# data[].attributes.headline
NYSED CTLE Requirements / Continuing Teacher and Leader Education

# data[].attributes.subject
NYSED CTLE Requirements / Continuing Teacher and Leader Education

# data[].attributes.headline
L.I. RBERN Professional Learning Calendar 

# data[].attributes.subject
L.I. RBERN Professional Learning Calendar 

# data[].attributes.attachment_link.title
L.I. RBERN Calendar - Eastern Suffolk BOCES

# data[].attributes.attachment_link.description
L.I. RBERN Calendar - Eastern Suffolk BOCES

# data[].attributes.attachment_link.readable_text
The City University of New York - Initiative on Immigration and Education (CUNY-IIE) is offering free virtual professional learning opportunities to PreK-12 educators across New York State! Upon successful completion of an immigration and education focused module, educators will earn 15 Continuing Teacher and Leader Education (CTLE) credits. The modules will include a 1-hour assignment prior to the start of the course (found at the end of the registration form linked below), 7.5 mandatory hours of synchronous sessions (divided between three 2.5 hour sessions), and an additional 6.5 hours of asynchronous small group and independent work. Due to space restrictions, educators can only sign up for one module at this time.

CUNY-IIE is a NYSED funded project that unifies educators, researchers, families and local leaders to learn about, from, and with immigrant communities, to act in ways that center our shared humanity regardless of legal status, and advocate for equitable policies and opportunities.

These modules take a strengths-based perspective (Gándara, 2018) of the resilience, multilingualism, and multiculturalism of immigrant students that prime them for 21st century learning. Whatever your area of certification, grade level, or position, you have the power and opportunity to educate yourself, your colleagues, and your students about current immigration issues. These issues impact the freedoms, fears, hopes, and futures of our students and families, and ultimately, of our nation.

Please note that we can only offer participation to educators working in public K-12 schools in New York State at this time, and that participants can only register for ONE module per academic year.

This professional development module supports educators in developing stronger relationships with immigrant students and families and collaborating with community-based partners to understand and advocate for their needs. The module also focuses on using children's literature to discuss current immigration issues in a developmentally appropriate way.
Registration for this module's spring cycle is currently closed.

This module will help educators explore and identify what advocacy can look like in our schools and classrooms, learn how to support immigrant-origin students with college and career access and understand how to support immigrant-origin youth empowerment in and out of schools. Activities will provide opportunities for educators not only to discuss key issues, but also to connect with community stakeholders in order to identify the concrete actions they can take to support students and families.
Registration for this module's spring cycle is currently closed.

This module will help participants understand the realities of refugees and other forced migrant groups in order to facilitate student learning in new educational, cultural, and social settings. The activities and experiences will raise awareness, understanding, empathy, and competence among educators and comprise a step in the journey to better supporting refugee communities.

Registration for this module's spring cycle is currently closed.

This module will provide hands-on opportunities for educators to learn about historical and current immigration issues, and how they impact their school community. Participants will explore ways to create a safe and welcoming environment, and to support immigrant students academically, linguistically and socio-emotionally.
Registration for this module's spring cycle is currently closed.

# data[].attributes.attachment_link.description
The City University of New York - Initiative on Immigration and Education (CUNY-IIE) is offering free virtual professional learning opportunities to PreK-12 educators across New York State! Upon successful completion of an immigration and education focused module, educators will earn 15 Continuing Teacher and Leader Education (CTLE) credits.

# data[].attributes.headline
Strengthening ELL Instruction in Response to COVID-19 Closures

# data[].attributes.subject
Strengthening ELL Instruction in Response to COVID-19 Closures

# data[].attributes.attachment_link.readable_text
The English Language Learner (ELL) Leadership Council is a group of approximately 70 English as a New Language Directors from around New York State (NYS) who meet regularly to discuss issues and best practices related to ELLs. This council has met regularly for the past five years to provide a direct line of communication between the Office of Bilingual Education and World Languages (OBEWL) and ELL administrators from the districts with the highest enrollment of ELLs in NYS. Within the ELL Leadership Council, five workgroups were created in response to COVID-19 school closures in the spring of 2020 to research and create resources to address the following issues:

Social-Emotional Learning

Compliance Advisory Council

Progress Monitoring, Feedback & Engagement Strategies

Strengthening ELL Instruction in Response to COVID-19 Closures

Adapting ELL Instruction in a post COVID-19 Learning Environment

Below are some resources that have been developed from these workgroups thus far. More will be added as they are completed.

From the Progress Monitoring, Feedback & Engagement Strategies workgroup:

From the Compliance workgroup:

From Strengthening ELL Instruction in Response to COVID-19 Closures workgroup:

The closure of schools across New York State due to COVID-19 has changed the way we interact with students, the way we communicate with parents and students, the way we assess, the way we grade, the way we teach, and the way we provide targeted instruction to our students across the state. The Strengthening Instruction in Response to COVID-19 Closures Workgroup, from the English Language Learner (ELL) Leadership Council, works to develop resources aligned the Principles of the Blueprint to support all teachers of Multilingual Learners (MLs), which include: current ELLs​, students who were once ELLs but have exited out of ELL status​, students who were never ELLs but are heritage speakers of a language other than English, and world languages students.
Topic 1: Using Translation as a Support Not a Solution
The targeted audience for the Using Translations as a Support Not a Solution resource are all educators from K-12 that work with ELLs & MLs. This resource will help you explore four instructional strategies: Bridging Languages, Using Students' Home Language (L1), Using Cognates, and Using Translations. It is highly recommended that educators implement the first three strategies, before using translations for instruction.
Topic 2: Communicating and Engaging with Families of Multilingual Learners
This resource focuses on providing high leverage practices for educators across the state on how to maintain and promote an ongoing communication and engagement with the parents of MLs.

The main objectives for Topic 2 include reviewing the importance of engaging families in open communication, identifying useful strategies for maintaining ongoing communication with the families of MLs, and sharing different methods, tips, and tools to engage families and improve the communication between the home, the district, and the school.

Professional Learning Webinars

The Council meets twice a month, with one business meeting and one professional learning opportunity. Below are links to the recorded professional learning workshops since September 2020. An additional video will be made available each month on this website as well as on the NYSRBERNOnDemand site for districts to use as internal professional learning.

Virtual Engagement - September 29, 2020 - G. Bailey, M. Soares, S. Strock, R. Wasilewski

Prioritizing Standards to Address Learning Loss - October 27, 2020 - H. Rubin, C. Stevenson

Progress Monitoring / NYS Seal of Biliteracy - November 17, 2020 - K. Lowell, J. Waterhouse / C. Black, D. Mumper, S. Sweet

# data[].attributes.attachment_link.title
Resources from OBEWL and the ELL Leadership Council

# data[].attributes.attachment_link.description
The English Language Learner (ELL) Leadership Council is a group of approximately 70 English as a New Language Directors from around New York State (NYS) who meet regularly to discuss issues and best practices related to ELLs.

# data[].attributes.headline
ELL Screening, Identification, Placement, Review, and Exit Criteria Flow Chart

# data[].attributes.subject
ELL Screening, Identification, Placement, Review, and Exit Criteria Flow Chart

# data[].attributes.headline
NYSED Community-Based Organizations - Long Island

# data[].attributes.subject
NYSED Community-Based Organizations - Long Island

# data[].attributes.headline
Determining ELL/MLL Status and Services for Students with Disabilities and Language Proficiency Team (LPT)

# data[].attributes.subject
Determining ELL/MLL Status and Services for Students with Disabilities and Language Proficiency Team (LPT)

# data[].attributes.attachment_link.readable_text
Schools may provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. A list of NYS approved accommodations may be found in the School Administrator's Manual (SAM) for each respective test.

Testing Accommodations for ELLs on NYS ELA and Content-area assessments include:

Time Extension (all exams)

Schools may extend the test time for ELL students on NYS ELA and content-area Assessments and on Regents Examinations. Principals may use any reasonable extensions, such as "time and a half" (the required testing time plus half that amount), in accordance with their best judgment about the needs of the ELL students. Principals should consult with the student's classroom teacher in making these determinations.

Separate Location (all exams)

Schools are encouraged to provide optimal testing environments and facilities for ELLs students. NYS assessments may be administered to ELLs individually or in small groups in a separate location.

Bilingual Dictionaries and/or Glossaries

Bilingual glossaries are an essential and expected test accommodation for English Language Learners in the State of New York. They may also be used by teachers, test translators, and interpreters, as well as school-based instructional materials developers. Most importantly, schools are advised to make these glossaries available for their ELLs as soon as they enter school; parents should also be given access to glossaries as an important school-parent relation on behalf of students.

English Language Learners should take advantage of these documents as supplements to their texts as reference materials. New clean copies must be provided to students during all content tests, specially when taking their state examinations.

Teachers are encouraged to use the glossaries as a reference in preparing lessons. They should be of special value in classrooms where the teachers do not speak the targeted languages. It is important to point out that the translators of the state examinations should also use the glossaries when available to prepare the translations of the subject area tests.

ELLs may use bilingual glossaries when taking State examinations in all subjects except world languages/languages other than English. The bilingual dictionaries and glossaries may provide only direct one to one translations of words. Bilingual dictionaries and/or glossaries that provide definitions or explanations are not permitted. Bilingual glossaries in the content areas are available for downloading.

Simultaneous use of English and Alternative Language Editions are not allowed for English Language Arts Examinations. For state examinations for which the Department provides written translations, ELLs may use both English and an alternative language edition of the test simultaneously. However, they should be instructed to record all of their responses in only one language. The alternative language edition used by the student should be so indicated on the student's answer sheet. Note: There are no translations of English Language Arts examinations.

Oral Translation for Low Incidence Languages are not allowed for English Language Arts Examinations. Schools may provide ELL students with an oral translation of a state examination when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions. Written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English edition of the tests one hour prior to administration. The Department's Office of Bilingual Education and Foreign Language Studies, and the Regional Bilingual Education - Resource Networks can assist schools in locating suitable translators.

Writing Responses in the Native Language are not allowed for English Language Arts Examinations. LEP/ELL students making use of alternative language editions or of oral translations of state examinations may write their responses to the open ended question in their native language. Scoring the tests is the responsibility of the school. However, the Department's Office of Bilingual Education and World Languages and the BETACs can assist schools in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers.
LINK TO BILINGUAL GLOSSARIES
What accommodations are permitted for ELLs on the NYSESLAT?

The NYSESLAT is designed specifically for ELLs. Therefore, testing accommodations ordinarily permitted for ELLs taking other State tests are not permitted for the NYSESLAT. ELLs with disabilities should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), with the two exceptions:

The Reading subtest may NOT be read to ANY student. For the Writing subtest, students may NOT receive assistance or have their responses corrected for spelling, grammar, paragraphing, or punctuation.

For further information, please visit the Office of State Assessment.

Can ELLs be exempted from any NYS Regents Examinations?

A high school principal may grant exemptions to new entrants from another country or from another State on selected Regents Examinations for students who are initially placed in grades 11 or 12. This exemption includes all transfer students initially placed in 11th or 12th grade, and includes monolingual students as well as ELLs. What exemptions apply to students who arrive in NYS and are placed in the 11th grade? A principal may grant an exemption from the Global History and Geography Regents Exam only if the student's first entry to a New York State school is in Grade 11. The principal may exempt a student from the requirement for the Regents examination in Global History and Geography ordinarily taken and passed before the date of the student's entry.

What exemptions apply to students who arrive in NYS and are placed in the 12th grade?

A principal may grant an exemption from the Science Regents Exam only if the student's first entry into a New York State school was in Grade 12. The principal may exempt a student from the requirement for the Regents examination in Science and the Regents examination in Global History and Geography which are ordinarily taken and passed before the date of the student's entry.

Are there testing accommodations available for Former ELL students?

Yes. Beginning in 2008, schools are permitted to provide ELL testing accommodations on NYS assessments to Former ELLs for up to two years after testing at the proficient level on the NYSESLAT.

Details of the testing accommodations now permitted to Former ELLs can be found here:

Accommodation for Former ELLs Approved by NYSED Board of Regents:

Dear Superintendents, Principals, District Test Administrators, Bilingual/ESL Directors/Coordinators, Teachers and Parents:

Please be advised that on September 15, 2008 the NYSED Board of Regents approved extending test accommodations to former ELLs for two additional years after achieving proficiency on the NYSESLAT.

This limited two-year extension in testing accommodations will provide former ELLs an opportunity to demonstrate their content knowledge by leveling the playing field while they continue to develop their linguistic and academic skills. These testing accommodations will not affect the validity or reliability of the required State assessments nor will they change the academic level or the expected performance criteria of such assessments. (Board of Regents item: (See full Regents item) [PDF] (75 KB)

The Department will implement this policy revision for all impacted New York State Testing Programs for the 2008-2009 academic year, commencing with the Elementary Level Examination in Social Studies (Grade 5) that will be administered in November 2008.(Assessment Notification Memo to the field by David Abrams) [PDF] (62 KB)

ELLs and Former ELLs are entitled to these ELL Testing Accommodations as per CR Part 154 Regulations [PDF] (171 KB). District staff should make all necessary arrangements in providing these accommodations during all State exams.

If you have any questions please contact the Office of Assessment at(518) 474-5902 or the Office of Bilingual Education and Foreign Language Studies at (518) 474-8775.

