Each qualifying school and/or district reopening plan which reopens using in-person or hybrid instruction must complete the ELL identification process within 30 school days of the start of the school year for all students who enrolled during COVID-19 school closures in 2019-20, as well as all students who enroll during summer of 2020 and during the first 20 school days of the 2020-21 school year. After this 20 day flexibility period, identification of ELLs must resume for all students within required 10 school days of initial enrollment as required by Commissioner’s Regulations Part 154.
If the district is using an in-person or hybrid instructional model, the district will complete the ELL identification process within 30 school days of the start of the school year for all students enrolled during the COVID-19 school closure, as well as all students newly enrolled during the summer of 2020 and the first 20 school days of the 2020-2021 school year. It is understood that after this 20-day flexibility period, the identification of ELLs must resume for all students within the required 10 school days of initial enrollment.
The district will maintain a list of all newly enrolled students from March 2020 until the start of the school year. During August, the ENL teachers will review the Home Language Questionnaires for students whose home or primary language is other than English. At the start of the school year, the ENL teachers will communicate with new families and begin the informal review process as well as review any existing past school records.
WIthin the first 30 days of school, the ENL teachers will administer the NYSITELL either through in person or remotely.
Each school and/or district reopening plan must provide required instructional Units of Study (or, for charter schools, the applicable program outlined in the school’s charter) to all ELLs based on their most recently measured English language proficiency level during in-person or hybrid instruction. Units of Study and Staff Requirements: ENL (K-8) Units of Study and Staffing Requirements: ENL (9-12) Additional Units of Study and Staff Requirements for TBE. Former ELLs at the Commanding level of proficiency within two years of exiting ELL status are to continue receiving Former ELL services in the form of Integrated ENL or other Former ELL services approved by the Commissioner under Part 154-2.3(h) during in-person or hybrid learning.
The district will ensure and provide the required instructional units of study to all ELLs based on their most recently measured English language proficiency level during in-person or hybrid instruction.
The district will determine whether additional units of study can be offered based on student need. This flexibility could take the form of additional ENL programming to address oral language development, reading and writing skills and/or academic vocabulary development.
ENL teachers will review the proficiency of former ELL students in year three and will provide students with former ELL services if deemed necessary and appropriate.
Each school and/or district reopening plan must ensure the maintenance of regular communication with parents/guardians of ELLs to ensure that they are engaged in their children’s education during the reopening process, and provide all communications for parents/guardians of ELLs in their preferred language and mode of communication (e.g. text, robocalls, Whats App, emails…).
ENL teachers will be:
- Contacting students and parents/guardians on a daily basis mainly through phone calls but also through emails and Schoology when appropriate. In addition, staff uses Talking Points, which is a translation app available and used with parents/guardians who choose to communicate in this manner;
- Creating and sending home learning packets of lessons based on themes from general education curriculum units including 15-minute language activities, journal writing, problem solving puzzles, hidden reading treasure hunts, math games, doing research and writing sample sentences and paragraphs. These lessons are differentiated and modified from the general education units of study;
- Using Razz Kids, Learning A to Z and Readworks programs for appropriate ELA, social studies and science lessons for upper elementary and middle school students;
- Reading appropriate leveled books and answering both literal and inferential comprehension questions. In addition, vocabulary lists are differentiated and created individually for students in elementary, middle school and high school; and
- Utilizing Google Read and Write and other Digital texts for high school ELL students for core content classes.