1 office of bilingual education & foreign language studies pedro j. ruiz, ph.d. coordinator...

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Office of Bilingual Education Office of Bilingual Education

& &

Foreign Language StudiesForeign Language Studies

Pedro J. Ruiz, Ph.D. Pedro J. Ruiz, Ph.D.

CoordinatorCoordinator

Diversity Network Diversity Network MeetingMeeting

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TBDNYC BilingualSupervisor

Mary EnrightBilingualAssociate

Ileana Olazagasti

BilingualAssociate

Edith CruzBilingualAssociate

Pedro J. Ruiz, Ph.D.

Coordinator

Virginia PerezBilingual SecretaryTBD

BilingualSupervisor

TBDSecretary

TBDNYC Secretary

TBDNYC Clerk

TBDForeign

Language Associate

Organization ChartOrganization ChartNYS OBE-FLSNYS OBE-FLS

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Configuration of BETACsConfiguration of BETACs

Beginning in 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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The Good NewsThe Good News

Bilingual Education Aid was increased from $11.2 to $11.5 million. This aid funds the following programs:

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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The Good NewsThe Good News

LEP Aid to school districts was increased by $20 million and restored as a separate item in the NYS budget: A higher percentage of funding will be

distributed to each district claiming LEP Aid, based on the number of LEP/ELLs reported on the 2006-07 CR Part 154 application.

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Current Areas of Current Areas of ConcernConcern

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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Ongoing InitiativesOngoing Initiatives

Hold Teacher Institutes throughout the State Participate in Hispanic Youth Leadership

Institute Continue to fund and increase Two-Way

Bilingual Education Programs Develop and refine the NYSESLAT Expand ongoing Professional Development

through BETLA, Administrators Academies, and other regional initiatives

Redesign and update NYSBEN Implement Quality Review initiative Continue Random Monitoring of

Districts/Schools

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New InitiativesNew Initiatives

Establish a “Committee of Researchers” and a “Panel of Experienced Practitioners” to advise the Commissioner and the Board of Regents

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, including:

√ Students with Interrupted Formal Education (SIFE)√ Students from Africa√ Refugee Students√ English Speaking Caribbean Students√ Bilingual Special Education Students√ Implementing Reading First in Bilingual and ESL Programs√ Update to CR Part 154 Guidelines/NCLB Title III

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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%

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 Outcome Statistics for

LEP/ELLsLEP/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

One area of concern involves the difference in

numbers of LEP/ELLs identified and 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 sections 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 through new incentives and expanded professional development opportunities.

Support the preparation of special education and bilingual special education teachers through the ITI-BE program by expanding outreach to minority populations.

Convene a Committee of ResearchersCommittee of Researchers and an Advisory Council of PractitionersAdvisory Council of Practitioners in Bilingual Education and ESL to make recommendations to NYSED.

Increase outreach with the New York City Department of Education to provide better information to parents on ESL and bilingual programs that can improve their own levels of reading, writing, and speaking English.

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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 for meeting improvement targets in English language acquisition.

Increase monitoring to ensure that students are receiving all required time and services in English and native language instruction, and report results.

Districts that fail to implement the requirements will not be granted approval of their Part 154 Comprehensive Plan and will not be entitled to claim State or federal funds for the education of LEP/ELL students.

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Quality Review of Services Quality Review of Services for LEP/ELLsfor 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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Quality Review ProcessQuality Review Process

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““I was told by one of my teachers that no Hispanic student have ever I was told by one of my teachers that no Hispanic student have ever passed her class.”passed her class.” Lack of a school support system to inspire them, motivate Lack of a school support system to inspire them, motivate them, and give them the correct information they need to graduate. This them, and give them the correct information they need to graduate. This included getting the credits and classes they need to graduate on time.included getting the credits and classes they need to graduate on time.

““It’s not about the content, It’s about not knowing English.”It’s not about the content, It’s about not knowing English.” NYC NYC schools are closing bilingual programs reducing the possibility for recently schools are closing bilingual programs reducing the possibility for recently “arrived students” to be placed in bilingual programs, to help them pass content “arrived students” to be placed in bilingual programs, to help them pass content Regent exams, which can be taken in many languages. The schools are asking Regent exams, which can be taken in many languages. The schools are asking students to produce in English, content information that could be given in students to produce in English, content information that could be given in Spanish classes. Spanish classes.

““The school system sets us up for failure from the beginning.”The school system sets us up for failure from the beginning.” If we If we want to receive a HS Regents diploma, we need to pass the English Language want to receive a HS Regents diploma, we need to pass the English Language Arts Regents exam. There is no incentive to stay in school, knowing that this Arts Regents exam. There is no incentive to stay in school, knowing that this will never happen. will never happen.

