Essay Example on Changes in NYS English Learning for ELL Students: 4 Ways to Identify, Support, Help

Introduction

In June 2014, changes in English learning were made and approved to the Commissioner’s Regulations part 154. These changes will be analyzed in this essay, which will employ intellectual skills of comprehension, application, analysis, synthesis, and evaluation to answer different questions regarding districts and schools in NYS and how they identify, support, and help ELL students.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

There are four ways in which schools and districts in N.Y. identify English Language Learners. First, there is a certified pedagogue that administers the home language survey with the student's parent within ten school days. Second, the school conducts more in-depth interviews in English and home language and reviews students' prior school work in both languages. Then it is determined if the student will take the NYS identification test for ELLs. Thirdly, the school administers the NYSITELL and informs the students' parents of their child's result and ELL status. Lastly, the school also administers the Spanish Language Assessment Battery to newly identified ELLs, whose home language is Spanish. The results are used for instructional planning.

New York City offers three instructional programs to aid the support of ELLs. The school must notify the parents of all placement options for ELLs, whether the school offers the program. The first program is the Dual Language, 50 percent of instruction is English, and the other 50 percent in the target language. It can serve both ELLs in need of English language development and proficient English students interested in learning a new language. The second one is the Transitional Bilingual Education, which focuses on the student's home language with the perfection of reading and writing skills to help the student acquire language skills in English. The last instructional program is English as a new language, which focuses on English language skills to help students succeed in core content subjects.

The roles of the parent are well defined in determining the appropriate program for their child. The schools provide the parents of the newly identified ELLs with a parent orientation in their preferred language. From this, the parent is informed about the three instructional programs, and it is their role to select the best program model for their child. If the application is unavailable, the parent can decide to keep the child in school in an available program or choose to transfer the child to a school that offers the preferred program. If a parent feels the child has been misidentified as ELL, they can ask for a re-identification conducted within ten days. The parents' primary role is to attend parent-teacher conferences and discuss the child's progress and assessment.

There are five classified proficiency development levels for ELLs and the mandated instructional minutes per week of each level. The first level is the Entering (Beginning) level. The prescribed instructional minutes for this level are 360 minutes per week. The second level is the Emerging (Low intermediate) level, whose mandated instructional minutes are 360 minutes per week. Transitioning (Intermediate) is the third level in the five proficiency levels for ELLs. Its prescribed instructional minutes are 180 minutes per week. The fourth level is the Expanding (Advanced) level, which is mandated instructional minutes for this level is 180 minutes per week. The fifth and last level of the proficiency levels is the Commanding (proficient) level. Their mandated instructional minute is 90 minutes per week. When a student reaches the Commanding level on the NYSELAT exam, he/she will no longer be considered an ELL and will receive two more years of ENL services and support before exiting the program.

The k-8 staffing chart explains the teachers' roles and requirements. It contains the ichELLs main programs, k-8 Bilingual Education Program, and the K-8 English as a new language program. The chart also entails the certification a staff should have to comply with the C.R. part 154. To teach the Bilingual Education Program, he should possess the following certification; k-6 Bilingual should be offered by a familiar branch teacher with a bilingual extension.

7-8 Bilingual, the teacher should be content area certified teacher with bilingual extension and 9-12 is offered by a Bilingual content area teacher with bilingual extension. For the English as a new language program, the teacher should have the following certifications; k-8 Stand Alone teacher should be ESOL certified, k-6 ENL should be offered by a teacher with bilingual extension. For 7-8 ENL, it should be taught by ESOL certified teacher who should also be content area certified one. The 9-12 Stand Alone is offered by ESOL certified teacher while the 9-12 integrated ENL is provided by ESOL teacher with content area certification.

The C.R. 154 outlines the protocol of ELL students who have an IEP. For schools to determine if an entering student with an IEP whose language is other than English is eligible for NYSITELL, a Language Proficiency Team is formed. It reviews evidence of the student's English language development. If the results determine the student may have English language acquisition needs, it recommends the student to take the NYSITELL. If the LPT recommends that the student not take the NYSITELL, the decision is reviewed by the principal, and if the principal agrees with the LPT results and recommendation, makes the final decision on what should be done to the students' ELL student.

The services for ELLs with individualized education programs are determined by the IEP team that establishes the language in which programs and services are provided, and ELLs with disabilities receive all test modifications on their IEP. It also determines timelines for placement, and parental options may differ slightly from those of ELL students without IEPs. The schools determine when students no longer need the support of the ELLs program. If the score of Proficient on New York English Second Language achievement test or the score of Advanced on the NYSESLAT and test at level 3 or 4 on the 3-8 English Language Arts Assessment or a score of advanced on the NYSESLAT and a score of 65 or higher on the English Regents. The parents are informed when the decision is made at the end of the program.

Additional support of former ELLs is also available, including 90 minutes per week of integrated ENL instruction for two years after a student tests out of a program. It also covers academic intervention services, content area support, ESL instruction between ESL teachers, and mainstream teachers may be included as part of these services. Former ELL students are eligible for test accommodations and bilingual dictionaries as determined by the school.

Analysis and SynthesisThe changes made in part 154 in New York apply the premise of enhancing English Language learners' understanding and improvement in their performance. The PowerPoint outlines the programs, and the mandated minutes per week ensure the teachers deliver what is required of them.

Internal and External Judgement Criteria

Basing on the analysis, I believe the policies set have helped teachers, ELLs, parents, and the community as a whole. The policies have defined the roles of each. From these, I think the teachers know what is expected of them, how they should identify, handle, and cater to the needs of the ELLs. I will say the parents also know their involvement through these policies. Their role in determining the best program for their child, attending parents-teachers conferences, and discuss the child's progress and assessment. My point of view is that ELLs understand these policies and what is required of them.

The government of New York has placed measures and invested in their education program. I believe the amendment made a more significant and positive impact. I will say that the policy of ensuring that the teachers are certified with ESOL is very substantial. I will ensure that the teacher is qualified; thus, the content delivered is well understood and relevant. The teacher prepares for the lesson based on the age, background, and experience of the students.

I will say the policies have also defined the role of the students very well. The student now knows the steps and different levels they will go through before being out of the ELL program. The student now understands the applications they should learn and the mandated instructional minutes of each program per week. The students also understand that their results will be communicated to their parents immediately after every test and assessment they undertake. It makes the student work hard to smile on the parent's face and not disappoint them.

Conclusion

Overall, the C.R. 154 changes and approval has helped a great deal in the learning of ELLs. The stipulated policies have ensured that the programs offered are in line with the needs of the ELLs. The five proficiency levels for ELLs and their mandated instructional minutes per week have made this possible and, by the help of certified teachers, that comply with the C.R. 154. The government is ensuring that all the students are given equal treatment regardless of their weaknesses and strengths. The school together with the student's parent play a considerable role in determining the success and achievement of a student. These policies have ensured that all the teachings offering these programs are qualified and certified.

References

Commissioner’s Regulation part 154 [PDF file]. Retrieved June 18,2020, from https://www.uft.org/files/attachments/ell-powerpoint-2015.pdf

Co-Teaching for Language Learners in NYC [Video file]. (2013). Retrieved June 18, 2020, from https://www.youtube.com/watch?v=D7IfQ8oYPBA

CR-Part 154-2 (K-8) English as New Language (ENL). (2015). Retrieved June 19, 2020, from http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf