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The goal of the New York State Education Department (NYSED) Office of Bilingual Education and World Languages (OBEWL) is to prepare all English Language Learners (ELLs)/Multilingual Learners (MLLs) for success beginning in prekindergarten, to lay the foundation for college and career readiness, and to promote and support the teaching and learning of one or more languages and cultures in addition to the English language
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NEWS FROM THE ASSISTANT COMMISSIONER
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Dear Colleagues,
I'd like to take this opportunity to thank you for all the work that you are doing on behalf of our ELLs/MLLs. So far this year I have had the opportunity to visit many schools across New York State and see the great work you are doing. This is reflected in part on the percentage of ELLs scoring Commanding on the NYSESLAT, which has increased across all grade levels from 9.4% in school year 2015-16 to 12.0% in school year 2016-17. In addition, last year, over 1400 students from 55 districts earned the Seal of Biliteracy, which was awarded in 27 different languages. A full report, along with photos of some of the State's many proud recipients, can be found below. This year 85 NYS school districts are participating in the Seal of Biliteracy program.
As you know,
we are very excited that the U.S. Department of Education has approved New York State’s Every Student Succeeds Act (ESSA) plan! I would like to thank all of you who have contributed to this effort by providing us with your input along the way. Please visit
NYSED's ESSA page
for details on the plan. We are looking forward to working with you as we roll out our State’s ESSA plan.
On February 7, 2018, NYSED released the
2013 Cohort High School Graduation Rates
.
The graduation rate for “Current ELLs” (students who were identified as ELLs during the school year of their last enrollment) continues to lag far behind the statewide rate, with only 26.6 percent of the 2013 cohort graduating on time--down slightly from the 2012 cohort rate of 26.9%--and 29.7% of the 2013 cohort dropping out.
As you review this data, I'm sure you will agree that our work is more important than ever, and I am calling on all of us to take action. As Commissioner Elia indicated, districts will be required to implement measures and apply supports that will increase the number of ELLs/MLLs who graduate and decrease the number of ELLs/MLLs who are dropping out of high schools. NYSED will review and monitor the progress of the plans, provide guidance and support, and conduct district audits that will include financial reviews. All districts will be required to review data and create a plan to ensure that more children graduate. It is critical that your school data system incorporates the necessary information to facilitate early identification and intervention of students who may become at risk of dropping out.
As you develop these plans, you must consider:
- What processes do you currently have in place to monitor student progress?
- Do you know the ELL/MLL graduation rate for your district and its schools? Do you know the ELL/MLL drop out rate?
- Does your district and its schools have a clear understanding of causes for students dropping out? What strategies are in place to support these students?
- Are you looking at ELL/MLL assessment data and using it to inform intervention and programmatic decisions for all content areas and to plan and deliver instruction that meets student needs?
We will continue working with you to ensure we support your plans and share best practices among districts. We hope that our targeted efforts can make an impact on this most critical issue for ELLs/MLLs. For detailed statistics, be sure to see NYSED's February 7
th
PowerPoint.
In addition I would like to provide you with some updates regarding students who have relocated to New York State
from areas that have been impacted by natural disasters:
- The Puerto Rico Department of Education has developed the Student Records Exchange System (SRX), a platform designed to facilitate the exchange of students’ records to expedite their enrollment process at their schools. Schools can apply for an account to be able to send requests for transcripts and/or IEPs from the Puerto Rico government. An LEA or parent must register with the system, providing key validation information. The Puerto Rico Department of Education prepares the student document, notification is sent to the petitioner, and the document is shared with the receiving LEA registered email address.
- OBEWL is pleased to announce the distribution of additional supplemental financial support for those schools with the highest number of newly enrolled students who were displaced due to the 2017 natural disasters. Districts that will be granted the supplemental funds will receive notification from the Deputy Commissioner of P-12 Instructional Support, Angelica Infante-Green.
Please be sure to refer to NYSED-issued
guidance
regarding the rights of students displaced by natural disasters, as well as the services available to these children.
