Bilingual Education & World Languages (Required Notices)
1. Each qualifying school and/or district reopening plan which reopens using in-person or hybrid instruction must complete the ELL identification process within 30 school days of the start of the school year for all students who enrolled during COVID-19 school closures in 2019-20, as well as all students who enroll during summer of 2020 and during the first 20 school days of the 2020-21 school year. After this 20 day flexibility period, identification of ELLs must resume for all students within required 10 school days of initial enrollment as required by Commissioner’s Regulations Part 154.
In accordance with Parts 117 and 154 of the Regulations of the Commissioner of Education, the district administers the Home Language Questionnaire (HLQ) to all newly enrolled students. If the home language is other than English or if the student’s native language is other than English, the New York State LEP Identification Process which outlines screening, initial assessment, program placement, and annual assessment is followed. Each student will also be annually assessed using the NYSESLAT to measure academic progress.
The Central Registrar is responsible for administering the HLQ. TESOL certified teachers conduct interviews and, if necessary, administer the NYSITELL. Students registering with an IEP may have second language acquisition needs and therefore may take the NYSITELL with testing accommodations if determined appropriate. LEP students are placed in appropriate programming levels.
COVID Specific Protocols: Students that were identified as potential ELL students by TESOL teachers and the HLQ in the spring of 2020 received ELL services through the spring regardless of if the NYSITELL was administered. All of these students and new registrants will be administered the NYSITELL within the first 30 days of returning to school or within 10 days of registration if they register after the school year begins. This will be accomplished utilizing the remote learning day (Wednesday) of each week to administer NYSITELL screenings. Time before or after school will be used if we are unable to complete the screenings on our remote learning day.
In accordance with Part 154, our free-standing ESL program is aligned to the New York State Standards. In grades K-4 the ESL teacher and Building Principal create schedules for students based on their current levels of proficiency to align with the required units of study. In grades 5-8 the ESL teacher and Building Principal create schedules for students based on their current levels of proficiency, also. Both push-in and pull-out models are utilized K-8.
In accordance with Part 154, our free-standing ESL program is aligned to the New York State Standards. In grades 9-12, 1.0 ESL teacher and the Building Principal create schedules for the students based on their current levels of proficiency to align with the required units of study. Typically, push-in, pull-out, and team teaching models are utilized 9-12.
The emphasis of instruction is designed to develop the four language skills, as specified by the NYS English language arts learning standards, key ideas and performance indicators, to ensure students meet and pass the required 3-8 grade NYSTP assessments and Regents Examinations. The suggested reading materials at all grade levels compiled by the NYSED Office of Bilingual Education are included in the district’s ESL program materials. These goals are to use English to communicate in social settings, achieve academically in all content areas, and in socially and culturally appropriate ways. Instructional strategies such as Cognitive Academic Learning Approach, Cooperative Learning and Multiple Intelligences Approach are used to provide students with opportunities, appropriate to their level of English proficiency, to develop, rehearse, refine and apply the skills necessary to:
Use English to participate in social interactions
Interact in, through, and with spoken and written English for personal expression and enjoyment.
Use learning strategies to extend their communicative competence
Use English to interact in the classroom
Use English to obtain, construct, and provide subject matter Use appropriate learning strategies to construct and apply academic knowledge
Use appropriate language variety, register, and genre according to audience purpose and setting
Use nonverbal communication appropriate to audience, purpose, and setting
Use appropriate learning strategies to extend sociolinguistic and sociocultural competence.
COVID-Specific Protocols: In the HYBRID model, the Units of Study will continue to be provided via five days per week. In-person instruction will take place on Monday, Tuesday, Thursday, and Friday and remotely on Wednesday.
3. Each school and/or district reopening plan must ensure the maintenance of regular communication with parents/guardians of ELLs to ensure that they are engaged in their children’s education during the reopening process, and provide all communications for parents/guardians of ELLs in their preferred language and mode of communication.
The District shall notify, in English and in the appropriate native language, the parent(s) or guardian(s) of a student designated as ELL/MLL of the student's placement in the ELL program. Parents will be informed that there is no provision to opt out of ELL services.
The District will hold multiple orientation and information sessions for the parents of ELL students on the State Standards and assessments, school expectations and general program requirements. Translators and or information written in the home language will be provided by the District.
The District will work with the R-BERN, NYSED, and BOCES for technical support to appropriately and timely inform parents of ELL/MLL students of school-related activities and information pertinent to the education of their children. Activities will include but are not limited to website links and use of other technology to enhance communication.
COVID-Specific Protocols: Communication will continue to be provided in both English and the student/family’s home language. Additionally, teachers will provide weekly check-ins with students/families to communicate new information and assess their needs.
4. Additional COVID-related information
The district is providing teachers with training through The Metro Center on the Culturally Responsive Sustaining Education Framework. This work will be used to augment curriculum to support our traditionally marginalized populations, including ELL/MLL.
ELL teachers will have designated time on Wednesdays to collaborate with other staff about curriculum and best practices for supporting ELL/MLL students
Students in grades K-1 are returning five days per week. Students in grades 2-12 are returning on a 2 day in person, 3 day remote learning schedule. In recognition that ELL/MLL students are a more vulnerable population, they are returning on a 4 day per week in person, 1 day per week remote learning schedule
Chromebooks have been ordered to ensure all ELL/MLL students will have a 1:1 device experience. Remote internet devices have been purchased for students as well
All ELL/MLL students will receive our universal screener for social emotional support. Appropriate follow up and rescreening will occur based on aforementioned teacher check in.