1. English Language Learners Scaffolds and Supports
July 9, 2014

2. AGENDA
Overview of English Language Learners in New York State
Part 154 Proposed Regulations
Bilingual Common Core Progressions
Scaffolding EngageNY ELA Curriculum for ELLs

3. 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
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)
A reminder of who some of the key districts are that serve this population
225,823 total ELLs, plus an additional 73,661 ELLs in non-public schools. ELLs are concentrated in NYC, Long Island, Westchester and Western NY districts like Buffalo, Rochester and Syracuse. We also have a growing ELL population in Utica NY.
Source: Public School ELL Counts as of May 31, 2013

4. NEW YORK STATE DEMOGRAPHICS 2012-13 Top 10 ELL Home Languages
Linguistically diverse state with over 140 languages spoken by our students.
Two thirds of ELLs speak Spanish as their home language.
Chinese is the next largest language group, followed by Arabic, Bengali, Haitian Creole, Urdu, Russian, French, Korean and Karen.
The remaining 17% of ELLs speak over 190 languages, with each language representing less than 1% of the total ELL population.
Source: Public School ELL Home Languages as of May 31, 2013

5. JUNE 2013 GRADUATION RATES Graduation under Current Requirements
(Completion)
Calculated College and Career Ready*
(Readiness)
% Graduating
All Students
74.9
37.2
American Indian
62.2
21.3
Asian/Pacific Islander
80.6
57.2
Black
59.7
14.2
Hispanic
59.2
18.0
White
86.5
50.4
English Language Learners
31.4
5.9
Students with Disabilities
48.7
5.4
A reminder of the issue and the urgency
*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

6. Results Through June 2013 After 4 Years
JUNE 2013 GRADUATION RATES
The graduation rate for ELLs who exited is comparable to Non-ELL students
Results Through June 2013 After 4 Years
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 to school years only. Therefore, students who received ELL services prior to grade 5 (prior to for students in grade 12 in the school year) will not be identified as One-Time ELL. 6
Source: NYSED Office of Information and Reporting Services 6

7. 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

8. ELL SUBGROUPS FORMER ELL EVER ELLs 0-3 years 4-6 years 7 + years
Newcomers
Developing
Long-term
EVER ELLs
3+ Years
Students with Interrupted Formal Education
Students with Disabilities

9. 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

10. 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

11. 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

12. PART 154: ESL AND CONTENT AREA INSTRUCTION
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:
Integrated ESL (ESL methodologies in content area instruction co-taught or taught by a dually certified teacher); and
Stand-alone (ESL instruction with an ESL teacher to develop the English language needed for academic success).
Planning / Optional Implementation
Full Implementation

13. BILINGUAL COMMON CORE INITIATIVE: New and Home Language Arts Progressions
We have developed a New Language Arts Progression and a Home Language Arts Progression for each Common Core standard. Together they are called the Bilingual Common Core Progressions.

14. 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

15. 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
There are a couple of key features of the Progressions we will walk through together.

16. FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS
5 Levels of Language Development in New Language
5 Levels of Literacy Development in Home Language
New language refers to students developing a new language, such as ELLs or students who are learning a language other than English. These progressions focus on language and literacy development.
Home language refers to students developing their home language. For ELLs this would be whatever their home language is, Spanish, Chinese, Arabic, etc. For non-ELLs this would be English. These progressions focus on literacy development.
Both break down each CC standard into 5 levels of development. Commanding describes students who are able to perform the CC standard independently, with very little support. Entering describes students in the new language who are the very beginning stages of learning a new language. Entering describes students in the home language who have oral language skills in their home language, but are in the very beginning stages of developing literacy in their home language.

17. FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS
Performance Indicators
Describe what students can do to meet the common core standard at their respective level of language and literacy development. So for example, this standard asks students to determine the meaning of words and phrases in a text. For an entering student to achieve this standard, the student would connect pre-taught words with cognates, images and synonyms on a semantic web as a teacher reads aloud in partnership and/or teacher-led small groups. The performance indicators describe the student activity and the scaffolds needed for the student to perform the standard. In this case there are several scaffolds:
--pre-taught words, images, synonyms, a semantic web and partnership or small group work.

18. FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS
A continuum of scaffolds
The Progression goes from pre-taught words, to pre-identified words to a word bank.
Then different content specific scaffolds, semantic web for cognates, images and synonyms, semantic web for cognates and synonyms, semantic partially completed semantic web for cognates, synonyms and antonyms, then just a semantic web for cognates, synonyms and antonyms, then a self-created semantic web for cognates, synonyms and antonyms.
Then different settings for the activity, partnership, teacher-led small groups, to partnership and small groups, to partnership, small group and whole class.
Pretaught words and phrases
T-Chart
Partnership and/or teacher-led 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

19. FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS
4 Communicative Skills/Modality
This is a Reading for Information standard. The Progressions address each standard, regardless of the modality it focuses on Reading in this case, through the four communicative skills. So there are performance indicators for each of the four modalities. This is an example of the performance indicators for Listening, Reading, Speaking and Writing for Entering and Emerging students. In Listening they are doing an activity with a read aloud, in reading they are finding similar or new information when reading, in speaking they are using the new words they are learning and in writing they are writing paragraphs where they appropriately use the new words.
This provides another layer of scaffolding. By approaching each standard through each modality, students use different activities to learn both the language and content through different points of entry that build on each other. This also supports students who may be stronger in one modality than another. Finally this approach also reflects the interconnectedness between the modalities as reflected in the Common Core where reading and writing skills build off each other as well as speaking and listening. Students are being asked to write about what they read, cite textual evidence in their writing and in their speaking, they are being asked to speak about their reading and their writing, etc.

20. 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

21. FEATURES OF THE BILINGUAL COMMON CORE PROGRESSIONS
Linguistic Demands
For each standard we identify the linguistic demand of the standard. For example, this standard requires students to describe how characters in a story respond to major events and challenges. The receptive linguistic demands understand adjectives and verbs that describe characters responses to events and challenges. The productive linguistic demand is to describe character responses to events and challenges using adjectives, verbs and sequence words.
In the New Language Arts Progressions the examples are given in English. In the Home Language Arts Progressions the examples are given in one of the top 5 language of New York State (Spanish, Chinese, Arabic, Bengali and Haitian Creole).
For standards that are text-based, we then provide a text excerpt and then teacher direction to demonstrate how to focus on that linguistic demand of the standard.

22. 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.

23. 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.
For example, a teacher might plan ahead to divide a text into “chunks” of meaning, label them with sub-titles that clue readers to the main topic, and provide accompanying “focus” questions that help the reader determine key ideas.

24. 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

25. 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

26. PRACTICE SCAFFOLDS 5 LEVELS OF LANGUAGE DEVELOPMENT CHALLENGES
Entering
Emerging
Transitioning
Expanding
Commanding

27. Applying this to the Classroom Questions
IN CLOSING
Applying this to the Classroom
Questions