Looking to the future, beginning on September 3, 2018, New York State (NYS) school districts will be required to use the Multilingual Literacy Screener (MLS) for identification of Students with Interrupted/Inconsistent Formal Education (SIFE). The MLS is a state-wide diagnostic tool schools use to determine students’ literacy levels in their home languages to provide and/or to design appropriate instruction. It is a semi-adaptive online diagnostic tool for students enrolled in grades 3 through 9. The MLS reflects current literature-based curricula and didactic principles from students’ home countries and is currently available in 15 different languages. The entire suite of currently available SIFE resources, along with webinars on administering the MLS, can be found on
the SIFE page of the OBEWL website.
The Board of Regents and NYSED continue to advocate for our children, as demonstrated in our budget request. As you know, we requested $7.75 million in new state funds to support, among other initiatives, the Regional Bilingual Education Resource Centers (RBERNS); the development of Regents Exams in World Languages, a Spanish Language Arts (SLA) test, and 3-8 and Regents exam translations; as well as the expansion of the Clinically Rich Intensive Teacher Institute program. Please join us in this effort by continuing to advocate on behalf of our children.
We support the work that you do and thank you for the services you provide for New York State's ELLs/MLLs. Let's work together to make a difference in the lives of children and their families.
Sincerely,
Lissette Colón-Collins
Assistant Commissioner of Bilingual Education and World Languages
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Updated Information on the NYSITELL
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The New York State Education Department Office of State Assessment (OSA) has updated the New York State Identification Test for English Language Learners (NYSITELL) website with the following information regarding the 2018 edition of the assessment:
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US Department of Education Approves NYS ESSA Plan
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The following is excerpted from the January 17th NYSED news release:
On January 16th, NYSED received notification that the United States Department of Education (USDE) approved New York’s Every Student Succeeds Act (ESSA) plan. Approval of this plan by USDE ensures that New York will continue to receive approximately $1.6 billion annually in funding from the Federal government to support elementary and secondary education in New York state schools.
The ESSA plan emphasizes fostering equity in education for New York’s students; expands measures for school support and accountability and student success; and requires school-level improvement plans for the lowest performing schools overall, as well as schools with the lowest performance for certain student populations. The plan also includes strategies for supporting the professional growth of educators and ensuring that all students, including English language learners/Multilingual learners, immigrant students, migratory youth, homeless youth, and neglected and delinquent youth, have access to a well-rounded, culturally responsive education that supports students’ academic and social-emotional development.
Under the new provisions, the accountability measure for English proficiency by English language learners now better accounts for the fact that the likelihood of students making annual growth varies based upon a student’s prior level of English proficiency and years of receiving services;
For the most up-to-date information on New York’s ESSA plan and implementation, visit the Department’s
ESSA webpage, including a tracked changes version of the ESSA plan from the September 2017 version that was submitted to USDE.
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Next Generation Learning Standards
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The NYS Next Generation Learning Standards: Supporting All Students conference on November 30, 2017 at the Saratoga Springs City Center.
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The NYS Board of Regents adopted the
New York State Next Generation Learning Standards for English Language Arts and Mathematics at their September 11, 2017 meeting.
The revised standards were developed after many phases of public comment and meetings with committees consisting of NYS educators, teachers of ELLs/MLLs and Students with Disabilities (SWD), parents, curriculum specialists, school administrators, college professors, and experts in cognitive research.
On November 30th, 2017, NYSED was proud to officially launch the standards at the NYS Next Generation Learning Standards: Supporting All Students conference at the Saratoga Springs City Center. Over 1000 people attended this popular one-day event, which featured a keynote address by Nonie Lesaux and twelve different workshops designed to strengthen theoretical and practical knowledge to implement high-quality, academically rigorous standards for all NYS students.
Due to the success of this event, two additional conferences will be held in different areas of the state. One will take place in Rochester on March 28th with details and registration info to be announced. A second conference will be scheduled in Westchester County later in the year.