““The school system discriminates against us”The school system discriminates against us” Students feel that they are Students feel that they are not given a presence in the school environment. Too many fights between not given a presence in the school environment. Too many fights between Hispanics and other students. Hispanics and other students.

Students Concerns

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““Good programs are not given to us.”Good programs are not given to us.” Students feel that AP classes and Students feel that AP classes and other classes for gifted kids are not available to them. other classes for gifted kids are not available to them.

““Our families’ needs are more important than school.”Our families’ needs are more important than school.” We need to help We need to help our parents pay the bills by looking for jobs or taking care of younger siblings, our parents pay the bills by looking for jobs or taking care of younger siblings, and the house.and the house.

““We did not choose to be here, we are here because of our parents.”We did not choose to be here, we are here because of our parents.” If If undocumented immigrants want to continue his/her education, they would have undocumented immigrants want to continue his/her education, they would have to pay double or more, than a US citizen for university credits. The majority to pay double or more, than a US citizen for university credits. The majority come from low income households that cannot afford to pay, even if they would come from low income households that cannot afford to pay, even if they would like to attend. They express their frustration with parents’ decision in putting like to attend. They express their frustration with parents’ decision in putting them in this situation.them in this situation.

““My parents never went to school.”My parents never went to school.” Lack of parent support and Lack of parent support and encouragement to continue their education. encouragement to continue their education.

““School counselors are not bilingual and always busy with other School counselors are not bilingual and always busy with other students”.students”. Many students complained that they do not receive information Many students complained that they do not receive information about college, scholarships, internships and loans.about college, scholarships, internships and loans.

Students Concerns

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

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

To cite just one example, a major longitudinal study released in 1991 by the To cite just one example, a major longitudinal study released in 1991 by the U.S. Department of Education found that U.S. Department of Education found that the more schools developed the more schools developed children's native-language skills, the higher they scored children's native-language skills, the higher they scored academically over the long term in English.academically over the long term in English. Students also benefited Students also benefited from acquiring fluency and literacy in two languages. from acquiring fluency and literacy in two languages.

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

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Ramirez et al. (1991). This federally funded study traced the progress of more than 2,000 Spanish-speaking ELLs in nine school districts in five states over a four-year period. It found that students in developmental bilingual programs – which featured a gradual transition to English – significantly outperformed their counterparts in quick-exit, transitional bilingual programs and in all-English immersion programs when all three groups were tested in English.

Oller and Eilers (2000). The researchers compared 952 students in Dade County, Florida, enrolled in bilingual and English immersion programs. It reported that bilingual children scored higher in English literacy by 2nd grade – a gap that widened significantly by 5th grade.

Thomas and Collier (2002). Another federally funded study, this research confirmed the patterns reported by Ramirez et al. ELLs in Houston did better academically in programs that stressed native-language development. They fared best in two-way – a.k.a. dual immersion – programs in which English-speaking children learned Spanish alongside ELLs learning English.

Other Scientific StudiesOther Scientific Studies

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Bad teaching is bad teaching in any language. What matters is how the Bad teaching is bad teaching in any language. What matters is how the languages are used – simply to provide translations or to stimulate languages are used – simply to provide translations or to stimulate students' cognitive and academic growth. students' cognitive and academic growth.

What are the program's goals – a "quick exit" to the mainstream or the What are the program's goals – a "quick exit" to the mainstream or the development of fluent bilingualism and biliteracy? development of fluent bilingualism and biliteracy?

Some Essential Questions

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

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

Are parents involved in their children's education? Are parents involved in their children's education? Is the program supported by the local school board and district Is the program supported by the local school board and district

administrators? administrators?

Using Two Languages in the Classroom Is No Magic Potion

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TTypes of Language Instruction ypes of Language Instruction Educational ProgramsEducational Programs

Language(s) of Instruction

Typical Program Names

Native Language of Students

Language(s) of Content Instruction

Language Arts Instruction

Linguistic Goal of Program

English and the Native Language

Two-way Bilingual Education, Bilingual Immersion, or Dual Language Immersion

Ideally, 50% of English-speaking and 50% LEP students sharing same native language

Both English and the native language

English and the native language

Bilingualism

Late-exit or Developmental Bilingual Education

All students speak the same native language

Both; at first, mostly the native language is used. Instruction through English increases as students gain proficiency

English and the native language

Bilingualism

Early-exit or Transitional Bilingual Education

All students speak the same native language

Both at the beginning, with quick progression to all or most instruction through English

English; native language skills are developed only to assist transition to English

English acquisition; rapid transfer into English-only classroom

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English

Sheltered English, Specially Designed Academic Instruction in English (SDAIE) Structured Immersion, or Content-based ESL

Students can share the same native language or be from different language backgrounds

