English Language Learners
Scaffolds and Supports
July 9, 2014
AGENDA

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

Overview of English Language
Learners in New York State
Part 154 Proposed Regulations
Bilingual Common Core Progressions
Scaffolding EngageNY ELA Curriculum
for ELLs
2
NEW YORK STATE DEMOGRAPHICS
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
ROS, 11%
Big 4, 6%
Utica (1543)
Long
Island,
13%
NYC, 70%
Syracuse
(2809)
Rochester
(3478)
Buffalo
(4103)
Spring Valley
(East Ramapo)
(2125)
Newburgh
(1555)
Yonkers
(3085)
New York City
(151,558)
Source: Public School ELL Counts as of May 31, 2013
Hempstead
(1853)
Central Islip
(1790)
Brentwood (5139)
3
NEW YORK STATE DEMOGRAPHICS
2012-13 Top 10 ELL Home Languages
Nepali, 0.7%
Karen, 0.9%
French, 1.3%
Urdu, 1.7%
Russian, 1.7%
Haitian Creole,
1.9%
Bengali, 3.0%
Other, 9.7%
Spanish
Chinese
Arabic
Bengali
Haitian Creole
Russian
Linguistically
diverse state
with over 140
languages
spoken by our
students.
Urdu
Arabic, 3.9%
French
Chinese, 10.7%
Karen
Nepali
Other
Spanish, 64.5%
Source: Public School ELL Home Languages as of May 31, 2013
4
JUNE 2013 GRADUATION RATES
Graduation under Current Requirements
(Completion)
Calculated College and Career Ready*
(Readiness)
% 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
*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
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JUNE 2013 GRADUATION RATES
The graduation rate for ELLs who exited is comparable to
Non-ELL students
Results Through June 2013 After 4 Years
78%
Current ELL includes
students who were
identified as ELL during
the school year of their
last enrollment .
75%
71%
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).*
31%
Never ELL includes
students who were never
reported to receive ELL
services.*
2009 Graduation Rate
Current ELLs
One-Time ELL (Excluding Current ELLs)
Never ELL
All Students
* 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.
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Source: NYSED Office of Information and Reporting Services
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WHO ARE OUR ELLS?
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
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ELL SUBGROUPS
2 Years
0-3 years
4-6 years
7 + years
Newcomers
Developing
Long-term
Students with Interrupted Formal Education
3+ Years
Students with Disabilities
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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
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.
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NYSED INITIATIVES FOR ENGLISH
LANGUAGE LEARNERS
• 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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AREAS OF PROPOSED PART 154
AMENDMENTS
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Identification
Parent Notification and
Information
Retention of Records
Placement
Program Requirements and
Provision of Programs
Program Continuity
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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
PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS
EXISTING REGULATION/GUIDANCE
PROPOSED REGULATORY CHANGE
Current regulations require districts to provide English as a Second Language instruction
English as a Second Language instruction
shall be offered through two settings:
through a Stand-alone model only.
(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).
TIMELINE
2014-2015
Planning / Optional
Implementation
2015-2016
Full
Implementation
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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.
2.
3.
4.
5.
6.
Five levels of language progressions
Performance indicators for each level
Continuum of Scaffolds that gradually reduce
The use of the four communicative modalities
Flexible uses of language
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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FEATURES OF THE BILINGUAL COMMON CORE
PROGRESSIONS
• Performance Indicators
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FEATURES OF THE BILINGUAL COMMON CORE
PROGRESSIONS
• A continuum of scaffolds
Pretaught words
and phrases
T-Chart
Partnership
and/or teacherled small groups
Preidentified
words and
phrases
T-Chart
Partnership and/or
small groups
A bank of phrases
and sentences
T-Chart
Partnership, small
groups and/or
whole class
Partially
completed T-Chart
Partnership, small
groups and/or
whole class
Note-taking guide
Partnership, small
groups and/or
whole class
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FEATURES OF THE BILINGUAL COMMON CORE
PROGRESSIONS
• 4 Communicative Skills/Modality
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FEATURES OF THE BILINGUAL COMMON CORE
PROGRESSIONS
• 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
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FEATURES OF THE BILINGUAL COMMON CORE
PROGRESSIONS
• Linguistic Demands
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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 SCAFFOLDS
5 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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