# data[].attributes.attachment_link.title
Testing Accommodations for English Language Learners

# data[].attributes.attachment_link.description
Schools may provide testing accommodations to ELLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs who need them. A list of NYS approved accommodations may be found in the School Administrator's Manual (SAM) for each respective test.

# data[].attributes.attachment_link.description
These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

# data[].attributes.attachment_link.title
ENL/Bilingual Programs / ELL Scaffolds for CCLS ELA Modules

# data[].attributes.attachment_link.description
This set of scaffolds has been adapted from the NYS CCLS Grade 3 Curriculum Module 4, entitled "The Role of Freshwater around the World." It is designed for use with ELLs in grades 3 and 4, but could be adapted for use with ELLs in grades 5 and 6 as well.

# data[].attributes.headline
Bilingual Common Core Language Progressions (BCCL)

# data[].attributes.subject
Bilingual Common Core Language Progressions (BCCL)

# data[].attributes.attachment_link.title
ENL/Bilingual Programs / BCCI Progressions: Guide to Academic and Linguistic Demands

# data[].attributes.attachment_link.description
It is with great pleasure that we share with you a series of publications that our Long Island RBE-RN staff has developed, entitled Bilingual Common Core Initiative Language Arts Progressions: Guide to Academic and Linguistic Demands. Each publication compiles information on the NYS Common Core Learning Standards (NYS CCLS) and incorporates linguistic demands from the Bilingual Common Core Initiative (BCCI) Progression documents.

# data[].attributes.attachment_link.readable_text
Identification and Notification

Q: Who are considered Former ELLs?

A: Former ELLs are students who at one time were identified as ELLs and have met the criteria for exiting ELL status within the past two school years. School districts are required to provide these students former ELL services and two years of testing accommodations on NYS assessments.

Q: How does an ELL exit ELL status?

A: ELLs can exit ELL status in the following ways:

Grades K-12: Scoring at the Commanding/Proficient level on the New York State English as a Second Language Achievement Test (NYSESLAT).

Grades 3-8: Scoring at the Expanding/Advanced level on the NYSESLAT and 3 or above on the New York State ELA assessment within the same school year.

Grades 9-12: Scoring at the Expanding/Advanced level on the NYSESLAT and 65 or above on the Regents Exam in English within the same school year.

Per CR Part 154-3.4(3), an alternate pathway as a method of assessment as may be prescribed by the Commissioner for students with disabilities.

Q: Can a student who exited ELL status be re-classified as an ELL?

A: If an ELL exits ELL status in New York State, then moves out of New York State to reside in another country and returns to a NYS public school after , the district will follow the initial identification process, which may include re-identifying the student as an ELL.

Q: I saw a data report that referred to an Ever ELL. Is this the same as a Former ELL?

A: An Ever ELL is a student that had been identified as an ELL, but has exited ELL status. A Former ELL is a student that had been identified as an ELL, but has exited ELL status within the past two school years. After two years, a former ELL will be referred to as an Ever ELL.

Q: What information should districts provide to parents and guardians regarding Former ELL services?

A: Districts should notify the parent/guardian of the change in the student's classification, the reason for the change in status, entitlements to supports, and what services will be provided that monitor and support ongoing English language development and academic progress.

Program Requirements

Q: When designing a program for Former ELLs, what must a district include?

A: Students must continue to receive at least .5 units of study o r its equivalent of Integrated ENL in ELA/Core Content Area or other such services, approved by the Commissioner [CR Part 154- 2.3(h) (1)(v)]. If a district elects to provide "other such services," these services must be at minimum the equivalent of the mandated .5 units of study (at minimum, 90 minutes a week) and include individualized learning support and assessments that measure language and academic progress to improve academic outcomes for these students. Districts must look at student data to determine the most appropriate services.

Q: Can a district provide more than what is mandated for ELLs?

A: Yes, districts should assess the individual needs of students and can provide more than the minimum of .5 units of study as needed.

Q: May Former ELLs receive accommodations on New York State assessments?

A: Yes, the District must provide Former ELLs testing accommodations on NYS assessments for up to two years after exiting ELL status.

This limited two-year extension in testing accommodations will provide former ELLs an opportunity to demonstrate their content knowledge by leveling the playing field while they continue to develop their linguistic and academic skills. These testing accommodations will not affect the validity or reliability of the required State assessments nor will they change the academic level or the expected performance criteria of such assessments. (Board of Regents item)

The Department will implement this policy revision for all impacted New York State Testing Programs for the 2008-2009 academic year, commencing with the Elementary Level Examination in Social Studies (Grade 5) that will be administered in November 2008. (Assessment Notification Memo to the field by David Abrams)

ELLs and Former ELLs are entitled to these ELL Testing Accommodations as per CR Part 154 Regulations. District staff should make all necessary arrangements in providing these accommodations during all State exams.

Q: Can Former ELLs remain in bilingual education programs?

A: Yes, they can remain in a bilingual education program and continue to receive ENL and Home Language Arts instruction, provided that the parents and the district/school deem it is educationally appropriate.

Q: May Former ELLs receive support services in addition to Former ELL services?

A: Yes, a district must provide instructional and support services such as Academic Intervention Services (AIS) to former ELLs when the monitoring of their progress indicates a need for such intervention. ENL instruction or regular consultation between the ESOL teacher and mainstream teachers may also be included.

Q: What information about Former ELLs should schools/districts retain in the student's cumulative record?

A: Schools and districts should retain copies of all criteria used to determine the change in ELLstatus. Summative assessment results must be retained in the student's cumulative record. Districts should retain a copy of the Former ELL services provided for two years following the exiting of ELL status.

# data[].attributes.attachment_link.description
A : Former ELLs are students who at one time were identified as ELLs and have met the criteria for exiting ELL status within the past two school years . School districts are required to provide these students former ELL services and two years of testing accommodations on NYS assessments.

# data[].attributes.attachment_link.readable_text
OBEWL is pleased to make available a new resource that will assist you in using the Multilingual Literacy SIFE Screener (MLS) for the Identification of Students with Interrupted/Inconsistent Formal Education. This webinar, titled "Introduction to the Multilingual Literacy SIFE Screener" was recorded on Oct 05, 2016 at 2:15. It provides guidance on NYSED's definition of SIFE and includes a walkthrough of the SIFE identification process, including the MLS. The webinar also provides an overview of the components of the MLS, its assessment principles, the characteristics and descriptions of the modules, and the reports function, as well as details on how to administer the MLS. It is presented by Lisa Auslander, the Project Director/PI for CUNY Bridges to Academic Success and Christen Madsen, Project Manager, Research Institute for the Study of Language in Urban Society (RISLUS) Second Language Acquisition (SLA) Lab.

You can view the entire presentation (24 minutes) or you can view sections of the presentation which are shorter (5 and 8 minutes). In addition we have available a PowerPoint presentation to accompany the webinar:
Introduction to the MLS for the Identification of SIFE

# data[].attributes.attachment_link.title
Webinar: Introduction to the MLS for the Identification of SIFE

# data[].attributes.attachment_link.description
OBEWL is pleased to make available a new resource that will assist you in using the Multilingual Literacy SIFE Screener (MLS) for the Identification of Students with Interrupted/Inconsistent Formal Education. This webinar, titled "Introduction to the Multilingual Literacy SIFE Screener" was recorded on Oct 05, 2016 at 2:15.

# data[].attributes.headline
Program Options for English Language Learners/Multilingual Learners

# data[].attributes.subject
Program Options for English Language Learners/Multilingual Learners

# data[].attributes.attachment_link.readable_text
Bilingual Education (BE)

Transitional Bilingual Education Program

Transitional Bilingual Education (TBE) programs offer students of the same home language the opportunity to learn to speak, understand, read, and write in English while continuing to learn academic content in their home language. The students' home language is used to help them progress academically in all content areas while they acquire English.

The goal of a TBE Program is to provide students with the opportunity to transition to a monolingual English classroom setting without additional supports once they reach proficiency. Even though the amount of English instruction students receive will increase over time, in a TBE program, there will always be home language instruction/supports allowing students the opportunity to develop bilingually.

Dual Language Programs

Dual Language (DL) programs seek to offer students the opportunity to become bilingual, biliterate, and bicultural while improving their academic ability. In the majority of dual language programs, the students receive half of their instruction in their primary or home language, and the remainder of their instruction in the target language, the language that they are learning. However, there are other time configurations that exist. For example in a 90% to 10% model, a greater percentage of the instruction is in the target language other than English and decrease over time until reaching 50% to 50%.

Students learn to speak, read, and write in two languages, and also learn about other cultures while developing strong self-esteem and diverse language skills.

One-Way Dual Language Program

In the one-way Dual Language program model, students who come from the same primary or home language and or background have the opportunity to be bilingual or multilingual. The teacher or teachers provide instruction in both English and the primary or home language simultaneously.

Two Way Dual Language Program

The two-way Dual Language program includes both native English speakers and ELLs. The teacher or teachers provide instruction in both English and the home/primary language. In the majority of Dual Language Programs, the students receive half of their instruction in their home/primary language and the remainder of their instruction in the target language. Depending upon the model, the percentages of English and home/target language instruction will vary. For example, in a 90%-10% model, a greater percentage of the instruction is in the target language other than English and increases over time until reaching 50%-50%. The goal of these programs is for students to develop literacy and proficiency in English and in the home/target language (the second language that is being acquired/learned).

English as a New Language (ENL)

Instruction in this program, formerly known as English as a Second Language (ESL), emphasizes English language acquisition. In an ENL program, language arts and content-area instruction are taught in English using specific ENL instructional strategies. Some content area classes are Integrated ENL classes. Students receive core content area and English language development instruction, including the use of the home/primary language as support and appropriate ELL instructional supports to enrich comprehension. Integrated ENL classes are taught by a teacher dually certified in the content area and ENL or are co-taught by a certified content area teacher and a certified ENL teacher. In a Stand-alone ENL class, students receive English language development instruction taught by a NYS-certified teacher of English to Speakers of Other Languages (ESOL) in order to acquire the English language needed for success in core content areas. This program typically serves ELL students from many different home/primary language backgrounds whose only common language is English and therefore cannot participate in a bilingual program.

# data[].attributes.attachment_link.description
Transitional Bilingual Education (TBE) programs offer students of the same home language the opportunity to learn to speak, understand, read, and write in English while continuing to learn academic content in their home language. The students' home language is used to help them progress academically in all content areas while they acquire English.

# data[].attributes.headline
Topic 1: Using Translation as a Support Not a Solution

# data[].attributes.subject
Topic 1: Using Translation as a Support Not a Solution

# data[].attributes.headline
Topic 2: Communicating and Engaging with Families of Multilingual Learners

# data[].attributes.subject
Topic 2: Communicating and Engaging with Families of Multilingual Learners

# data[].attributes.attachment_link.description
Parents/guardians must be notified promptly regarding a student's assessment results and English Language Learner status. OBEWL has created a series of parent notification letter templates, translated into multiple languages, that must be used to communicate with parents/guardians regarding a student's status.

# data[].attributes.attachment_link.description
Subscribe to receive news and updates from the New York State Education Department.

# data[].attributes.attachment_link.readable_text
Resource Collection for ELLs Resource Collection for World Languages
In response to New York State school closings due to the COVID-19 public health emergency, the Office of Bilingual Education and World Languages (OBEWL) at the New York State Education Department (NYSED) has collected resources for educators to provide continuity of instruction for English Language Learners (ELLs) and World Language students. We are also providing educational resources for students and parents to continue moving ELLs toward English proficiency in the absence of face-to face classroom instruction, and to support their remote learning of core content areas.

A guiding principle of The Blueprint for English Language Learner Success is that "ALL teachers are teachers of ELLs." Given instructional interruptions due to the COVID-19 emergency, providing appropriate supports and scaffolds to ELLs is more crucial than ever. Utilizing resources such as those below with fidelity will allow our ELLs to not only move forward in obtaining English proficiency but also in mastering content area knowledge.

The following resources will enable teachers to adapt and develop lessons and units of study to meet the needs of ELLs at all levels of proficiency and develop appropriate scaffolds for use in the virtual classroom. However, please keep in mind that this list of resources is not intended to be exhaustive, and the inclusion of a resource does not denote endorsement by, nor an affiliation with, the New York State Education Department.

We urge teachers and districts to also reach out to their Regional Bilingual Educational Resource Network (RBERN)  for further guidance regarding instruction for ELLs and World Languages students, in order that they can be supported to the greatest extent possible during this unprecedented challenge. A list of all RBERNs is shown below.

*Entries marked with an asterisk are resources created for the general education classroom. They have been included here as they are also appropriate for supporting ELLs, educators and families.
New York State Language RBERN (statewide) Capital District Region RBERN at Questar III BOCES Hudson Valley RBERN at Southern Westchester BOCES Long Island RBERN at Eastern Suffolk BOCES Mid-State RBERN at OCM BOCES Mid-West RBERN at Monroe 2 - Orleans BOCES New York City RBERN at Fordham University West Region RBERN at Erie 1 BOCES

# data[].attributes.attachment_link.title
Resource Collection for ELLs and World Language Students

# data[].attributes.attachment_link.description
Resource Collection for ELLs Resource Collection for World Languages In response to New York State school closings due to the COVID-19 public health emergency, the Office of Bilingual Education and World Languages (OBEWL) at the New York State Education Department (NYSED) has collected resources for educators to provide continuity of instruction for English Language Learners (ELLs) and World Language students. We are also providing educational resources for students and parents to continue moving ELLs toward English proficiency in the absence of face-to face classroom instruction, and to support their remote learning of core content areas.