All current information including introductory documents, the revised Standards for ELA and Mathematics, feedback surveys, and additional resources are accessible here:
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CULTIVATING DISTRICT LEADERSHIP TO BUILD SYSTEMS FOR ENGLISH LANGUAGE LEARNER (ELL) AND MULTILINGUAL LEARNER (MLL) SUCCESS IN NEW YORK
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On October 26 and 27, 2017, leaders from twenty-five New York State school districts participated in the third annual ELL Leadership Institute titled “Cultivating District Leadership to Build Systems for English Language Learner (ELL) and Multilingual Learner (MLL) Success in New York”. With funding from the Bill and Melinda Gates Foundation, this innovative professional development is being provided by
WestEd and
Stanford University. WestEd and Stanford, renowned national experts, are assisting district leaders and leadership teams in analyzing current data, reviewing new research, and utilizing resources that will allow district teams to develop a deeper understanding of ELL/MLL graduation and drop-out rates while providing concrete solutions tailored to the unique needs of each respective district.
Through three in-person and six synchronous online learning sessions, leaders are engaged in a year-long executive forum designed to build capacity within districts to carry out a vision for ELLs/MLLs and a plan of action that supports ELLs/MLLs in realizing their educational and career goals. The next in-person Institute will be held on February 26 and 27 in the Capital Region.
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Over 1400 Students from Over 55 NYS Districts Earn the New York State Seal of Biliteracy in 2017
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NYS Seal of Biliteracy recipients from Lancaster High School
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A student presents to a panel of judges at Croton-Harmon HS
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In late June of 2017, as schools were preparing for their final weeks to graduation, there were a number of students preparing presentations for a panel of language experts in order to earn the New York State Seal of Biliteracy. The NYS Seal was awarded this year to students who demonstrated a high level of proficiency in English and another language.
Having started in California, this initiative has now been developed by more than two dozen states and the District of Columbia in the past few years. While some states require students to earn a high score on an Advanced Placement or International Baccalaureate exam, the NYS students earn credit towards the award through a variety of methods including coursework, examinations, transcripts, projects and scholarly essays.
In the first full year of implementation, the NYS Seal was awarded to over 1,400 students from over 55 districts of which 20 percent were at one time English Language Learners/Multilingual Language Learners (ELLs/MLLs) with home languages ranging from Albanian to Vietnamese. In fact, 27 languages were represented from 38 countries around the globe. This vast array of languages speaks to the abundance of cultures co-existing in New York State. Through their hard work and perseverance, these students have demonstrated the value of multiculturalism and bilingualism in today’s diverse communities. While the road to earning the NYS Seal of Biliteracy can be difficult and time consuming, there were a number of students from around the state that were able to earn the NYS Seal in multiple languages. “We are very proud of our students who opted to pursue the Seal, because they recognize and understand the importance of multilingualism in today’s global society!” said Chastity Beato, Supervisor of Language Acquisition at Newburgh Enlarged City School District, where three students, including the Salutatorian, earned the Seal in Spanish and Italian.
Many of the students earning the NYS Seal first began learning a second language in middle school and were able to develop their interpersonal, interpretive and presentational skills at a very high level while enrolled in college level courses in high school. In a relatively short amount of time, these students reached the required level of proficiency necessary for the NYS Seal.
This recognition is a declaration of the importance and value of language learning. Students that perform at this level not only know the language but also have an understanding of the people, culture and customs that come with it. Classroom instruction goes beyond vocabulary and grammar exercises. Classrooms are having students not just acquire the necessary language skills but also the cultural awareness and understanding that comes with this learning.
Lissette Colon-Collins, Assistant Commissioner for the Office of Bilingual Education and World Languages adds “We are very pleased with all the effort and accomplishments of this year’s recipients and we wish them the very best as they pursue new and exciting opportunities in the years ahead. We hope that they continue to study languages, travel, and interact with different people and cultures within and beyond our New York State borders.”
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Tanya Rosado-Barringer, Director of the Mid-West Regional Bilingual Resource Network (RBERN), awards the Seal of Biliteracy to a Solvay High School student.
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Awards presentation for NYS Seal of Biliteracy recipients from Solvay High School
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Students from Newburgh CSD were presented the NYS Seal of Biliteracy at the Board of Education meeting in June, 2017.
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Students from Solvay High School celebrating their achievement.
