English Language Learning (ELL)

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The purpose of the Office of English Language Learning (ELL) is to ensure equitable standards-based bilingual and ESL educational services for culturally and linguistically diverse special education students and their families. 

Programs

District 75 serves Limited English Proficient/English Language Learners (LEP/ELLs) between the ages of 4.9 and 21 years with moderate to severe disabilities, across the five boroughs, in 58 school organizations, at over 300 sites. To meet the needs of the diverse LEP/ELL population, District 75 provides an array of unique services which include bilingual and ESL instruction. District 75 instructional programs for ELLs include: Transitional Bilingual Education (TBE) programs and English as a Second Language (ESL) programs. ESL programs consist of push –in, pull-out  or self-contained ESL programs.

Students are served by special education bilingual teachers, ESL teachers and paraprofessionals. Students who are mandated for ESL services only receive them from licensed English as Second Language (ESL) teachers

Goals:

  1. To provide Bilingual/ESL instructional services aligned with the students' IEPs, NYS Standards, and state and local requirements for the education of LEP/ELL students. 
  2. To recruit, train, and retain qualified and certified instructional staff who serve LEP/ELL students in District 75.
  3. To ensure that district and school-based leadership are responsive to the instructional needs and mandates of LEP/ELL students. 
  4. To improve the identification of students entitled to ESL/bilingual services, the assessment of achievement, the collection and review of data to address the needs of LEP/ELL students in District 75. 
  5. To expand opportunities for parents/families of LEP/ELL students to participate actively in the education of their children and in the decision-making process.

Main Strategies and Activities

Instruction

  • Use of the ELA core curriculum as the base for English as a Second Language, Native Language Arts, and English Language Arts instruction
  • Align instruction for ELLs who take standardized assessments with ESL, NLA, and ELA NYS learning standards and performance indicators.
  • Align instruction for ELLs who take alternate assessments with learning standards and performance indicators in ESL and NLA, and with alternate grade level indicators in ELA and content areas.
  • Increase use of multicultural materials and resources
  • Use of instructional and adaptive technology
  • Provide ESL and bilingual services during summer school program
  • Provide after-school tutoring and consultation services
  • Implement Title III program in select schools

Recruitment and Professional Development

  • On-going recruitment among District 75 paraprofessional, local Institutions of Higher Education (IHEs) and community organizations
  • Tuition assistance towards ESL certification
  • Collaboration with local IHEs to design/implement degree-oriented courses, institutes and conferences
  • Intensive training for monolingual and bilingual/ESL teachers and paraprofessionals
  • Annual Jose P. ESL Conferences
  • On-going meetings for ELL teachers and Compliance Liaisons
  • Inter-visitation opportunities for new teachers
  • Attendance of teachers at state and local conferences
  • Title III workshops for teachers and paraprofessionals

School Leadership

  • Training and on-going technical assistance for school-based administrators and supervisors
  • Attendance of school administrators at state and local conferences

Student Entitlement and Achievement Data

  • Periodic reviews of students' IEP, CAP and ATS data
  • Use of Alternative Assessment methods and standardized achievement tests
  • Analysis of achievement data

Assessments for English Language Learners

  • LAB-R (Language Arts Battery - Revised) - This assessment is used for initial identification and determination of eligibility for English Language development support services. The assessment is given only one time, upon entry into the New York State Public School System, and within 10 days of admission into the System.
  • Spanish LAB - This assessment is administered to Spanish-speaking students, who do not pass the LAB-R, in order to determine language dominance. The assessment is administered only one time, and should be administered during the same time period as the LAB-R.
  • NYSESLAT (New York State English as a Second Language Achievement Test)  - This assessment demonstrates the level of English language proficiency  and determines continued instructional services for ELLs.
  • EL SOL - This assessment is administered to Spanish-speaking students in self-contained Spanish bilingual classes in grades K-3 to measure progress in native language literacy.

Parent Engagement

  • Orientation sessions and intensive training on Special Education issues, assessment and instruction, technology, literacy, community resources and leadership
  • Oral interpretation, written translation, and dissemination of information materials in the family's preferred language
  • Title III ESL and computer classes for ELL parents
  • Title III spring and winter conferences for ELL parents

Resources

    District 75  |  400 First Avenue, New York, NY 10010  |  (212) 802-1500  |  Contact