# data[].attributes.headline
NYSED Multilingual Learner (ML) and English Language Learner (ELL) Program Quality Review and Reflective Protocol Toolkit

# data[].attributes.subject
NYSED Multilingual Learner (ML) and English Language Learner (ELL) Program Quality Review and Reflective Protocol Toolkit

# data[].attributes.attachment_link.title
Program Quality Review (PQR) and Reflective Protocol Toolkit

# data[].attributes.attachment_link.description
This toolkit is designed to provide teams of leaders in districts, Regional Bilingual Education Resource Networks (RBERNs) and school sites who are charged with assessing the program quality of a school suggested processes and resources as well as an ML and ELL Program Quality Review Continuum for d…

# data[].attributes.attachment_link.readable_text
Guidelines for Implementing the Seal of Biliteracy 2020
Below is an excerpt from the Guidelines for Implementing the Seal of Biliteracy (2020). Click here to access this report. The NYSSB Task Force uses the guidance provided in this report to continuously improve access and equity to the New York State Seal of Biliteracy.

After several years of implementing the Seal of Biliteracy at the state and local levels, many lessons have been learned, many questions have arisen, and many ideas have been piloted and evaluated. To share what has been learned from these experiences, seven organizations present these updated guidelines for implementation of the Seal of Biliteracy. The organizations that have partnered to present these updated guidelines are:

ACTFL

MLA (Modern Language Association)

NABE (National Association for Bilingual Education)

NAELPA (National Association of English Learner Program Administrators)

NCSSFL (National Council of State Supervisors for Languages)

SealofBiliteracy.org and Californians Together

TESOL International Association

The goals for presenting these guidelines are to:

1. Strengthen existing strategies for implementing the Seal of Biliteracy

2. Encourage expansion of practices at the local and state levels

3. Connect all language learning programs across institutional lines (including primary, secondary, and postsecondary institutions) to support all learners to achieve the Seal of Biliteracy, regardless of learners' native or heritage languages

The guidelines are organized around the following themes:

1. Advocacy - Purpose

2. Pathways to Biliteracy

3. Equity and Access to Opportunity to Earn the Seal of Biliteracy

4. Implementation Guidelines for State Education Agencies (SEAs)

5. Implementation Guidelines for Public School Districts

6. Implementation Guidelines for Non-Public Entities

# data[].attributes.attachment_link.description
Guidelines for Implementing the Seal of Biliteracy 2020 Below is an excerpt from the Guidelines for Implementing the Seal of Biliteracy (2020). Click here to access this report. The NYSSB Task Force uses the guidance provided in this report to continuously improve access and equity to the New York State Seal of Biliteracy.

# data[].attributes.headline
Multilingual Learner and English Language Learner Graduation Rate Improvement and Dropout Prevention Planning Tool

# data[].attributes.subject
Multilingual Learner and English Language Learner Graduation Rate Improvement and Dropout Prevention Planning Tool

# data[].attributes.attachment_link.readable_text
Multilingual Learner and English Language Learner Graduation Rate and Dropout Prevention Planning Tool Complete PDF Links to Activity Templates, Exercises, and Resources (links are also found within the document)
Introduction

The Multilingual Learner/English Language Learner Graduation Rate and Dropout Prevention Planning Tool provides research-informed effective practices and strategies, protocols, and templates for use by districts and schools as they dive into ML and ELL data. It is designed to jump start your district's or school's study, reflection and planning to improve policies, programs, and instructional practices geared toward improvement in ML and ELL graduation rates. In addition, the planning tool includes embedded links to helpful resources, such as articles, research, and effective practices related to graduation and dropout prevention. This planning tool supports implementation of the NYS Blueprint for ML and ELL Success and NYSED Commissioner's Regulations Part 154, but it is not a comprehensive guidance tool; it is intended to be used to facilitate conversations and planning in districts and schools.

To commence this work, we need to take an in-depth look at what we are doing programmatically and instructionally for Current ELLs. To understand our diverse ML and ELL population, we can apply the following questions to gain a better understanding of the root causes affecting graduation outcomes:

How are students performing in English Language proficiency development and academics?

Why are our students dropping out (e.g., social-emotional needs, chronic absenteeism)?

What challenges are our district and/or school facing in terms of dropout rates for MLs and ELLs?

What challenges are our district and/or school facing in terms of graduation rates for MLs and ELLs?

What are some common reasons why our students do not graduate on time?

We can apply an inquiry lens to reflect on the district/school practices, processes and structures to identify and address predictors/antecedents of MLs and ELLs at risk of dropping out and/or not graduating on time.

Is there an early warning system in place?

What supports and programs exist to assist MLs and ELLs once they are identified as off track to graduation and at risk of dropping out?

How is our district engaging parents or persons in parental relation of MLs and ELLs?

How is support from Community Based Organizations being leveraged to address the needs of ML and ELL students off track to graduation or at risk of dropping out?

What types of additional opportunities are available to increase ML and ELL graduation rates (e.g., Career and Technical Education programs, extended day learning programs, blended learning opportunities, flexible scheduling)?

This planning tool is designed to help districts and schools explore and answer these critical questions and as leaders examine and address practices, programs and policies that will lead to increased graduation rates and decreased dropout levels among their ML and ELL populations.

How to Use This Planning Tool

Each chapter of the Planning Tool introduces a key component of a system that influences MLand ELL opportunities toward successful graduation, namely Demographic Data, Early Warning System, ML and ELL High School Guidance, Family Engagement and Diverse ML and ELL Supports. The chapter includes useful techniques for data analysis intended to help stakeholders understand individual MLs' and ELLs' progress towards graduation. Districts and schools can then use this analysis to create a set of appropriate practices, programs and policies to address MLs' and ELLs' needs in an informed fashion.

Key Components

Demographic and Performance Data summarizes who MLs and ELLs are, how they are performing, and what experiences and opportunities are afforded to them. Key Questions and Implications exercises are included in this section along with related charts. Broad questions such as "What are three things you notice about this data?" are meant to be used as guides for your district-level data inquiry. They will work alongside your completed Data Activities to help you determine the trends and patterns your district can glean from the ML and ELL data.

Early Warning System identifies the core components of a system to proactively monitor and support MLs and ELLs and describes indicators that, in combination with general, research-based indicators can help districts craft their own Early Warning System to monitor the progress of the MLs and ELLs they are educating. Districts should use this system to identify MLs and ELLs at risk of dropping out and implement appropriate interventions.

ML and ELL High School Guidance identify the core components of strong, effective guidance tools for MLs and ELLs, such as information about the New York State English as a Second Language Achievement Test (NYSESLAT) and pathways to graduation. This chapter also includes examples and other resources to assist districts in beginning to craft their own guidelines for MLs and ELLs.

Family Engagement includes an exercise designed to build awareness of the three core components of family engagement programs for MLs and ELLs, inviting districts/schools to use a Planning Template designed to annually organize and chart all the components in the district's family engagement plan.

Diverse ML and ELL Supports reflects the reality that MLs and ELLs comprise a heterogeneous group with diverse needs and provides guidance and examples that allow districts to think of ways to reduce the dropout rate among specific subgroups at the secondary level, including Newcomers, Students with Interrupted/Inconsistent Formal Education (SIFE), and Long-Term ELLs, the three most vulnerable subgroups.

Each chapter begins with an introduction to the main topic followed by practical templates and exercises to be used by districts/schools in accordance with their specific circumstances. For example, for the Demographic Data component, nearly every state-level chart is presented side-by-side with an attached template for districts to enter their own data. As such, the potential uses for the planning tool are numerous. It may help districts identify and understand the kind of data they should be analyzing, help provide support to individual schools to better understand statewide outcomes and compare them to their respective data to discern effective practices, help districts or schools gain access to valuable resources, and it may help districts complete their CEEP Section I. Above all else, this document should be viewed as a hands-on, interactive tool to assist districts in preventing MLs and ELLs from dropping out and to improve their graduation rates. This tool should be used not only by district level administrators but also by principals, assistant principals and even teachers to discern root causes and potential interventions for any group of MLs and ELLs for which they are responsible.

One example of how a district might use this tool involves programming. For instance, if a district has an influx of newly arriving immigrant adolescents to the U.S. district leaders might consider the creation of a newcomer program. If a majority of these MLs and ELLs have interrupted/inconsistent formal education, the district should use the Multilingual Literacy SIFE Screener designed to assess SIFE literacy and consider implementing the Bridges to Academic Success Program. These students may have in common that they come from traumatic situations, which would necessitate a program focusing on social emotional learning. If attendance data reveals that secondary MLs and ELLs are often late to school, the root cause may be working long hours after school, in which case districts should consider the creation of a Twilight Program[1], extending school hours or implementing Saturday School programs.

Instructional practices should also be considered as part of student programming. An example of this is a case in which data analysis reveals many Long-Term ELLs in a district. These MLs and ELLs are usually verbally fluent in English but have less well-developed literacy skills in both their primary language and in English. These students might be co-taught by a literacy specialist and an ML and ELL specialist who can create an after-school program focusing on literacy and academic (disciplinary) language development.

# data[].attributes.attachment_link.title
Multilingual Learner and English Language Learner Graduation Rate Improvement and Dropout Prevention Planning Tool

# data[].attributes.attachment_link.description
Multilingual Learner and English Language Learner Graduation Rate and Dropout Prevention Planning Tool Complete PDF Links to Activity Templates, Exercises, and Resources (links are also found within the document) The Multilingual Learner/English Language Learner Graduation Rate and Dropout Prevention Planning Tool provides research-informed effective practices and strategies, protocols, and templates for use by districts and schools as they dive into ML and ELL data.

# data[].attributes.headline
NYSED Working with ELL/MLL Resource Guide

# data[].attributes.subject
NYSED Working with ELL/MLL Resource Guide

# data[].attributes.headline
NYSED Bilingual Common Core Progressions

# data[].attributes.subject
NYSED Bilingual Common Core Progressions

# data[].attributes.headline
CULTURALLY RESPONSIVE & SUSTAINED PRACTICES

# data[].attributes.subject
CULTURALLY RESPONSIVE & SUSTAINED PRACTICES

# data[].attributes.body
Coalition for Educational Justice

# data[].attributes.attachment_link.readable_text
What is Culturally Responsive Sustaining Education (CRSE)? The Education Justice Research and Organizing Collaborative (EJ-ROC) helps break down CRSE into easily understandable terms through these new, multilingual one-pagers.. These one-pagers make it clear that CRSE works. Students excel in school when they see themselves reflected in the classroom and have strong, authentic relationships with their teachers The public school curriculum does not reflect the diversity and needs of students. We need CRSE to transform schools today. One Pagers are available in English, Spanish, Chinese, Korean and Bangla. Download them here.
Get the General One Pager in English Get the One Pager in Spanish | En Español Get the One Pager for Asian Pacific American communities Get the One Pager in Korean | 한국어 Get the One Pager in Bangla | বাংলা
Get the One Pager in Chinese (Simplified) 中文 | In Chinese (Traditional) 中文

# data[].attributes.attachment_link.description
What is Culturally Responsive Sustaining Education (CRSE)? The Education Justice Research and Organizing Collaborative (EJ-ROC) helps break down CRSE into easily understandable terms through these new, multilingual one-pagers.. These one-pagers make it clear that CRSE works.

# data[].attributes.headline
The College Transition Guide for ESL Students

# data[].attributes.subject
The College Transition Guide for ESL Students

# data[].attributes.attachment_link.readable_text
How to Prepare for College, Get into College & Thrive as a Student

Roughly 4.6 million English language learners attended U.S. public schools in 2014-15 and, while many of these students have the English skills needed for everyday life, some lack the language proficiency to get into college. Or they may have misconceptions about college so aren't even thinking about going. But many of these students have the drive and ability to do well in higher education - they just need the right information, support, and tools to get there. ESL/ELL students can find those resources in this guide. Read on to learn more.

Who Are ESL/ELL Students?

In general, school systems define English as a Second Language (ESL) students and English Language Learners (ELL) as those who are new to the United States, are non-native English speakers and are currently learning the language. These students account for nearly 10% of all public school attendees and that number is expected to grow in the coming years. ESL/ELL students are a diverse group - some may have parents who relocated for work, while others may have fled genocide in their home country. Still others may have been brought here as children and are now considered DREAMers.

Why College Matters

ESL students - like all other learners - want to provide for themselves and their families. The reality is that individuals with a college degree earn significantly more than those who only finish high school. A 2016 report by the Bureau of Labor Statistics found that those with a high school diploma brought home a median weekly wage of $679 in the first quarter of 2016, while those with a bachelor's degree earned $1,155 during the same timeframe. When considered across a year of working, those with a high school diploma earned just over $35,000 and those with a baccalaureate earned $60,000.

Common Barriers for ESL/ELL Students

Regardless of how long ESL/ELL students have been in America and enrolled in language-learning classes, these students face unique barriers at every step of their academic journey. "One of the biggest barriers ESL students face is a lack of understanding of the U.S. university system, how rankings work, and how to strategize their applications," says former ESL teacher Elisia Howard. "Students need help figuring out which college will help them achieve their goals while also offering a positive college experience."