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Implementation of New SIFE Curriculum--
Bridges in Brentwood
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Students working collaboratively in Reading and Writing Centers
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The Bridges to Academic Success team has been working with the Bilingual Education Department at Brentwood High School to implement a new curriculum that fosters English language acquisition in reading, writing, and speaking for Students with Interrupted/Inconsistent Formal Education (SIFE) during the 2016-2017 school year. The target population of Bridges are specifically SIFE with Developing Literacy, immigrant English Language Learners who have not had sufficient years of school to be ready for their U.S. classes and whose home language reading comprehension is at the third-grade level or below. This partnership between Brentwood teachers and Bridges involved professional development around implementation of the curriculum, as well as ongoing coaching and professional development to help the teachers feel at ease with using the resources and have support in their pedagogical practice.
One of the unique and culminating aspects of this year’s Bridges training was an inter-visitation at their schools with educators from other schools who also serve a SIFE population. In March, Brentwood High School hosted teachers and administrators from all over Long Island who came and observed the Bridges teachers implementing the curriculum. The guests observed teaching from both Integrated ELA and Stand-alone ENL classes, as well as classrooms that featured Native Language Arts instruction. Overall, the Brentwood staff spoke with the visitors about different aspects of the training and curriculum that they could use to improve the quality of SIFE instruction in their schools.
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Renata leads a classroom discussion on the Universal Declaration of Human Rights
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The process of learning and implementing a new curriculum is no easy feat, but the teachers at Brentwood High School worked diligently, and there were a host of positive results in both student and teacher outcomes. For example, among the ninety SIFE students who were tested on their English reading levels, growth averaged approximately two reading levels over the course of the school year, using a normed progress monitoring tool. Many students also developed a sense of being readers who had ownership over the own learning and who could learn and grow with support. One student said, “When they (the teachers) read it with us, it helps us to get better...” The students also learned to grow together as a community and worked hard with support from each other, “When I am helping others, I help the other classmates. I say it’s very nice because, when my partner doesn’t know how to say a word or how to write a word, I help.” Students worked to improve their reading and writing through center work that supported them in everything from foundational literacy skills to fostering a love for reading about topics of interest.
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Guest Teachers Visiting a Bridges Classroom During an
Inter-visitation
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The teachers also grew in both their pedagogical styles and their beliefs around how to teach SIFE. The community often works against a common misconception that SIFE cannot learn and that this population cannot think critically, Brentwood teachers are striving to counter this mindset by continuously improving their pedagogy and creating a more rigorous yet accessible classroom environment. For example, one teacher stated, “Working with them (the students) you get to understand them even more, you make connections, you see their capabilities, academically how much you can push them and how you can challenge them.” When the teachers engaged with the curriculum, they were able to see that “SIFE can think critically and can rise to the challenges with which they are presented.”
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NYSED Supporting NYS School Districts as
They Address Bullying and Harassment
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OBEWL is collaborating with the Office of Student Support Services (SSS) to support districts as they address harassment, bullying, and discrimination through our anti-harassment initiative, which builds upon the New York State Education Department’s ongoing work to assist schools and districts in implementing the Dignity for All Students Act (DASA). We feel that, at this time, this work is more important than ever, and we want to continue to ensure that NYS schools will be safe havens for the growth, development, and achievements of all our students. It is also important to note that NYSED has taken a firm position regarding the importance of the Deferred Action for Childhood Arrivals (DACA) program.
Please be sure to read the statement issued by Chancellor Rosa and Commissioner Elia.
Through this initiative, we will provide technical assistance to districts to respond promptly and appropriately to incidents of harassment, bullying, and discrimination, and to create a protocol and procedures to proactively prevent such incidents.
NYSED encourages districts, parents, and guardians who have questions regarding DASA to contact NYSED for guidance and technical assistance regarding proper investigation protocols and procedures and best practices in creating and maintaining a safe and supportive school environment. The Department can be contacted at:
Additionally, individuals with questions regarding DASA who need language assistance can contact the Language Regional Bilingual Education Resource Network (RBERN) Parent Hotline, housed at New York University (“NYU”) by:
c/o NYS Statewide Language RBERN
NYU MetroCenter
726 Broadway – 5th Floor
New York, NY 10003
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The 2018 Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute
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The 2018 Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute
will be held on March 10, 11th, and 12th. The Institute is an innovative collaboration with the NYS Assembly/Senate Puerto Rican/Hispanic Task Force in conjunction with the annual SOMOS El Futuro conference, Office of Bilingual Education and World Languages, the New York State City Board of Education, and other agencies as appropriate.