English adapted to the students’ proficiency level, and supplemented by gestures and visual aids

EnglishEnglish acquisition

Pull-out ESL

Students can share the same native language or be from different language backgrounds; students may be grouped with all ages and grade levels

English adapted to the students’ proficiency level, and supplemented by gestures and visual aids

English; students leave their English-only classroom to spend part of their day receiving ESL instruction

English acquisition


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Non-English (Foreign) language

Foreign Language Program

English

Foreign/target language is the only content area taught

Foreign/target language

Foreign/second language acquisition

Foreign Language Immersion (Full or Partial)

English Foreign/target language

Foreign/target language and English

Bilingualism

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Native Language

Heritage Language

English, with non-English language background and/or proficiency; or non-English language speaker. All students share same non-English language.

Target languages the primary content area taught

Target language

Bilingualism

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Relative Growth in ELL and Total Enrollment in U.S. Schools,

1989-90 to 2003-2004

SOURCE:U.S. Department of Education's survey of the states' limited English proficient students and available educational programs and services, 1991-92 through 2001-2002 summary reports. Supplemented by state publications (1998-99 data), and enrollment totals from the National Center for Education Statistics (NCES). 1 The 2000-2001 SEA survey categorized ELLs as LEPs (limited English proficient students). 2002-2003 and 2003-2004 data was reported by states.

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PreK-12 ELL Public School Enrollment, by State, 2003-2004, and Change in

Enrollment from 1993-94

Based on state-reported data, it is estimated that 5,013,539 ELL students were enrolled in public schools (Pre-K through Grade 12) for the 2003-2004 school year. This number represents approximately 10.1% of total public school student enrollment, and a 65.0% increase over the reported 1993–94 public school ELL enrollment.

Among the states, California enrolled the largest number of public school ELL students, with 1,598,535, followed by Texas (660,707), Florida (282,066), New York (191,992), Illinois (161,700), and Arizona (144,145).

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ELL Enrollment 2003-2004

Total Enrollment 2003-2004

Percent ELL 2003-

2004


% Change from 1993-

1994

5,013,539 49,619,090 10.10% 3,037,922 65.00%South Carolina 12,653 676,817 1.90% 2,036 521.50%North Carolina 70,937 1,325,344 5.40% 12,428 470.80%Tennessee 19,352 974,133 2.00% 3,533 447.70%Indiana 28,741 1,010,688 2.80% 5,342 438.00%Georgia 59,126 1,513,521 3.90% 11,877 397.80%Nebraska 15,586 326,516 4.80% 3,714 319.70%Alabama 13,312 732,401 1.80% 3,214 314.20%Nevada 58,753 385,414 15.20% 14,370 308.90%Arkansas 15,581 452,037 3.40% 4,002 289.30%Kentucky 8,446 650,227 1.30% 2,207 282.70%Kansas 25,504 452,806 5.60% 6,900 269.60%Colorado 91,751 757,668 12.10% 26,203 250.20%Oregon 61,695 551,290 11.20% 19,651 214.00%Missouri 14,855 893,270 1.70% 4,765 211.80%Idaho 20,541 252,037 8.10% 6,883 198.40%Iowa 15,238 481,226 3.20% 5,343 185.20%Minnesota 54,878 832,040 6.60% 20,108 172.90%Delaware 4,246 117,778 3.60% 1,584 168.10%Virginia 60,306 1,192,539 5.10% 22,943 162.90%West Virginia 1,594 280,556 0.60% 638 149.80%New Hampshire 2,755 207,417 1.30% 1,126 144.70%Washington 69,323 1,008,449 6.90% 30,627 126.30%Utah 46,521 483,685 9.60% 21,364 117.80%

Pennsylvania 41,606 1,821,146 2.30% 19,889 109.20%

Wisconsin 35,770 880,031 4.10% 17,677 102.40%

JurisdictionTOTAL-United States

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ELL Decrease


Total Enrollment 2003-2004

Percent ELL 2003-2004


% Change from 1993-

19945,013,539 49,619,090 10.10% 3,037,922 65.00%

So. Dakota 3,433 125,539 2.70% 5,438 -36.90%N Mexico 54,528 322,790 16.90% 79,829 -31.70%

No. Dakota 6,500 109,805 5.90% 9,400 -30.90%Alaska 21,533 132,454 16.30% 26,812 -19.70%Montana 6,948 148,356 4.70% 8,265 -15.90%New York 191,992 3,853,162 6.70% 216,448 -11.30%

JurisdictionTOTAL-United States

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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

1 office of bilingual education & foreign language studies pedro j. ruiz, ph.d. coordinator...

Documents

process slide

configuration of betacs

number of lepells

midhudson boces monroe

teacher institutes

new initiatives

ongoing initiatives

good news lep aid