Preparing for college: Many ESL/ELL students are the first in their families to have the opportunity to attend college, but because other family members didn't, they may not even have their sights set on college. Those that do, likely have no idea how to make it happen. Colorín Colorado, a bilingual site for educators and families of PreK-12 English language learners, notes that these students may not understand what schools are looking for in terms of standardized test scores and GPAs, aren't familiar with the different types of colleges (two-year vs. four-year, private vs. public), and sometimes don't even understand that they should aim for college since it hasn't been emphasized in their home lives.

Applying to college: Native-born English speakers can struggle through the college application process, so it's not surprising that ESL/ELL students feel overwhelmed by the many steps involved. But these students also tend to face other obstacles - misconception about college, a lack of financial support, an inability to write a strong admissions essay, or self-doubt. One of the most stressful barriers is the one undocumented students face when trying to explain why they haven't provided supplemental materials such as family income and a social security number.

Choosing a college: While ESL/ELL students should have done their research while applying to schools, the ultimate test comes when deciding which one to attend. Because their reading, grammar and writing skills may not be on par with native English speaking peers, they may struggle with their course load if they choose a school that doesn't offer services and support mechanisms tailored to their specific needs. If they don't have transportation of their own, getting to and from college from an off-campus residence could also be problematic. Lastly, students who are undocumented face an additional step when it comes to financial aid - they'll need to find out whether prospective colleges offer scholarships or grants and whether their immigration status affects their ability to receive institutional aid.

Being successful in college: Applying and being accepted to a college is a great achievement for any learner, but especially those who face additional language barriers. But to be successful in college, ESL/ELL students must tackle additional obstacles once they reach campus. Some may come from low-income families and have to work multiple jobs while in college, while others may feel overwhelmed by the cultural differences and question if they truly belong. For non-traditional/adult students, a lack of childcare could also present challenges.

Preparing for College

Many bright and motivated ESL/ELL students never get the chance to apply, much less attend, college for reasons ranging from lack of encouragement and information to misperceptions about the application process and financial aid. While most students will likely rely heavily on teachers/administrators/counselors to help and guide them, there are ways these students can be proactive to position themselves for college.

Find out why college is such a big deal Earning a college degree can help you land a higher-paying job, but that's not the only reason why it's important. College is also a place to expand your horizons and to learn about yourself and the world around you. As one teacher points out, though, many ESL students don't think of college that way. Ask yourself, "what does a normal day in college look like?" If you aren't sure how to answer this, find out. Talk to teachers and ask about their college experiences. Find out why they went to college and what they liked about it. If their responses get you excited, it's time you start envisioning college as part of your future.

Understand the requirements Students who don't come from families that attended college are often unfamiliar with the basic application requirements, such as standardized tests (ACT/SAT, SAT Subject Tests), having a certain GPA, or getting letters of recommendation. ESL/ELL students interested in pursuing a college education should look at a few colleges to get a sense of the application process and what is required. Our First Generation College Student Guide also provides a helpful timeline and other information to get ESL/ELL students started on their college journey.

Learn about your options The beauty of the American higher education system is that it offers many different paths to learning after high school. Some students may be best suited to a traditional four-year degree program, while others may benefit more from a certification or degree earned at a two-year community college or vocational/trade school. By exploring these different options and comparing them to personal goals and interests, ESL/ELL students can better plan for their futures.

Take additional classes ESL/ELL students typically have the English skills needed to succeed in everyday life by the time they reach college, but that doesn't mean they have the advanced skills needed for the rigors of postsecondary education. In addition to taking additional reading, writing, and grammar classes, a report by Vanderbilt University's Migration Policy Institute found that ESL students who enrolled in dual-credit programs - programs that allowed them to earn high school and college-level credit at the same time - were far more likely to enroll in college after high school than those who simply took AP classes.

Seek encouragement and support Any student can feel overwhelmed by all that goes into preparing for college, but those who aren't familiar with the educational system and whose first language isn't English can experience even higher levels of stress. The good news is that high schools have guidance and college counselors on-staff to help with the process. And don't forget that there are other forms of support and encouragement outside of the high school halls. "One of the biggest mistakes foreign students make is not being involved in activities outside school," says Howard. "Many are so concerned about their grades that they miss character and leadership development opportunities like playing on sports teams or volunteering."

Include your parents Parents want the best for the children and will do whatever it takes to see them succeed, but immigrant families are often unsure how to help or what to do. According to a study by the U.S. Department of Education, 65% of ESL students and their families said they didn't know how to complete the Free Application for Student Aid. Even if your parents don't speak English (or don't speak it well), encourage them to attend school meetings, college fairs and community workshops about preparing for college and translate for them so they understand what needs to be done and can offer help when you need it.

Resources
Colorín Colorado helps students and teachers alike understand what ELL students face when preparing for college and how to overcome obstacles. This article provides insider tips on what students need to know, how their ELL teacher can help and how to get through the application process. This guide by the Center for Applied Linguistics is especially helpful to learners who took time off between high school and college. This academic piece from the University of South Alabama gives students an idea of the level of writing they'll be expected to have in college and how to get there. Language Magazine highlights some of the common barriers students from this population face while also providing research on what it takes to succeed. The United Federation of Teachers provides this guide to ESL educators, but some of the topics are also relevant to students. Prepared by College Board, this guide is helpful to all first-generation students, including ESL/ELL students.
Applying to College

Applying to college is a multi-step process that takes lots of planning and concentrated focus. For ESL/ELL students who are completely unfamiliar with the process, it can be mysterious, confusing and frustrating. While it's important to get guidance from teachers and college counselors, it's also crucial for students to do their own research to understand what stands between them and higher education. Steps to keep in mind include:

Ask yourself the important questions What are your career goals? What are your interests? Do you want to stay close to home or venture further away? Do you want an urban or rural setting? Is cost a factor? Do the colleges you're considering offer a degree that will help you achieve your career goals? Do you need to work on your English more before applying? All of these are questions that college-bound ESL/ELL students should ask themselves before starting the process.

Make a list of prospective schools After self-reflection to answer the questions above, students need to narrow their options to 5-10 schools that meet their criteria. Review the application process for each, create a checklist of requirements and get started on checking them off.

Take standardized tests Most colleges require ACT or SAT exam scores so they can gauge students' readiness for college. Students should read about both exams to figure out which one best showcases their strengths. Once they've decide which exam to take, start studying and prepping for the big day. Those who are particularly worried about their English, writing and math skills may want to consider working with a tutor.

Ask for letters of recommendation Common references include teachers, principals, guidance counselors or other adults who can speak to your skills, discipline, motivation and what you'll bring to a college. Ask early - it's important to give your references ample time to write a thoughtful letter.

Write the essay Almost every college requires an essay response to a list of questions or prompts, and students need to spend sufficient time on these. When answering questions, remember to reflect on how your unique experience as an ESL/ELL student sets you apart. And if your English needs a little work, have multiple teachers review your essay and be prepared to do a few re-writes. (Don't worry, even native speakers have to do this.)

Collect other relevant documents Depending on the college, students likely need to submit additional documents, such as high school transcripts, a list of extracurriculars, medical records, and a photo ID.

Send in your applications Some colleges have rolling deadlines while others have a hard cutoff. Create a calendar of all the deadlines (and how the applications must be received) so you don't miss any.

Apply for federal financial aid Students and their families can complete the Free Application for Federal Student Aid starting January 1 of the year they plan to start school. Because funds are given on a first-come-first-serve basis, the sooner you get your application in, the better. Undocumented ESL/ELL students are not eligible for federal financial aid, but other aid - scholarships, grants, institutional aid - may be available to qualifying students.

Resources
Use this guide from PrepScholar to learn tips and tricks for acing the ACT even if English isn't your first language. PrepScholar provides this complete expert guide that outlines all the steps students are likely to encounter during the admissions process. Wondering what sort of additional requirements you may encounter when applying? Check out Seattle University's application checklist to get a general idea. (Note, requirements may be slightly different for other colleges.) This publication from the University of Arkansas provides a fascinating glimpse of the common mistakes non-native English speaking applicants makes and how to avoid them. This article provides a list of common mistakes that non-native English speakers make on their college admissions exam and how to avoid them. Magoosh has lots of helpful tips for ESL/ELL students who are nervous about taking the SAT. There are many organizations like EBS United that help bilingual students pay for college through scholarships. The Department of Education provides this helpful checklist.
Choosing a College

Once acceptance letters start coming in, students need to take a close look at the services offered at a college to ensure they'll have the support and resources needed for a smooth transition to college life. When choosing a college carefully review the following:

Support services When looking for support services, it's best to do a survey of schools to get a sense of what may be available. Modesto Junior College has an English Language Learner Welcome Center to help with enrollment problems, course registration, advising and orientation. The University of Minnesota offers editors and proofreaders to ensure ESL students improve their writing skills. "ESL students should look for colleges that work with them while they are learning English," says Howard. "The professors should be willing to work with them if they need extra help, or there should be a tutoring center that's aligned with the curriculum." But support services also go beyond academics. Some ESL/ELL students may experience culture shock and may struggle to fit in or find a sense of community. Look for colleges that can help you overcome these emotional challenges, should they occur. Support can come in the form of student groups/clubs, peer-to-peer mentoring programs, sports activities, dance clubs, or even just dormitory get-togethers.

Transportation Many ESL students don't have transportation of their own, so it's important to pick a school that is either close to public transportation or has their own. While students enrolled at NYU don't need to consider transport, those at a rural school do. Carlton College provides a good example of how schools can help - the campus bus provides free rides to popular spots around town for students to shop, buy groceries and eat out. Transportation is also important to think about when students are deciding how far away from home they want to be.

Funding Because undocumented students cannot receive federal financial aid, it's important to find a school that believes in and supports this student population. Trinity Washington University, Arizona State University, and Community College of Denver are just a few examples of schools that go above and beyond to ensure financial barriers don't stop these students from getting an education.

Bridge Programs

What are bridge programs? Bridge programs are offered by colleges and were designed specifically for ESL students. They help students master the English language while also introducing them to the norms and expectations of American colleges. Program length depends on the student's individual needs, but most are less than one year, and must be completed before the student begins their degree program at the college.

Who are bridge programs for? The majority are for college-bound ESL/ELL students or international students who want to improve their English skills before formally enrolling in a study abroad program.

What are the benefits? In addition to helping incoming ESL/ELL and international students further develop their language skills, bridge programs give students the chance to meet and interact with other students as well as faculty. This can help foster a sense of community before fully launching into college.

How do they work? Each program is different, but the majority require students to take several English classes that count toward undergraduate degree requirements. Students live at the school full-time, eating meals in the cafeteria, learning about campus programs and participating in classes. Once they've successfully completed the program, students can begin their freshman year at the college.

Examples of ESL bridge programs:

Lane Community College This Oregon-based community college offers an ESL to Credit Bridge program that includes an intensive ESL program, completion of 8-14 transferable credits and small class sizes so learners don't feel intimidated to engage and ask questions. The program lasts a full semester and students must earn at least a B grade to graduate. Resident students pay between $410 and $1,127, but scholarships are available to help offset costs.

The University of Colorado at Boulder The ESL Academic Bridge Program at UCB lasts 6-12 months and prepares ESL students to meet English language proficiency requirements. In addition to undertaking English coursework, students also attend workshops, events and activities to ensure a smooth transition into UCB academic and university life. Tuition ranges between $6,600 and $13,200 but financial aid is available.

Worchester State University WSU's Bridge-to-University Program further develops ESL/ELL students' English language fluency and familiarizes them with the nuances of college learning. Offered full-time, students take ESL and regular college credits. While enrolled, students receive individualized support and are taught practical skills, including how to interact with professors and turn in homework. Students can take a maximum of 18 credits over four semesters.

Being Successful in College

After years of planning, overcoming barriers and making decisions, what happens after a student arrives at college? College presents many opportunities to learn and grow, but it can also be stressful for any student. Below are nine tips to help ESL/ELL students be successful:

Make friends with students from other cultures Elisia taught ESL and international students for more than a decade, and during that time, she consistently encouraged her students to branch out. "One of the things I always told my students was to make friends with others who aren't from their home country," she recalls. "As my students started engaging with other international learners and Americans, their English became fluent and they were able to enjoy their experience more."

Get to know your professors Professors are far more likely to provide extra support and empathy if they have a sense of who you are and how hard you're working. You don't need to share your whole life story, but make it a point to speak with them after class or during office hours - this allows you to create a genuine relationship while also demonstrating your commitment to doing well in their class.

Ask questions if you aren't sure Many ESL/ELL students can read English, but listening can prove much more difficult, or vice versa. If your teacher or an advisor says something and you don't understand, don't be afraid to ask what they meant. It's far better to ask questions than to assume and turn in an incorrect assignment.

Find out about tutoring Many, if not all, colleges offer academic tutoring, and many even have writing centers to help students outline papers, find resources and ensure they're using proper, academic English. Find out where tutoring is located on your campus and drop in whenever you need some extra help.

Partner with another student In addition to making a new friend, partnering with a fellow student is a great way to share notes, discuss concepts and study for upcoming quizzes and exams.

Don't take on too much Lots of freshmen hit the ground running their first semester, taking 15 or more academic credits while also balancing extracurriculars, clubs and social life. But most ESL/ELL students are better off if they start slow and then branch out once they've found a good rhythm and feel confident about their mastery of English. As Americans say, don't try to run before you can walk.

