1 office of bilingual education & foreign language studies dr. pedro j. ruiz, coordinator s/cdn...
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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: [email protected]@mail.nysed.gov
Phone (518) 474-8775Fax: (518) 473-4678Website: www.emsc.gov/ciai/biling/nysben.html