NYS Budget and Foreign Language RegentsNYS Board of Regents / State Education Dept. 2017-18 Budget Priorities
English Language Learners (ELL)/Multilingual Learners (MLL)
- Restore credibility and legitimacy to world language studies by ensuring consistency in LOTE assessments, allow students to receive credit by examination for the Regents diploma with Advanced Designation, and be used for the Pathway 4+1 option for LOTE.
- Expand translation of Grades 3-8 Math and Regents examinations into Arabic, Bengali, and Chinese (Simplified) (currently translated into Chinese (Traditional), Haitian Creole, Korean, Russian, and Spanish) - Expand translation of Elementary and Intermediate level science assessments into Arabic, Bengali, Chinese (Simplified), Korean, and Russian (currently translated into Chinese (Traditional), Haitian-Creole, and Spanish).
- A Native language Arts assessment would give Spanish speaking ELLs/MLLs the opportunity to test their language arts skills in Spanish while they gain English proficiency, and will better inform NYSED of students’ knowledge and abilities.
The additional funding would support the following areas: - Co-teaching: Co-teaching approaches will ensure that Integrated English as a New Language (ENL) instruction is age and grade appropriate, academically and linguistically relevant, and that ELLs/MLLs have complete access to the rigorous New York Learning Standards. This approach would match teachers with training and certification in English to Speakers of Other Languages (ESOL) and Bilingual Education (BE) with content area teachers; - Family Engagement: The creation of materials and resources that will enable parents and guardians of ELLs/MLLs to make informed decisions about their children's education. In addition, aid could be used for increasing opportunities for parental engagement, and the translation of resources and materials for parents and guardians of ELLs/MLLs making statewide information accessible in a language that is best understood; - Services to Students with Interrupted/Inconsistent Formal Education: In New York, students with interrupted/inconsistent formal education (SIFE) make up 8.7 percent of the total ELL/MLL population (based on 2014-2015 data). In order to meet the uniquely diverse needs of this sub-population of students in secondary (middle and high) school, support is needed to provide rigorous instruction, appropriate interventions and professional development that accelerate learning for these students; - Programs and Services for Newcomers: Our Newcomer population (those students who have been receiving ELL services for between zero and three years) make up our largest subpopulation of ELLs/MLLs. Newcomers may differ greatly in motivation, quantitative skills, and academic achievement, including amount and degree of formal schooling, level of literacy, and age of arrival. Newcomers benefit from targeted support, including flexible grouping and program placement, ongoing high-quality assessment in all modalities, extended instructional time, and a content based approach to language and literacy, among other interventions. - Programs and Services for the Subpopulations of ELLs: These funds would support programs and intervention for the subpopulations of ELLs, including Long Term ELLs, ELLs who have been identified as Students with Disabilities, Developing ELLs, and Former ELLs. The unique needs of each subpopulation presents challenges for districts, and additional funding would assist districts to provide the necessary 12 differentiated instruction for each student to become college and career ready; - Materials Creation: This would support the use of materials and instructional resources that are age and grade appropriate, academically and linguistically relevant, and aligned to the New York’s Higher Learning Standards; or - Professional Development: Funds would support substantial and sustained opportunities for all teachers and administrators serving ELLs/MLLs, to participate in meaningful and high-quality professional development that builds capacity for the recognition and understanding of the vision and expectations for... (Message from SED truncated)
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In 42 days, seven (7) students and I will take an epic trip across Iberia! We will land in Lisbon, Portugal and over the next two days, we'll get a snapshot of the Portuguese capital and get to see Padrão dos Descobrimentos, Tower of Belém, we'll visit the Castle of São Jorge as well as the Jerónimos Monastery. OUr second day will include a night out to see traditional music known as Fado. Next, we'll travel to Sevilla through Evora and get to see Barrio de Santa Cruz with an expert local guide, see the Plaza de España, visit the Seville Cathedral, visit the Royal Alcázar and also see La Giralda bell tower, Torre del Oro, Plaza de Toros de Maestranza and take in a flamenco show, but only after taking some dance lessons! :) While in Cordoba, we'll see la Mezquita and Calleja de las Flores. Once in Madrid, we'll have the opportunity to see many wonders of the Spanish capital that include Plaza de España, Plaza de Oriente and a visit to the Royal Palace! The following day we'll see Puerta del Sol, Plaza Mayor, Market of San Miguel, and a visit to the famous Prado museum! The trip doesn't end though- the students wanted to extend it to Barcelona, so that's where we'll head next! In the Catalan capital, the students and I will get to see La Sagrada Família (Antoni Gaudi's most famous work), Montjuïc, Gothic Quarter, Barcelona Cathedral as well as a visit to Park Güell. A trip to BCN wouldn't be complete without a stroll down the beautiful Ramblas! Mi Horario del Día
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Esposo. Padre. Below are some useful links that you might be interested in.
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