Ask professors for supplemental materials Detailed notes taken by students are important in the learning and studying process, but materials from professors can be even more beneficial. In addition to handouts given to the class, ask the professor if they're willing to share PowerPoint slides or if they have recommendations for supplemental materials.

Balance school and work Lots of ESL/ELL students feel pressure to work while in school - either to support themselves or their families - but remember that the reason you're in college is to gain an education. If your schoolwork is suffering due to a job, cut back on your hours and refocus. If you absolutely need to work, talk to your family or employer to see if you can work out a solution that helps ease the pressure.

Find out about childcare If you're an adult ESL/ELL learner with children, find out whether your college offers childcare services and, if so, when they're available. Students who are unsure what to look for can check out examples from South Seattle College and Herkimer College.

How to Overcome Language Barriers When Studying Abroad

ESL/ELL students aren't the only non-native speakers who struggle with English and transitioning to college life. International students studying abroad in the U.S. often face similar challenges but have a limited amount of time to overcome them. Below are a few tips to help ESL/ELL students from abroad overcome language and cultural obstacles.

Make American friends The reassurance and calm that comes from interacting with fellow international students can be comforting - especially when you're homesick - but hanging out with students from your home country won't ease language and cultural barriers and somewhat defeats the purpose of you studying abroad. Embrace your American experience by making new American friends.

Find fun ways to learn the language and culture Sitting in an English class for even an hour can feel mentally draining for international students who have to work hard to keep up with what's happening. But all learning doesn't have to happen in the classroom. Try participating in movie nights, book clubs or other events that require you to use English in a fun and exciting way.

Don't be afraid to laugh at yourself In the same way that international countries have encountered Americans who butchered the pronunciation of a word in their language, at some point it will happen to you while studying in the U.S. The best approach in these situations is to simply laugh and realize that mistakes are just a part of the learning process.

Share your culture with others In addition to most of your American peers not knowing your language, they likely don't know much about your culture, either. Breaking down barriers is a two-way street, so consider inviting new friends over and cooking one of your favorite meals from home or playing a game that's popular where you're from.

Remember why you're here In addition to learning the curriculum, many international students come to America to experience the culture and make new friends. Earn good grades, but don't get so focused on learning that you don't interact with others or explore your temporary home away from home.

# data[].attributes.attachment_link.title
Getting Into College As An ESL/ELL Student

# data[].attributes.attachment_link.description
Earning a college degree can lead to new and exciting career opportunities. Here, we outline the best programs for ESL/ELL students.

# data[].attributes.headline
Creating a College-Going Culture for English Language Learners

# data[].attributes.subject
Creating a College-Going Culture for English Language Learners

# data[].attributes.attachment_link.readable_text
If Latino students don't receive information about higher education opportunities, we can't be surprised if they don't pursue the options that we know are out there...During my senior year, even though I had been accepted to many campuses of the University of California, and I ran a lot of the school clubs, I was told that I should start college close to home, and that I should try other options. Fortunately, I didn't heed that advice, and I had a successful undergraduate career at Berkeley before going on to graduate work and my Ph.D.
- Dr. Frances Contreras

ELLs and college

For some English language learners, the idea of going to college may be something very new, a goal they have not been sure if they should and could pursue. Some English language learners may not know what to expect from the college application process. Others don't start thinking about college until their junior or senior year. While college may not be the right step for every student, there are many students who, given the chance, would be successful in college if they had the opportunity to attend.

Unfortunately, many bright and motivated students never get the chance to apply, much less attend, for reasons ranging from lack of encouragement and information to misperceptions about the application process and financial aid.

One way to help get students on the college track is by creating a college-going culture in your school and across your district. It is a daunting process, and while some steps can only be implemented with the cooperation of the school district, administrators, and other teachers, some steps can be implemented by individual teachers and counselors.

Remember when considering these steps to keep in mind your target student population. How many students are the first in their family to go to college? How many students have parents who don't speak English? Keeping your pulse on your students and their families will help you provide the most important information in the most effective format, and will improve your chances of engaging everyone involved.

Getting started

To get started, try the following ideas:

Start early
Pre-schools, elementary schools, and middle schools around the country are talking to their kids about college. The earlier you start to talk about higher education with students, the more time you give them to get prepared, and the more time you give them to absorb that college can indeed be a possibility for them - especially for those students who may not get that message from anyplace else.

It's also important to remember that families of ELLs, such as families of migrant students, may move quite a bit, and may not stay in the same school or district. Districts need to take advantage of the opportunities they have to speak with families when those opportunities are available, because many younger students may no longer be in the same district by the time they are ready to think about college.

Get parents involved as soon as possible
Talking about college with parents from the time their children are young gives parents a chance to plan ahead and to save some money, as well as a compelling reason to support their children's academic success throughout their education. It will also avoid the pressure of having to figure everything out at the last minute as their children are finishing high school.

It's important that parents have the information they need to support their children through this process, especially if they are new to this country or don't speak English. Most, if not all high schools, have programs for parents explaining many aspects of the college application process and financial aid. ESL teachers can collaborate with guidance counselors by getting translators for these presentations and translating handouts. For parents who can't attend, materials can be mailed home. Ask parent liaisons or coordinators for guidance so that they can help you determine the most effective ways to communicate with your students' parents.

Create a resource center for students and parents
Make sure that students and parents have access to the information they need, ideally in their native language. Invite students and parents in for workshops and advising sessions in which they can ask questions and talk with other families who are going through the same steps. Make sure information is available about the different kinds of admissions processes, such as early admissions and early decision, and the benefits or rules for each.

Tour local campuses in your community
A visit to the college campus can tell the students a lot about what their experience might be like. This is very important because students may not know what to ask about or look for until they are enrolled in a college. Meeting with the college admissions counselor will give them better information about what courses will best meet their needs and what kinds of support are available on campus. ELLs may not know how to set up this appointment, may underestimate the need to visit, or may need help with transportation.

Colleges will offer several opportunities on campus: open houses, tours, interviews, informational sessions. College representatives will also come visit high schools. Find out the scheduled visits and make an appointment with your guidance counselor.

Develop relationships with colleges that will be a good fit for your students
Christine Rowland writes, "As the years passed, I would make a note of which colleges were receptive to non-native speakers, and I also kept track - through old students - which ones took care of them. We found there were a few schools that were really unsuitable: they got them involved too much socially or the students felt too different, or there wasn't enough support for them.

After a while, you develop relationships with colleges, and we found some very strong colleges that would accept ELLs. They also helped me to tell students what they needed to do to have the transcripts they needed, like maybe a student would need to take a summer school class." One way to get this relationship started is by hosting an annual college fair at your school, and preparing your students for the fair beforehand.

Help your students establish goals
Getting your students to set goals will also get them thinking about what is needed to achieve those goals. Have students research careers, salaries, and educational programs so that they have realistic ideas about what to expect. Talk about the value of education over the long-term so that students get a sense of the relationship between level of education attained and potential salary growth during their lifetime.

Create a bulletin board with photos of students at your school who have gone onto college, as well as the name of the college and/or program they are attending
Posting information about other students who are successful will not only allow students to see where their friends have gone to school, but will motivate them to achieve what their peers have accomplished. This sends the message to students, parents, and school staff that the school values student growth and success.

Keep in touch with students who have graduated
Have them come back to the school to talk about their experiences, what worked or what didn't work, and what they would recommend to their peers. These students can also be a tremendous resource in terms of programs and financial aid opportunities to recommend. They can do presentations on the application process, different programs of study, and share specific examples from their experiences. Some can provide information in the languages that other students speak.

Encourage and support your students while talking honestly with them about the college application process
It's important for students to know the challenges they are facing so that they are prepared to meet them. College may not be an option for some students for a number of reasons, and you can play an important role in helping those students decide what steps they will take after high school by talking with them about their goals and the obstacles they face.

Students may face other challenges too - for example, many students without legal documentation have graduated from college in this country but can't work because they don't have the legal right to work in the U.S. It's important when working with ELLs to make sure they are aware of their options and to find the people best qualified to support them.

Discuss these initiatives with colleagues throughout your district
By making a college-going culture part of all of the schools in your district, students will get a unified message that college is indeed within their grasp and that their schools believe in them. It also will allow school officials and educators to think about what kinds of opportunities best fit their own student body, families, and local community.

Hot links
College Bound
College Bound is a free online parent education program that offers simple ways for parents to help children do well in school, available in English and Spanish. Registration required.
Creating a College-Going Culture in the Latino Community
The webinar, presented by Alejandra Rincón, Ph. D., Vice President of Scholarships and Programs at the Hispanic Scholarship Fund, highlights the importance of parental support and involvement throughout the entire college preparation process. (The first half of the webinar is presented in this video.)
Partnering to Create a College-Going Culture: Resource Guide
Prepared as part of the Building Educational Success Through (BEST) Collaboration in Los Angeles County initiative, this report is meant to serve as a resource for local educators aiming to build and maintain partnerships geared toward cultivating college going cultures in their schools.
HACE: Scholarhip Opportunities for Latino Students
The Hispanic Alliance for Career Enhancement offers information on scholarships and resources available to Hispanic high school and college students.
College Board: Resources for Undocumented Students
The College Board has compiled resources for undocumented students, including information about financial aid, helpful videos, and interviews with students who share their experiences.
California DREAM Act
This website provides information about California's DREAM Act, as well as steps for filling out an application.
California Dropout Research Project
The California Dropout Research Project addresses the educational crisis of dropouts in the California school system through the synthesis of research to inform policymakers and the larger public about potential solutions.
College Summit
The College Summit website compiles reports and articles focused on helping minority, low-income, and first-generation students go to college.
College Board: Supporting a College-Going Culture
A number of ideas from the College Board for supporting a college-going culture at your school.
Hispanic College Fund
The Hispanic College Fund (HCF) is a national non-profit organization with a mission to develop the next generation of Hispanic professionals. For 17 years, the Hispanic College Fund has provided educational, scholarship, and mentoring programs to students throughout the United States and Puerto Rico, establishing a career pipeline of talented and career-driven Hispanics.
Excelencia in Education
Excelencia in Education aims to accelerate higher education success for Latino students by providing data-driven analysis of the educational status of Latino students and by promoting education policies and institutional practices that support their academic achievement.
NCLR: Líderes
The National Council of La Raza's (NCLR) Líderes Initiative is a national program designed to create opportunities for Latino youth that will elevate their influence as leaders in the United States.
Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity, 1992 to 2022
A report published by the Western Interstate Commission for Higher Education offering comprehensive and reliable data source on the future size and composition of high school graduating classes across the country.
University of Texas at Arlington: G-Force
The G-Force program aims to reduce the dropout rate among minority/underserved high school students and to prepare these first-generation students for post-secondary education. They also seek to develop a college-going culture at the high school campuses by working closely with all students and their parents.
U.S. Census: School Enrollment
School enrollment captures the population who report being enrolled in a regular school. A regular school advances a person towards an elementary school certificate, high school diploma, or college, university, or professional school (such as law or medicine) degree.

This report offers a strategic plan for creating a college-going culture as laid out by the Texas Education Agency.
Houston A+ Challenge: Preparing to Dream
Program aiming to improve postsecondary access and success among low-income and first-generation college students in the Houston, TX region.
Scholarships for Hispanics
Scholarships.com offers a Hispanic scholarship directory with information about each program and deadlines.
Peterson's Planner
Peterson's has a database of about 1,500 private secondary schools and thousands of colleges. The descriptions are comprehensive, well-fleshed out, and often include links to the schools' own web sites. The site also includes test prep and financial planning information.

# data[].attributes.attachment_link.title
Creating a College-Going Culture for English Language Learners

# data[].attributes.attachment_link.description
If Latino students don't receive information about higher education opportunities, we can't be surprised if they don't pursue the options that we know are out there...During my senior year, even though I had been accepted to many campuses of the University of California, and I ran a lot of the school clubs, I was told that I should start college close to home, and that I should try other options.

# data[].attributes.attachment_link.readable_text
CONTENT NAVIGATION

Was this page helpful?

Feeling guilt about having access to a form of upward mobility that parents never got to experience.

Recognize that parents want to see their children succeed and do well in life. While it may add temporary financial pressure, college is a means to a good end and better job prospects.

Lack of understanding when it comes to filling out financial documents, such as the FAFSA.

Parents of first generation students are unfamiliar with the financial documents required to gain federal funding, leaving the student to sort out the specifics. Fortunately, there are resources. Students should speak to their guidance counselor or take advantage of numerous online tutorials, including one offered by the Office of the U.S. Department of Education.

Unable to tour different college campuses to get a sense of how each one differs.

Many first generation students only apply to one school because they haven't had the chance to tour others and get a sense of what is available to them. These days, however, that doesn't have to be a barrier. Organizations like YouVisit and CampusTours provide virtual online tours of thousands of campuses across the country.

Students from low income families feel overwhelmed by the cost of education and don't know about the plethora of funding options available to them.

In addition to generic scholarships, a wide variety of institutions and organizations offer grants and scholarships specifically for first-generation students. More information about these opportunities is given elsewhere in this guide.

Students worry they'll fall through the cracks at a university and won't know basic facets of college life.

Many colleges now recognize that first generation college students face anxiety when it comes to stepping foot on campus and provide many resources. Examples of these include Dartmouth's First Year Student Enrichment Program and Clemson's FIRST Program.

They don't know where to begin in the process and aren't confident enough to ask for help.

