL Remote Learning Plan
The ENL teacher will provide students with digital anchor charts to
support ENL student comprehension and problem solving skills in
math all courses.
Updated March 17, 2020
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
Science
Three Reads: This year, RELC’s ENL students have used the Three
Read Protocol with their teacher in the ENL classroom and in
content area studies. The ENL teacher will continue to use this
method to support students in all content areas. Three Reads is
one way to do a close read of a complex activity, word problem, or
task. This strategy includes reading a text three times with a
different goal each time. The first read is to understand the
context. The second read is to understand the content objective.
The third read is to elicit inquiry questions based on the specific
activity.
Social Studies
Stronger and Clearer Together (with virtual modifications):
Students build language and content as they talk with successive
partners.
Home Language Arts (Bilingual
Setting)
Ronald Edmonds Learning Center offers a Spanish dual language
program which follows the Teachers College Reading and Writing
Project units of study integrated with a social studies or science
theme to match the New York City scope and sequence for those
content areas. In Math, students follow the Common Core
Learning Standards and math instruction will be split across both
languages (English and Spanish). Students will receive at least 13
periods per week in Spanish: 8 periods of Math in Spanish and 5
periods of Science in Spanish.
The goal of the dual language program is that enrolled students
will become bi-literate, bi-cultural and bilingual. Each course in the
program offers robust opportunities for students to leverage their
home language proficiency. For example, each dual language
teacher checks with students to see if they have access to digital
tools that can support translation (for example, google translate).
In addition, students are routinely encouraged to jot down their
ideas in their home language before sharing in English (written or
oral responses), this is done both during live remote learning and it
is suggested to students when they work independently.
Finally, students use online resources to learn about a given
concept in their own language before engaging in in the lesson.
As with all other courses, the ENL teacher supports the goals of
this program while remote learning is taking place by continuing to
align instruction, whenever possible, with content-area teachers.
The ENL teacher will continue to employ extensive use of graphic
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Division of Multilingual Learners
Mirza Sánchez-Medina
Deputy Chief Academic Officer
organizers, KWL charts (posted on Google Classroom), writing
outlines, robust visuals and video, as well as virtual group work to
help students make gains in reading and writing.
(Other: ________________)
(Other: ________________)
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