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Classes, Workshops, and Professional Development Opportunities
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NYSABE 41ST ANNUAL CONFERENCE:
UNCOVERING THE TALENTS OF MULTILINGUAL LEARNERS FROM EARLY CHILDHOOD THROUGH HIGH SCHOOL AND BEYOND
March 15-17, 2018
Hilton Long Island/Huntington (598 Broad Hollow Road Melville, New York)
We invite you to join NYSABE for three exciting days of collaboration and professional development. The conference sessions will focus on providing meaningful resources and inspiring direction for educators, researchers, parents, students and other stakeholders. A broad range of innovative topics, ideas and strategies for learners, families and educators will be presented.
NYSABE’S 2018 CONFERENCE REGISTRATION OPEN THROUGH MARCH 9, 2018
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Information Session Webinar
Bridges ELA/ENL Curriculum for SIFE with Developing Literacy
Monday March 5th 2-3:30
Bridges to Academic Success has been working together with the NY State Education
Department to develop curriculum for SIFE with levels of literacy in home language at 3rd grade or below. The orientation session is for teachers and administrators interested in learning more about the Bridges Program. The session will provide participants with an initial understanding of the Bridges learner, an introduction to the instructional principles, the curriculum design and its contents. Schools and districts who decide to pursue Bridges implementation will be invited to participate in the 2018-2019 Cohort and receive training for teachers and administrators in the Implementation of the two-course design for ELA/ENL.
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Queens College, CUNY seeks to recruit 20 candidates whose tuition will be partially funded by the NYSED OBEWL for the completion of five courses leading to the Bilingual Extension. This online program will only accept one cohort of twenty candidates for Fall 2018.
Candidates will have to commit to completing the one academic year program (2018-2019) that will qualify them for positions as bilingual teachers in the State of New York
.
The purpose of this program is to prepare future bilingual teachers for working with English language learners/multilingual students. The program emphasizes research and practice in bilingual pedagogy and bilingualism in linguistically and socially diverse environments and communities.
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Regional Bilingual Education Resource Network (RBERN) Featured Workshops and Events
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CAPITAL DISTRICT RBERN AT QUESTAR III BOCES
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For information on all Capital District RBERN workshops and professional development opportunities, please be sure to
Strategies to Support Students with Interrupted/Inconsistent Formal Education (SIFE) and ELL Newcomers
Date:
Friday,March 23, 2018
In this hands-on session, participants will begin by identifying the characteristics, strengths, and challenges of SIFE and ELL newcomers in their context. Through the use of case studies and the modeling of activities, participants will explore tools and strategies for addressing the socio-emotional needs of SIFE and ELL newcomers as well as a framework of effective instruction for these students. Finally, participants will set goals for strengthening the socio-emotional and instructional support for SIFE and ELL newcomers in their context. ENL teachers are encouraged to attend with their co-teaching partners. Please register on My Learning Plan to attend:
*As a reminder please note that all RBERN sponsored events are free of charge. The RBERN is a CTLE approved sponsor and our events meet the requirements for ELL specific professional development.
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HUDSON VALLEY RBERN AT SW BOCES
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For information on all Hudson Valley RBERN workshops and professional development opportunities, please be sure to
Building Academic Vocabulary: Strategies for Teaching English Language Learners - at Ulster BOCES
Date(s) and time(s):
Friday, February 23, 2018, 9:00 AM - 3:00 PM
Location:
Ulster BOCES, Jane Bullowa Conference Center, 175 New York 32, New Paltz, NY, 12561
Building academic vocabulary is one of the pathways to student success in school and beyond. In this workshop, educators will discover the importance of the role of vocabulary in student achievement. Participants will examine research based strategies for both incidental and explicit instruction of vocabulary and be able to work collaboratively with fellow educators to design/discuss ways of implementing these instructional strategies in the classroom.
Registration/Sign-In: 8:30-9:00 AM
Lunch: one hour - on your own.
For questions regarding this activity, please contact
the HV RBE-RN
.