While students should always feel comfortable asking a guidance counselor to help with any questions they may have about the application and acceptance process, there are also myriad resources online to guide them through every step of the process. The ACT standardized test organization offers a very comprehensive, step-by-step resource to help students with every aspect of planning for and attending college.

Who are first generation college students?

Because there is no overarching definition of first generation college students, some institutions and funding organizations may set their own guidelines as to what this term means. As a general rule, a first generation college student comes from a family where neither of their parents/guardians gained a four-year degree. In most cases, students whose parents hold an associate degree or other certification are still classified as first generation students.

What makes them so special?

As universities and colleges across the nation look for ways to create more culturally, socially, and economically diverse student bodies, first generation college students are at the top of their lists. Data has repeatedly shown the economic benefits of a college degree, illuminating the average weekly pay of a high school graduate to be $638, while peers holding a four-year degree take home $1053. First generation college students typically represent learners who are focused, driven,

and motivated to go against the grain - even in the face of uncertainty. They diversify campuses, provide unique voices and opinions in discussion, and become role models for their families and communities - many of whom haven't attended college.

What are some of the hallmarks of first generation students?

In a report on freshman year challenges for first generation college students, authors Ruth A. Darling and Melissa Scandlyn Smith found numerous predominant characteristics of this student population, including:

Many are from socioeconomically disadvantages families

Racial and ethnic minority students make up large percentages of FGS applicants

Females are the majority

Their college entrance exam scores are typically lower than the national average

They lack support from friends and family

To this list, Merrimack College also adds the following hallmarks:

Often feel uncomfortable on a college campus

Aren't as likely to seek support from their professors or peers

Don't get involved in campus initiatives

Attend part-time while working, often commuting rather than living in dorms

They don't connect with peers who aren't first generation students

Why is it so important to support them?

In every generation, leaders emerge. Students who are able to gain a postsecondary education have much

greater opportunities when it comes to better jobs, higher education, and making significant contributions to their communities. Higher education institutions recognize the importance of diversity when it comes to the next generation of leaders and highly value first generation students for their contributions to the student body.

Scholarships for First Generation Students Benjamin and Patricia Allen Scholarship

Awarded by the Iowa State University to first generation business students, this is a renewable scholarship for students who maintain at least a 3.0 GPA.

Dorrance Scholarship Program

The University of Hawaii at Hilo offers this need-based scholarship of $8,000 per year to local students who are the first in their families to attend college.

First Generation Scholarship

Coca-Cola offers this $5,000 renewable scholarship to first generation students who hold a GPA of 3.0 or higher and can provide a personal statement.

First Generations Scholars' Program

University of Colorado at Boulder provides students with up to $2,000 per academic year, provided they take part in the First Generation Program and maintain a 2.0 GPA.

Fontana Transport Inc. Scholars Program

This organization provides scholarships to low income first generation students seeking a four-year degree. Each year the program specifies eligible degrees, so students should review the list for the year they are planning to enroll.

I'm First! Scholarship

Provided by I'm First, this $1,000 renewable scholarship is open to any graduating high school seniors who are the first in their family to attend college.

Newton H. Baker Scholarship

Provided by the Vermont Student Assistance Corporation, this $1,000 scholarship is open to Washington County students who are the first in their family to attend college and can show financial need.

Odyssey Scholarships

Created by the University of Chicago, this program provides scholarships of varied amounts to first generation students whose families make less than $90,000 per year. An additional stipend for the summer between their freshman and sophomore years is also available.

Patty & Melvin Alperin First Generation Scholarship

Provided by the Rhode Island Foundation, first generation students from Rhode Island are eligible for this $1,000 renewable scholarship.

Regents' Scholarship

Texas A&M awards this $5,000 renewable scholarship to first generation students whose families earn less than $40,000 per year.

Government Programs Federal Pell Grant

This program offered via the U.S. Department of education is a need based grant awarded based on a student's (or their family's) income as reported on the FAFSA.

First Generation Matching Grant

The Florida Department of Education offers this matching program for first generation students to receive the same amount of funds they are able to contribute for their educations.

TRIO Programs

Awarded via the Office of Postsecondary Education, TRIO funding exists to support low income and first generation students in higher education.

Federal Student Aid allows students to work part-time while in college, earning money as part of their FAFSA award package.

.

Gather Federal Tax Returns

Months Leading into Senior Year

Senior year is filled with extra responsibilities as students focus on finishing strong while also looking ahead to college. First generation students may also have additional responsibilities relating to family and work. The summer is a great time to do some college planning by researching schools, taking virtual tours and visiting when possible. It's also a great time to take a career quiz - such as the one provided by Washington's Workforce Training & Education Coordinating Board - to get a sense of possible majors.

October: Submit the FAFSA®

The Free Application for Federal Student Aid determines a student's eligibility for financial aid and can be completed any time after October 1st. Student will include financial information about their family or themselves if they qualify as an independent adult. Many first-generation students qualify for both Pell Grants and work-study funding, providing money that doesn't have to be repaid. Students should fill out the FAFSA as early as possible since many schools award federal aid on a first-come, first-serve basis.

Senior year

Find schools that value and support first generation college students

Seek support when it comes to studying for and taking the ACT or SAT

Write your college essay, then ask trusted advisors to read it and provide comments for improvement

Locate teachers who can write insightful letters of recommendation

Make sure you're ready to fill out the FAFSA on October 1

Finish strong: get all of your documents in on time and ace your final exams during senior year

Review acceptance letters, think about financial aid, and commit to a school

Freshman year of college

Work during the summer to save money for college

Get to know your academic advisor and trust them for guidance

Join academic or social clubs based around your interests to build a support system

Join a first generation college student group, such as the one offered at Brown University

Remember: you are meant to be there. You've worked hard, made the grades, and been accepted. Feel empowered as a college student. Know that hard times may come, but friends and academic staff will be there to support you.

Based in New York, this nonprofit helps economically disadvantaged FGCS reach their potential through mentor programs and career development.

CS provides SAT tutoring and mentorship to low income students, including those who are the first in their families to attend college.

First Generation Foundation

FGF works with first generation students, connecting them to higher education institutions that are invested in serving this group of learners.

First Generation Students

This organization provides a wealth of resources to help first generation students navigate all aspects of college, ranging from planning for higher education to finding a job after school.

This program is a collaboration of multiple social, civil, and immigration rights organizations and is focused on helping first generation college students who are interested in the field of social justice.

Students who want to gain insider knowledge can use First in the Family to hear first-hand stories from FGCS who have found success in higher education.

This educational film tells the story of first generation college students, both sharing their difficult paths while also showing that it can be done.

Created in 2013, this organization helps students find schools focused on serving first generation stories, shares success stories of FGCS graduates, and provides a range of helpful resources.

Regional Organizations Supporting FGCS

This website provides a comprehensive list of local nonprofits providing support for this population of students.

This organization provide leadership development and college access to students traditionally not found on college campuses en masse, including first generation students. The group partners with schools to award four-year full rides.

B.A. in History and Political Science (Honours) from University of Toronto, M.A. in History from Western University, M.I.S. from University of Toronto

Seek out supportive peers who share your goals. I had an excellent experience as a student journalist working on several campus newspapers and leading the History Student Association. If you are concerned about papers or academic performance, take advantage of office hours to ask questions. The vast majority of students fail to ask questions and seek assistance to improve their studies.

B.S. in International Business from University of Rhode Island

The road was long and hard, but worth it. I completed the entire process, from SAT sign-ups to moving myself in, alone. It was overwhelming and stressful and at the time I didn't know of any programs to help with the process. My high school guidance counselor discouraged me from aiming too high. My tip is to find a college access program like Higher Edge to have someone to guide you through the process, and to believe in you along the way. The biggest surprise about the application process was searching and applying for financial aid opportunities. I feel the process was designed for people who had all their ducks in a row, for families who have financial statements and for applicants whose parents are involved.

What makes first generation college students so special, and what are some of their hallmarks?

In recent years, first generation college students across the U.S. have started to build awareness and community around their unique identity, challenges, and the positive impact they are having on their colleges and the world. At Ivy League and public colleges alike, student-led affinity groups and events, like the first annual Inter-Ivy First Generation Student Network Conference held at Brown University last year. Through these communities, first generation students are strengthening their support for each other and their chances for success, as well as breaking down the barriers to college admission and success for future generations.

How can first generation college students best overcome the unique challenges they face?

Traditionally, first-generation college applicants have overcome these challenges by taking advantage of resources at their school and within their community. Most high schools have at least one college counselor and some offer free workshops on application and essay prep; others even host SAT classes or clubs to give students free or low cost ways to prepare for the tests. Unfortunately, and despite their best efforts, most public high schools just don't have enough college counselors or resources to help the millions of students, first generation or not, who need help preparing for college.

# data[].attributes.attachment_link.title
First Generation College Students | Scholarships & Advice

# data[].attributes.attachment_link.description
Was this page helpful? Feeling guilt about having access to a form of upward mobility that parents never got to experience. Recognize that parents want to see their children succeed and do well in life. While it may add temporary financial pressure, college is a means to a good end and better job prospects.

# data[].attributes.headline
Getting Ready for College: What ELL Students Need to Know

# data[].attributes.subject
Getting Ready for College: What ELL Students Need to Know

# data[].attributes.attachment_link.readable_text
Note: This article is Part 1 of a two-part series. Creating a College-Going Culture for English Language Learners follows this article.
We have to tell students that they can achieve and they can overcome language barriers, and then help them start thinking about and preparing for college very early. Being hopeful and bringing a positive message goes a long way. The most important thing is to believe that students can achieve, and to reinforce what is possible instead of what isn't.
- Dr. Frances Contreras

For English language learners (ELLs), the challenges of applying to college can be overwhelming. One of Colorín Colorado's advisors, Christine Rowland, tells this story about a student of hers in Getting ELLs on the College Track:

I had a student my first year of teaching named Joanna. She was a hallway walker. She would cut class two or three times a week. She was a nice kid and would do good work when she was there, but she cut a lot. After about a year and half she decided to get her act together, but it took her five years or so to graduate. In her senior year, I started working with her on getting into a college. She wanted to be a doctor, but her average was very low, and there was no way she could get into a program that would lead to medical school. I suggested that she try to get into nursing. She really wanted to get into a four-year nursing program. I tried to convince her to apply to two-year programs, because I didn't think she would get into a four-year program, but she had it in her mind that she wanted a degree. I always encourage my students to apply to their dream school, along with other schools, and, of course, she was rejected. I've never seen a student so upset by a rejection. Floods of tears, just devastated. She didn't get accepted to any of the four-year colleges - I'm not sure that she even got accepted to the two-year nursing program either. I started talking with her about community college again. I explained that she would have to work hard for two years, and if she continued to work and didn't lose heart or hope, she might be able to go somewhere from there. Then, in May, we got an emergency call from a private, four-year university in New York. They were starting a new bilingual nursing program and were desperate for students. That late in the year, most candidates were already committed to other schools. It was unbelievable timing. We wrote glowing reports of Joanna, and she got accepted into their four-year program. About a year later, she appeared in a Spanish-language supplement in the Daily News. There was a full-page picture of her, a write-up on the program and of her, talking about how she came back to school and what a stellar student she was. It was really great.

Fortunately for Joanna, once she had decided that she wanted to go to college, an opportunity presented itself, and a group of teachers was able to help her through the process. For many students, however, the opportunity to go to college or to find the right support system never presents itself - particularly for English language learners.

Nevertheless, ELL teachers can play a critical role in helping students prepare for and go through the college application process. This article will offer a brief outline of tips and resources for ELL teachers who would like to help prepare their students for college. Remember that high school counselors and college admissions counselors/advisors have much more detailed information and will know of programs and admissions requirements for institutions in your local area. I encourage you to build partnerships with your school's guidance counselors so that you can determine how best to support each other and your students.

Getting Started

ELLs and Higher Education

The challenge of helping ELLs get on the path to college is one that many educators are already familiar with; given current demographic trends, however, it is a challenge that more and more schools around the country will face as the nation continues to diversify. For example, the Pew Research Center projects that "the Latino population, already the nation's largest minority group, will triple in size and will account for most of the nation's population growth from 2005 through 2050. Hispanics will make up 29% of the U.S. population in 2050, compared with 14% in 2005." ¹

In addition, the Western Interstate Commission for Higher Education projects that between 2004-05 and 2014-15, the nation's public high schools will produce:

Almost 207,000 more Hispanic graduates (an increase of 54 %)

Nearly 46,000 more Asian/Pacific Islander graduates (an increase of 32 %)

About 12,000 more Black, non-Hispanic graduates (an increase of 3 %)

About 2,000 more American Indian/Alaska Native graduates (an increase of 7 %)

Nearly 197,000 fewer White, non-Hispanic graduates (a decline of 11 %).²

It's also important to keep in mind that many ELLs may:

be the first person in their family to attend college

attend college part-time so that they can earn money to support their family

take an "un-traditional path" and take longer to finish their degree

Note: For more information on trends of Latinos undergraduate students, take a look at the Excelencia in Education website.
The First Steps

Given these trends, it's not surprising that many ELLs don't know where to begin the college application process, and that many ELL teachers are wondering how to help their students get to college. While ELL teachers can't do it alone, they can provide invaluable support once they realize what their students most need.

