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Office of Bilingual Education Office of Bilingual Education

& &

Foreign Language StudiesForeign Language Studies

Dr. Pedro J. Ruiz, CoordinatorDr. Pedro J. Ruiz, Coordinator

S/CDN MeetingS/CDN Meeting

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Overview

Office of Bilingual Education and Foreign Language Studies

BETACs Bilingual Education Funds Ongoing Initiatives Priority Areas New Initiatives Data Actions to Close the Gap Quality Review Services Q & A

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NYC Bilingual

Associate BilingualAssociate

BilingualAssociate

BilingualAssociate

Pedro J. Ruiz, Ph.D.

Coordinator

Secretary

BilingualSupervisor

Secretary

Clerk

Secretary

Foreign Language Associate

Organization ChartOrganization ChartNYS OBE-FLSNYS OBE-FLS

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Configuration of BETACsConfiguration of BETACs

AS of July 2006, the Statewide BETAC configuration will consist of 14 BETACS:

New York City BETACsNew York City BETACs

Bronx Manhattan and Staten IslandQueens and Brooklyn

Language Specific BETACsLanguage Specific BETACs

Haitian Creole Language (HABETAC) Asian Language (ALBETAC) Spanish Language (SBETAC)

““Rest of State” (ROS) Rest of State” (ROS) BETACsBETACs

Eastern/Western Suffolk BOCESErie I BOCESMid-Hudson BOCESMonroe 2-Orleans BOCES

“Rest of State” (ROS) BETACs

Onondaga-Cortland-Madison BOCESQuestar BOCESSouthern Westchester BOCESNassau BOCES

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Bilingual Categorical Education Funds

– Bilingual Education/ESL Technical Assistance Centers (BETACs)

– Two-Way Bilingual Education Grants – Intensive Teacher Institute– Bilingual/ESL Teacher Leadership Academy– Hispanic Youth Leadership Institute– Bilingual Performing Arts Program

– Administrators Leadership Academy

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Ongoing InitiativesOngoing Initiatives

Statewide Teacher Institutes Coordinate the Hispanic Youth Leadership

Institute Fund and increase Two-Way Bilingual

Education Programs statewide Developing & refining the NYSESLAT Expand Professional Development Redesign and update NYSBEN (OBE-FLS

webpage) Implement Quality Review initiative Monitoring of Districts/Schools

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Priority AreasPriority Areas

Data Collection Inconsistencies

Graduation of LEP/ELLs

High School Dropout Rate

Parent Involvement

Number of Uncertified Teachers

Streamlining CR Part 154 & Title III process

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New Initiatives of OBE-FLSNew Initiatives of OBE-FLS

Committee of Researchers / Panel of Experienced Practitioners

Re-establish the Teacher Exchange Program

Increase parent involvement of LEP/ELLs

Plan and hold a Research Conference on LEP/ELLs in 2007

Develop and publish guidelines for LEP/ELLs

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Looking at the Data

High School Cohorts

NYSESLAT Results

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LEP/ELLs who entered Grade 9 in 2000 Cohort - After Five Years

  Cohort Enrollment

Regents Local Diploma

IEP Diploma

% Still Enrolled

Transferred to GED

Dropped Out

NYC 9,584 

40.2% 4.1% 15.9% 5.1% 34.8%

ROS 2,426 

56.7% 1.3% 11.1% 8.7% 22.2%

TOTAL

12,010 

43.5% 3.5% 14.9% 5.8% 32.3%

High School Cohort High School Cohort Outcome Statistics for LEP/ELLsOutcome Statistics for LEP/ELLs

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  Cohort Enrollment

Regents Local Diploma

IEP Diploma

% Still Enrolled

Transferred to GED

Dropped Out

NYC 9,755 

25.8% 3.6% 44.7% 3.2% 22.6%

ROS 2,899 

42.4% 1.1% 30.4% 6.9% 19.2%

TOTAL 12,654 

29.6% 3.1% 41.4% 4.0% 21.8%

LEP/ELLs who entered Grade 9 in 2001 Cohort - After Four Years

High School Cohort High School Cohort Outcome Statistics for LEP/ELLsOutcome Statistics for LEP/ELLs

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What do these charts tell us?What do these charts tell us?

