NYCDOE - COMPREHENSIVE PLAN TO SUPPORT ELL - 2011
- Press Release (98 KB)
- NYCDOE Plan for ELLs (377 KB)
Diversity Network Meeting Power Point (263 KB) 2007
S/CDN Meeting Power Point (93 KB) 2007
The Best: The Bilingual/ESL Success Times Publication is the first in a series of newsletters providing a collection of success stories in bilingual and ESL education in New York State.
Annotated Teacher Resource Bibliography for Working Effectively with Limited English Proficient Students with Interrupted Formal Education (SIFE)/Issues, Materials, Practices, Nassau BOCES Bilingual Education Technical Assistance Center (BETAC), 1996
New York State, as well as other states in the nation, is experiencing an increase in the number of new immigrants who enter our schools with limited or interrupted formal education in their home countries. These are limited English proficient (LEP) students who come from a home where a language other than English is spoken and enter a School in the United States after grade two. Upon enrollment the LEP students have had at least two years below expected grade level in reading and in mathematics.
- Strategies to Provide Intensive English Instruction to Limited English Proficient Students (July 1998)
- Proceedings of the New York State Symposium on the Education of Over-age Limited English Proficient Students with Interrupted Formal Schooling (December 4, 1997)
- Directory of Languages Spoken by Students of Limited English Proficiency in New York State Programs, NYSED, (1997)
Document provides an extensive list of the language backgrounds of limited English proficient (LEP) students in bilingual and/or English as a second language (ESL) programs in New York State public schools. List is alphabetized by both language and the country where the language is spoken.
- Technology Applications for Bilingual Education and English as a Second Language, NYSED, ( 25,459 KB) (1997)
Guidelines assist districts in developing and implementing appropriate services for limited English proficient (LEP) students having or suspected of having a disability. Document describes the identification and referral procedures, considerations during the multidisciplinary evaluation, interpretation of the assessment data, and the preparation of the Individual Education Plan (IEP), as well as other aspects of bilingual special education services.
- Guidelines for Services for Culturally and Linguistically Diverse Preschool Students with Disabilities Ages 3-5, ( 4,611 KB) (1997)
Guidelines provide guidance on the appropriate evaluation and placement of culturally and linguistically diverse (LD) preschool students with disabilities.
Regents Policy Paper and Proposed Action Plan for Bilingual Education, ( 1,006 KB) (1990)
- Guidelines for Programs under Part 154 of Commissioner's Regulations for Pupils with Limited English Proficiency, NYSED, ( 2,537 KB) (1990)
Guidelines assist districts in developing and implementing bilingual education and free-standing English as a second language (ESL) programs for limited English proficient (LEP) students consistent with Educational Law 3204 and CR Parts 117 and 154. The Document describes student identification and exit procedures, and instructional programs, as well as the regulations governing services to LEP students.
- Guidelines for Services to Students with Limited English Proficiency and Special Education Needs in New York State, NYSED, ( 3,567 KB) (1990)
Part I 2,482 KB
Part II 2,225 KB
Part III 1,969 KB
Guidelines assist districts in developing and implementing appropriate services for limited English proficient (LEP) students having or suspected of having a disability. The document describes the identification and referral procedures, considerations during the multidisciplinary evaluation, interpretation of the assessment data, and the preparation of the Individual Education Plan (IEP), as well as other aspects of bilingual special education services.
- The New York State Core Curriculum for English as a Second Language in the Secondary Schools (1983)
- A Preliminary Design for Development of a Model Competency-Based Curriculum in the Teaching of English as a Second Language (1981)
- Bilingual Education: A Statement of Policy and Proposed Actions from the NYS Board of Regents. ( 4,102 KB) (1972) The purpose of this position paper is to direct concerted and effective action toward achieving the following goal: A person living in a society whose language and culture differ from his own must be equipped to participate meaningfully in the mainstream of the society, and a person should not have to sacrifice his rich native language and culture to archive such participation.