Early in my ESL teaching career, I was fortunate to be named the coordinator of an after-school program designed to increase the academic achievement of ELLs. The students met every day and received help learning English and completing homework assignments. I got to know the students very well and became familiar with their academic progress, as well as their hopes and dreams. I realized many of the students had no idea how to begin to apply for college, and many didn't think they would qualify nor have enough money. Their parents, with their limited English and unfamiliarity with the U.S. educational system, often didn't know how to help them either. I designed a requirement in my program that all juniors and seniors attend my "field trips" to local colleges.

We visited a community college, a public university, and a private college. The students began to understand their options and the differences between different types of higher learning institutions. My favorite memory was of one my students who assured me that she would not be attending college. She claimed she wasn't that interested, and that it wasn't a possibility for her. At the end of one of our college tours, I watched in amazement as she skipped down the marble stairs and shouted, "Miss Kristina! I'm going to college! I understood everything they said in there!"

It was then that I realized how little my students knew about going to college, the requirements needed to apply, and the steps to get there. Once I figured that out, though, I was able to think about what information and support they most needed, and role I could play in helping them get that information and support. What my students needed may be different than what your students needed, so it's important to get a sense of where they're at in their attitudes and perceptions about college, and then start from there.

The Role of the ELL Teacher

One of the first things to consider is what your role will be throughout the process of helping your students get on the path to higher education. It will probably be a little bit guidance counselor, a little bit editor, and a little bit cheerleader. As an ELL teacher, you may know your students and their strengths better than other teachers in the building; as such, you can be an advocate for them as well. You can also help students in these areas:

Having high expectations: As Dr. Frances Contreras discusses in her interview with Colorin Colorado, teachers can make a tremendous difference (whether it's positive or negative) for students, especially when it comes to encouraging or discouraging their students' pursuit of future goals. In her recent interview with Colorin Colorado, Dr. Contreras describes how educators' expectations can affect students:

For some Latino students, community college may be the best option, but for some other students, they may in fact be ready for a four-year institution and then never get the chance to apply because they only received information about community colleges from their guidance counselors ... Right now we're so focused on making sure kids don't drop out of high school that we are not looking beyond high school graduation - everything stops after high school. We aren't pushing kids to think about college enrollment early, because a high school diploma has become the end goal. College has to be the message as early as possible - otherwise these Latino youth will not likely consider higher education to be an option for themselves.

Dr. Contreras, who holds a Master's Degree from Harvard and a Ph.D. from Stanford University, mentions that she also faced the same kind of obstacle in high school - even as a stellar student who had demonstrated strong leadership skills and had been accepted to many of the University of California's campuses, her guidance counselor encouraged her to look for something closer to home because she didn't seem "ready" to attend a four-year university. While ELLs should consider the different alternatives that best fit their needs, it's important that the students all have access to the same information as their peers, and that ELL teachers make sure that their students are receiving that information.

Understanding what colleges are looking for: It's important to explain to students what colleges are looking for, the different elements of a college application process, and how much weight each element carries. Colleges ask for scores from the SAT or ACT (verbal and math only), high school GPA, class rank, senior schedule, college essay, teacher/counselor recommendations, and involvement or leadership in school clubs, sports, or community organizations. Admission officers look closely at course selection during high school and hope to see that students have taken advantage of curricular opportunities. Some consideration will be given to the rigor of courses and the extent of improvement over the four years; the emphasis on extracurricular contributions is generally on quality, not quantity. ELL teachers can show students how to keep records of their activities and accomplishments so that they can compile that information easily once they start filling out their college applications.

Understanding the differences between kinds of institutions: ELLs may not be familiar with the difference between two-year community colleges and four-year colleges or universities, as well as the difference between public and private schools. Depending on their financial situation, family structure, and academic success, they may consider one kind of school rather than another. Many community colleges offer Instant Admission days where students simply show their high school transcript and can get an immediate answer about acceptance. Maintaining good grades at a community college for two years can open the door to a four-year college, but it's important that students find mentors at the community college who will be able to help them navigate through that transition process once they are ready.

Writing student essays: ELL teachers can help students think about strong topics for their student essays. One common recommendation is that students reflect on the challenges they have faced in their personal or academic life in their essay. This may also be the only place where students can explain low grades or test scores.

Choosing a course of study: Students may not be ready to choose a major when they enter college, and they need to know that that's ok! It is quite common for students not to declare a major when they matriculate; as they take general education classes and electives they will get a better idea of what they are good at and what they would enjoy doing as a career. Work with your high school counselors to give ELLs interest inventories so they can get an idea of possible fields of study that will be a good fit once they get to college.

Choosing where to apply: Teachers will need to encourage ELLs to apply to more than one college unless students are applying for early decision. Many guidance counselors recommend that students apply for at least one 'reach' school, one 'right there' schools, and one 'safe' school. Students can lose a lot of self-confidence when applying to schools, so teachers will want to support them while remaining honest with them so not to set false hopes. Along with rooting for them, teachers will find it helpful to encourage students to stay on a timetable so they can get their applications in on time, if not early.

Academic Preparation

Coursework

It is very important that ELLs enroll in demanding courses that will prepare them to attend college. High school counselors need to work closely with ELL students to develop an educational course plan to ensure that students meet the requirements for college admission. Teachers of ELLs can collaborate with counselors to make sure that students and their families understand this process and its importance. Some ELLs may enroll in high school with minimal English language skills, and it may take five years to complete all the necessary requirements because of the time needed to learn English. These students especially need a detailed course plan to make sure they have the correct number of math, science, and language arts classes required for college acceptance.

Another area of concern has been the two-year language requirement of some colleges. For many ELLs this isn't feasible; however, some high schools and colleges may count ESL classes or native language proficiency towards these requirements. Check with your school's guidance counselor in order to learn which requirements apply to your students.

Teachers should also work closely with counselors to identify ELLs who have the necessary academic skills to be successful in advanced coursework and make sure they have opportunities to register for honors classes, AP classes, or college credit-bearing classes. Texas schools are encouraging their Spanish-speaking high school students to take the AP Spanish and AP Spanish Literature exams in order to get some college credits. Program coordinators are finding that the accomplishment of passing those exams is having a very positive impact on the students' attitudes about college and their own potential.

Assessments

ELLs will need to pass the state required academic assessments in order to receive a high school degree. Some students may need extra support to pass these exams, and they should be informed of any special classes or programs that will help them to do so. As part of the college application process, ELLs will also need to take college entrance exams such as the ACT or SAT. Counselors need to give students information about the tests and make them aware of what to expect and how the test scores will be used. Although there is a fee for taking these tests, ACT has a Fee Waiver available for students who meet the appropriate criteria.

ELLs will also most likely be required to take an English language exam at the colleges to which they apply. Some of those exames include the TOEFL (Test of English as a Foreign Language) and MELAB (Michigan English Language Assessment Battery). These tests determine students' English language ability and appropriate placement in college courses. Students with less than college-level English language proficiency will most likely be placed in "developmental" courses that count as electives while they develop their college-level academic language skills. Although this is a beneficial experience and will help ensure students' success in college, ELLs need to understand that this may increase the amount of time they spend in college before receiving a degree.

Guiding ELLs and Their Families Through the College Application Process

Applications and Essays

The paperwork involved in applying for college can be overwhelming for any high school student, but it is especially cumbersome for many ELLs. Work with your guidance department to figure out ways that the school can support ELLs during the college application process, such as holding workshops on writing college essays, or having a "College Application Session" in which students are all working on their applications together with a few teachers in the room to answer questions. Otherwise, as one of our advisors shared, you might be called upon to answer the same questions numerous times throughout the college application season!

Helpful information to cover in a workshop includes:

an overview of the application process

early decision or early admission options (and information on colleges that offer discounts or waive the application fee for applying early and/or online)

Educational Opportunity Programs (EOP), for which low-income or educationally disadvantaged students may qualify

different kinds of college applications and forms (the Common application, Supplemental forms, recommendation forms, etc.)

It may also be helpful to have a separate workshop for parents and students on the financial aid process with information available in parents' native languages.

Recommendation Letters

Another important area that might serve as an effective workshop topic is that of requesting and sending recommendation letters. When students approach teachers and ask for a recommendation, they need to make sure they:

give enough notice to teachers

choose the right teacher to write a recommendation (the person doesn't need to be the teacher who has given the student their highest grades, but rather a teacher who can speak to the student's improvement and persistence, especially a teacher the student has had for multiple years or in their junior year)

know how to correctly address an envelope/where to put stamp

fill out a student profile to give to teachers/counselors to help them write the recommendation.

When writing these letters, teachers have the opportunity to emphasize a student's academic growth over the time they have been in the U.S., and bring to light their positive characteristics, strengths, and successes.

Parent Information

It's also important to bring parents into the application process and make sure they have the information they need to support their children, especially if they are new to this country or don't speak English. Most, if not all high schools, have programs for parents explaining many aspects of the college application process and financial aid. ESL teachers can collaborate with guidance counselors by getting translators for these presentations and translating handouts. For parents who can't attend, materials can be mailed home. Ask parent liaisons or coordinators for guidance so that they can help you determine the most effective ways to communicate with your students' parents.

Support Programs, Financial Aid, and Eligibility

Special Programs

There are many federal programs designed to help first-generation college students and/or those with low economic status to prepare for college. Programs such as Upward Bound, TRIO, and GEAR UP are often available through local colleges and universities. There are also other materials that offer guidance, such as Ten Steps to College with the Greens, a PBS documentary highlighting the steps to college and tips for success at each step. In the Hotlinks you will also find a link to an article about LEAP, a college preparation program for ELLs in the Shakopee school district in Minnesota. A teacher had noticed that some ELLs with high grade point averages weren't making preparations for college and discovered that the students didn't really think going to college was a possibility. The LEAP program identifies these students and offers them the support they need to apply to college.

Financial Aid and the FAFSA

In order to apply for federal aid to supplement college costs, students must fill out a Federal Application for Student Aid (FAFSA) form. Here are some important things to remember:

Filling out the FAFSA is free.

Students must be a U.S. citizen or an eligible non-citizen in order to fill out a FAFSA form.

In order to complete the FAFSA online, both the student and one parent must get a secured login and password, and they must know their parents' social security numbers and have access to their tax returns.

The FAFSA is the federal application for financial aid, but it is also used to apply for aid from other sources, such as a student's school or state. The state deadlines may be different from the federal deadlines, and students may be required to complete additional forms. Make sure students check with their high school guidance counselor or a financial aid administrator about these deadlines, as well as about other state and school sources of student aid.

With three children in college, I can relate to how daunting the FAFSA can be. Some of the questions on the application may seem confusing, such as, "How many people live in your house?" For ELLs that number may change, depending on how many relatives stay with them at any given time, and who is earning what. Check with your high school guidance counselor or a financial aid administrator about how to handle these kinds of questions appropriately.

When the form is completed, the student will receive a report of their Expected Family Contribution (EFC) toward college. This doesn't really mean much until the student applies to college and gets a financial aid estimate. That estimate will show the Estimated Cost of Attendance minus the EFC, which will equal Financial Need (the federal government calculation based on the FAFSA).

The financial need will vary based on the cost of attendance, but the EFC is the same from school to school. ELLs will definitely benefit from close guidance as they complete this form and use it for applying to college. There are many organizations dedicated to helping first-generation and low-income students figure out financial aid programs, so take a look to see what's in your area, or if local colleges and universities have any recommendations of advisors who can work with your school.

Students also need to know exactly what they are eligible for. For example, they may be eligible for Federal programs and assistance including:

State programs will vary; for example, New York State (NYS) has the:

There are also institution programs, such as merit scholarships, need-based grants and scholarships, endowed scholarships, and athletic scholarships. To self-identify for endowments, students should write a letter to their college of choice after researching what is offered online.

Some schools may also require other aid applications such as the CSS Profile, which does have a fee and asks for different kinds of information than the FAFSA, and which various colleges use to determine if students qualify for non-federal financial aid.

Finally, there are numerous organizations dedicated to helping low-income students students find scholarships, such as CollegeScholarship.org. Be aware of scholarship scams. Scholarship search engines and applications should always be FREE.

Organizations dedicated to helping minority students include:

Citizenship

ELLs may assume that they have to be U.S. citizens to attend college. In fact, whether students have legal residency documentation or not, it is still possible to attend college in the United States. Legal U.S. residency status is required for U.S. financial aid, but there are still higher education enrollment options available to students without proper documentation, as well as financial aid options. (See the Dream, Believe, Succeed! guidebook for a list of related scholarships.)There is also legislation, such as the DREAM Act, that supports students who are not U.S. citizens in gaining access to college. This legislation is designed to help students who have been in the country for at least five years and who came to the U.S. at the age of 15 or younger. While the DREAM Act has not been passed on a national level, some states such as California have passed their own version of the DREAM Act, allowing students to pay in-state tuition.

I recommend each student's college application journey be assisted by a professional counselor. This is also important because many states are legislating this issue on behalf of their statewide system, so it's important to find guidance counselors who are familiar with local and statewide systems, as well as their current policies.