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LONG ISLAND RBERN AT EASTERN SUFFOLK BOCES
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For information on all Long Island RBERN workshops and professional
development opportunities, please be sure to
Scaffolding and Differentiation for English Language Learners (ELLs)
Date(s) and time(s):
Monday, February 26, 2018 8:00 AM – 3:00 PM
Location:
OCM BOCES Education Center - Henry Campus, 6820 Thompson Rd, Syracuse, NY 13211 (
map
)
Teachers will explore ways to scaffold and differentiate instruction for ELLs. Focus will be on making content comprehensible for ELLs and strategies for structuring coursework so that ELLs can be successful in the content are classroom. Participants will: Define and distinguish between scaffolding and differentiation. Learn strategies to scaffold text for comprehensibility. Acquire a toolkit of scaffolding strategies to make instruction more comprehensible for ELLs. Experiment with differentiating texts and assessment to better meet the needs of ELLs.
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MID-WEST RBERN AT MONROE 2 ORLEANS BOCES
For information on all Mid-West RBERN workshops and professional
Introduction to ENL Instruction
Dates:
Thursday March 15 - Saturday March 17, 2018
Location:
Hilton Long Island/Huntington in Melville, NY
Join NYSABE for three exciting days of collaboration and professional development that will focus on providing meaningful resources and inspiring direction for educators, researchers, parents, students, and other stakeholders. A broad range of innovative topics, ideas, and strategies for learners, families, and educators will be presented.
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MID-STATE RBERN AT OCM BOCES
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For information on all Mid-State RBERN workshops and professional
Reading and Writing Instruction for SIFE
Date(s) and time(s):
Tuesday, February 13, 2018, 8:30 AM – 3:30 PM
Location:
OCM Boces, 110 Elwood Davis Rd, Liverpool, NY 13088, (
map
)
Schools are receiving an increasing number of English Language Learners who are classified as Students with Interrupted/Inconsistent Education (SIFE). To bridge the cultural and instructional gaps of SIFE, teachers need practical strategies to use in their instruction. In this professional learning session, participants will:
- Distinguish the instructional needs of SIFE from other English Language Learners
- Analyze and discuss foundational literacy, academic literacy and conceptual knowledge to gain a deeper understanding of the instructional needs of SIFE
- Determine critical design features in reading and writing instruction for SIFE
- Experience and analyze high-leverage strategies for reading and writing
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NYS LANGUAGE RBERN AT NYU
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For information on all NYU Language RBERN at NYU workshops and
professional development opportunities, please be sure to
Advancing the Academic Literacy of ELLs – Grades K-5 (I of II)
Date(s) and time(s):
February 28, 2018
Location:
New York University – Special Guest Presenter: Nancy Cloud
Registration coming soon. Audience: ESL/ENL Teachers
Uncovering the Talents of Multilingual Learners from Early Childhood through High School and Beyond
Date(s) and time(s):
March 15-17, 2018
Location:
The Hilton Long Island/Huntington Hotel, Melville, NY
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NYC REGIONAL RBERN AT FORDHAM
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For information on all Mid-State RBERN workshops and professional
Writing is Thinking Through Strategic Inquiry (WITSI) Cohort Training Session 3
Date(s) and time(s):
March 26, 2018, 8:30 AM – 3:00 PM
Location:
Fordham University, Lincoln Center Campus, McMahon Hall Room 109
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RBERN WEST AT ERIE 1 BOCES
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For information on all RBERN West workshops and professional
NYSESLAT Training
Date: Wednesday, March 7, 2018 from 9:00-3:00
Location: Erie1BOCES, 355 Harlem Road, West Seneca NY 14224, Building B, Room B2a,b
This training is intended for any teacher new to giving the NYSESLAT. If you have administered the NYSESLAT at any point since Spring 2015, there is no new information. This training will review overall administration of the test, as well as practice scoring the speaking and writing sections of the test.
SIFE Forum
Date: Tuesday, March 13, 2018 from 9:00-3:00
Location: Erie1BOCES, 355 Harlem Road, West Seneca NY 14224, Building B, Room B2a,b
In this full day session, teachers will explore best practices and strategies for SIFE students during stand-alone and integrated ELA/ENL. Strategies and curricular ideas will be taken from the CUNY-created Bridges curriculum for SIFE with Developing Literacy. There will be time for teachers to share their current effective practices with colleagues.
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