LEP/ELL students are most likely to need an additional year of schooling

41.4% were still enrolled after four years 14.9% were still enrolled after five years 21.8% dropout rate of ELLs after four years 32.3% dropout rate of ELLs after five years

Fewer than half of LEP/ELL students graduated

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2005 NYSESLAT Data

Grade Span Total Number of ELLs Tested

Percent Reaching

Proficiency

K-1 34,996 9.9%

2-4 52,460 13.9%

5-6 24,262 11.6%

7-8 24,594 12.5%

9-12 42,262 10.8%

Total 178,574 11.3%

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2005 NYSESLAT Data

 LEP/ELLs identified and not taking the NYSESLAT,

i.e., 25,000 to 30,000 students:

Possible reasons:– Transience between districts– Students who enter and leave the country or State

during the same year – Students who were exited on a “local option” basis,

but who were identified as LEP/ELL on BEDS forms in prior October

In addition, around 5.5% (10,000) did not have valid scores because they were missing one or more modalities of the test.

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Actions to Close the Gap Actions to Close the Gap for Limited English Proficient/ for Limited English Proficient/

English Language LearnersEnglish Language Learners

Improve the quality of bilingual and English as a Second Language (ESL) teachers

Support the preparation of special education and bilingual special education teachers

Convene a Committee of ResearchersCommittee of Researchers / Advisory Advisory Council ofCouncil of PractitionersPractitioners in Bilingual Education and ESL

Increase outreach with the New York City Department of Education

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Actions to Close the Gap Actions to Close the Gap for Limited English Proficient/ for Limited English Proficient/

English Language LearnersEnglish Language Learners

 Hold schools and districts accountable

Increase monitoring

Districts will need to implement Part 154 Comprehensive Plan and Title III requirements to claim State and/or Federal funds

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Quality Review of Services for LEP/ELLsQuality Review of Services for LEP/ELLs

The Quality Review process is a comprehensive self-assessment tool

designed to help school leadership and instructional staff to review and evaluate

the quality of all LEP/ELL-related processes, practices and strategies in

place in the school system.

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Does Bilingual Education Really Work? Does Bilingual Education Really Work?

Literally hundreds of scientific studies over the past Literally hundreds of scientific studies over the past half century have shown that bilingual education – half century have shown that bilingual education – when well designed and well implementedwhen well designed and well implemented – is an – is an effective approach for teaching second language effective approach for teaching second language learners. These findings have been consistent across learners. These findings have been consistent across numerous national borders and languages of numerous national borders and languages of instruction, all pointing to the conclusion that bilingual instruction, all pointing to the conclusion that bilingual education "works." education "works."

What Can Schools Do to Address the Educational Needs of ELLs?

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Essential Questions

Are Teachers well trained to meet the needs of English language learners (ELLs)?

Does the school provide adequate resources, materials, and support services?

Are parents involved in their children’s education?

Is the program supported by the local school board and district administrators?

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Summary Summary

Strengthen Programs and Parental Involvement

Provide Resources to Districts and Schools

Support Professional Development

Improve Teacher Recruitment/Certification

Increase Monitoring for Accountability

Use Data to Inform Decision Making

Ensure Compliance at Federal, State and Local Levels

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Q & A

Contact Information

Dr. Pedro J. RuizNew York State Education DepartmentEducation Building Annex, Room 367Albany, New York 12234

E-mail: pruiz@mail.nysed.govobefls@mail.nysed.gov

Phone (518) 474-8775Fax: (518) 473-4678Website: www.emsc.gov/ciai/biling/nysben.html