Closing Thoughts

While the process of helping ELLs get on the path to college may be daunting, the rewards for you and the student can be invaluable. You may be able to help students in ways you and they had never imagined. ELL teachers have a unique opportunity to make a difference in students' lives by taking some extra time to connect them with the resources that will get them on their way to a brighter future. Every journey begins with a single step, and you might be just the person who can help your students make that first step happen.
Dream, Believe, Succeed! A College Planning Handbook for English Language Learners
While some of the information from this guide is specific to New York City and State, there are great overviews of the college application process and considerations for ELLs and immigrant students. There is also a list of scholarships for undocumented students under the section on "Paying for College."
Hispanic College Fund
The Hispanic College Fund works to provide Hispanic high school and college students with the vision, resources and mentorship needed to become community leaders and achieve successful careers in business, science, technology, engineering, and math. Their programs include scholarship competitions, a youth symposium, an online career network, and a leadership and professional internship and placement program.
Excelencia in Education
Excelencia in Education disseminates information on effective higher education practices for Latinos, assesses the impact of institutional policies on Latino achievement, and coordinates an action network for stakeholders.
Colorín Colorado: Getting ELLs on the College Track
Interview with Colorín Colorado advisor, Christine Rowland, about the ways she helps her ELL students through the college application process.
Colorín Colorado: Providing the Right Learning Opportunities for Latino Student Success
Interview with Dr. Frances Contreras about her research on Latino students and educational opportunities.
PBS: Ten Steps to College with the Greens
A PBS documentary that follows the Greens as they prepare for college. Each segment describes the step and has a video clip to accompany the information.
Go College Website
Full-service site offering college searching, financial aid information, and more.
E-Campus Tours
Free virtual campus tours of colleges and universities.
Common Application
The Common Application provides an admission application - online and in print - that students may submit to any of their 346 members. The process can allow students to spend less time on applying for admission.
Illinois DREAM Act Information
A summary of statewide legislation makeing Illinois the first state in the country to create a private scholarship fund for undocumented youth. It also eases the path to higher education for undocumented youth, 65% of whom come from households that earn 200% under the poverty line.
United We Dream
United We Dream is the largest immigrant youth-led organization in the nation, a nonpartisan network made up of 52 affiliate organizations in 25 states.
NPR: Students Recall College Life as Undocumented Immigrants
Listen to an excerpt from "Undocumented Undergrads" and an interview with the editor, Kent Wong.
Minneapolis-St. Paul Star Tribune Article on LEAP Program
Describes the Shakopee school district's LEAP program designed to help ELLs get ready for college.
U.S. Department of Education: Financial Aid Website
U.S. Department of Education's Financial Aid homepage.
Student Aid on the Web
An online portal from the U.S. Department of Education offering information on student financial aid. Information in Spanish is also available.
Free Application for Federal Student Aid (FAFSA)
The official website for the federal financial aid application. This is a free online application to determine the family's expected contribution toward college.
FAFSA Pin Website
Get a PIN to sign your FAFSA electronically and conduct other online business with the U.S. Department of Education.

The SmartStudent guide to financial aid college scholarships, and student loans.
FastWeb Scholarship Search
Fastweb lists more than 600,000 scholarships for students to search for free.
College Scholarships Website
Online database listing college scholarships by state, student profile, degree, etc.
NYS Higher Education Services Corporation
Information on New York State financial aid programs, tips for choosing a school, career planning guides, and more.

# data[].attributes.attachment_link.title
Getting Ready for College: What ELL Students Need to Know

# data[].attributes.attachment_link.description
Note: This article is Part 1 of a two-part series. Creating a College-Going Culture for English Language Learners follows this article. We have to tell students that they can achieve and they can overcome language barriers, and then help them start thinking about and preparing for college very early.

# data[].attributes.headline
SAT / ACT Prep Online Guides and TipsACT Prep for ESL and Bilingual Students

# data[].attributes.subject
SAT / ACT Prep Online Guides and TipsACT Prep for ESL and Bilingual Students

# data[].attributes.attachment_link.readable_text
Unless a 4 year college has a test flexible policy, it requires the ACT or SAT from all its applicants. Since the ACT is meant to measure your academic skills for college classes that will be taught in English, there's no option for ACT dual language or ACT instructions in another language.

ESL and bilingual students have to take the ACT for many colleges. In a lot of cases, they have to take the TOEFL or IELTS, as well, to demonstrate their English language proficiency. The ACT is a tough test for all students, and its time and verbal demands make it especially challenging for English language learners.

Luckily, prepping for the ACT, once you have sufficient English language skills, can go a long way toward improving your scores. Let's go over what the ACT is all about and what you can do to get ready.

What's Tested on the ACT?

If you're looking for an ACT ESL or ACT in Spanish version, unfortunately you're out of luck. There's no option for ACT dual language for bilingual students. Having limited English proficiency doesn't count as a reason to get extended time, either. Only students with a documented disability may be approved for time accommodations.

The ACT has four sections, all of them in English: English, Math, Reading, and Science. They always come in that order. There's also the option of taking the ACT with Writing, which adds a 30 minute essay at the end.

A lot of non-native English speakers prefer the ACT to the SAT for a few reasons. One is that the essay is not required and not a part of the overall score, unlike on the current SAT. A second reason is that the ACT doesn't test as advanced, high level vocabulary as the SAT. Finally, a lot of students appreciate that the ACT has a Science section, which is more quantitative and less heavy on verbal skills.

The English section tests your knowledge of grammar rules and structure. You'll have to identify and fix sentence errors within paragraphs, along with rearranging ideas for a more logical organization. The Math tests pre-algebra, algebra, geometry, and trigonometry and comes in one long 60 minute section.

After Math is the Reading section. Reading presents passages and asks questions about main purpose, vocabulary, and inferences, among others. Finally, the Science section asks about biology, chemistry, physics, and earth sciences, but focuses less on facts and more on reasoning and interpretation skills within the field of natural sciences.

It doesn't test very advanced content knowledge, so you may have all the scientific background you need by 9th or 10th grade. Because of the Science section's emphasis on skills of interpretation and reasoning, it's sometimes likened to the Reading section even more than to the Math. Even so, a lot of ESL students find they can score more highly on the Math and Science sections.

The ACT is a time intensive, fast-paced test. You'll have to answer a lot of questions under limited time. this means you also have to have the language skills to answer questions accurately and quickly.

The good news is that the test is very coachable, and preparation goes a long way. Before starting to prep, you should ask yourself, What's my English level? Am I ready to start prepping for the ACT?
First step: measure your ESL level.
What's Your English Level?

What would you consider your level of English to be, beginner, intermediate, or advanced? Apart from your level in your classes at school, another way to measure your English skills is by taking the TOEFL.

Many ACT experts agree that you aren't ready to start prepping for the ACT until you've scored between an 80 and 90 on the TOEFL. The minimum TOEFL score I've seen colleges require is a 79, while an Ivy League school like Yale requires at least 100.

While ACT prep is essential and can help you achieve large score improvements, you have to have enough knowledge of the language to prep effectively. Let's look at what you can do to prepare yourself at each of these three levels. If you're High Beginner or High Intermediate, you can take advice from both sections and determine which approach best applies to you.

ACT Prep for Beginner English Language Learners

If you're in beginner level ESL, then you're probably not ready quite yet to start prepping for the ACT or to go directly into college level courses. You should focus on improving your English language reading, writing, listening, and speaking.

You can begin to familiarize yourself with what's tested on the ACT, and that way you can make sure to learn relevant information, like math terms and grammar rules. Overall, the best approach you can take at this level is to continue learning English.

If you're already a senior in high school, you might consider an ESL bridge program. A lot of colleges, like UMass Boston, University of New Hampshire, and Roger Williams, offer programs for ESL students to study English before moving into the undergraduate program.

Another option is enrolling in community college, which may require the TOEFL but won't ask for the ACT. You can keep improving your English there and gaining college credits. When you're ready, you can then transfer to a 4-year college. In the end, your diploma will be from the 4-year college.

As a beginner ESL student, you should contine building up your vocabulary, reading comprehension, writing skills, and knowledge of English idioms. Once you approach the intermediate and high intermediate level, you can begin to do more focused prep for the ACT.
Start early to give your skills time to grow.
ACT Prep for Intermediate English Language Learners

If you're an intermediate ELL, then you could benefit from some ACT prep, but still will have challenges with English, Reading, and, if you choose to take it, essay section. If you want a more precise measure of your readiness, you might take the TOEFL or try sample TOEFL questions to see if you make that benchmark of 80 to 90.

The first step in prep should be familiarizing yourself with exactly what's tested on the ACT. What do you need to know for the English, Math, Reading, and Science sections? Find out about the types of questions, what the instructions say, and how much time you have. Eventually, learn about strategies to save time and narrow down your answer choices.

As I mentioned above, ESL students typically score higher on the Math and Science sections than on the English and Reading. For these sections, you want to make sure you've learned the content, like geometry and trigonometry, as well as brush up on your math and science vocabulary. You may be a whiz at trigonometry, but if you don't understand what a question is asking, you won't be able to show it.

Native and non-native English speakers prepping for the ACT should focus their prep on the areas where they need it most. If reading comprehension and essay writing are most challenging for you, then spend the most amount of time reviewing, practicing, and going over your mistakes in those sections. For the English section, study grammar rules and read as much as you can with an eye for structure and organization of ideas.

Another way you can root out your strong areas and weak points is by taking official ACT practice tests. Score them and find out where you did well and where you need to improve.

Most intermediate students will still have a tough time scoring highly on the ACT, as it really requires advanced English skills. Your prep can help you improve both your performance on the ACT and your English at the same time. While you prep, though, you want to make sure you're using the most effective method. Let's consider the options.
Choose the method of test prep that will best get you from Point A to Point B.
Methods of ACT Prep for Intermediate Students

There are a few main methods of prep for the ACT: self-studying with books, classes, online prep programs like PrepScholar, and one-on-one tutoring. Of these four methods, I would only recommend the last two for intermediate ESL students, online programs and one-on-one tutoring.

The ACT is a challenging test, and coming up with and sticking to a study plan is tough as well. With books, you don't know if you're tackling the material in the best way. You also will probably run into confusion and not have anyone to help clear it up. A major part of test prep is reading through answer explanations and analyzing your mistakes. If you're unsure why you made a mistake, then you won't learn for next time. Instead, you'll repeat it over and over.

The problem with classes is that few are geared toward ESL students. They move at too fast a pace and don't offer a ton of individualized attention. A class could end up discouraging you more than it teaches you.

With online programs and one-on-one tutoring, you have the help and explanations you need. PrepScholar's program starts with a diagnostic pre-test, and then customizes the curriculum and study plan to best meet your needs. You'll know exactly how to prep, use high quality material, and have access to lots of strategies. Plus you'll get feedback on ACT essays.

Tutors can also customize curriculum for you. The best ones have experience working with ESL students. The limitation here is the cost of tutoring, the skill of the tutor, and potentially infrequent meetings. With an online program, you can access it anytime you have internet.

Prep takes a lot of time, dedication, and structure to do well. If possible, you should start a year or two out and leave yourself time to take the ACT more than once.

Finally, this brings us to ESL students who are in the advanced level and/or fluent. How should advanced ESL students prep for the ACT?

ACT Prep for Advanced English Language Learners

The ACT is a demanding test for native and non-native speakers of English. Advanced ESL students sometimes have an advantage over native English speakers, because they usually explicity study the grammar rules and conventions of English. If this sounds like you, this technical understanding can help you out a lot on the English section.

As an advanced student, you should start by learning about the ACT and then taking a practice test. Score your test and find out where you need the most prep. Take the time to thoroughly understand your mistakes and find ways to fill in your gaps in knowledge.

While you shouldn't leave out studying for the Math and Science sections, you probably want to focus especially on English and Reading. Outside of using ACT materials, you should read widely to continuously improve your reading comprehension and ability to understand the meaning of vocabulary words in context. ACT Word of the Day and ACT Question of the Day are also a convenient way to gradually build up your knowledge.

Advanced ESL students may benefit more than intermediate students from self-studying with books and in classes, but I'd still recommend online programs or tutoring to have that extra element of support. Not only will these last two options offer you help, feedback, and a customized plan, but you'll also get, at least with PrepScholar, feedback on practice essays. ACT essay scorers are looking for as few errors as possible in grammar, structure, and spelling.

If you score highly enough on the Reading and English sections, then your colleges might waive the TOEFL requirement. For instance, Johns Hopkins waives the TOEFL if you achieve the high ACT bilingual scores of 30+ on both sections. Check with admissions offices to make sure you understand exactly what tests are expected of you as an ESL student, even if you're already fluent and took only one ESL course in high school.

Determine your target ACT scores early and start reviewing content and learning new strategies. Read on for a possible game plan for your study schedule.

Make a Plan for Your ACT Prep

Consider how much time you have and your budget for test prep, along with what method works best with your study style. I recommend finding that extra support, if financially possible, that comes with an online program or a qualified, experienced tutor. The extra help and explanations you'll get will be a huge help in improving your scores.

Based on your English level and potential colleges, you can figure out your target scores by section and composite score. Weigh the amount of time you have against the available test dates. Remember that the fall of senior year is probably your last chance to test ahead of college deadlines.

To give yourself a lot of time to prep and retest, you could take the ACT for the first time in the spring of sophomore year after studying a few hours each week throughout the year. Unless you're satisifed with your scores, you could study more intensively over the summer and take it again in the fall of junior year.

Then you might have about two more chances to test, in the spring of junior year and fall of senior year. There are more test dates in between, but you shouldn't have to take the official ACT many more times than this. You'd be better served putting your time into studying and taking practice tests.

This schedule might be too early if you haven't learned the algebra, geometry, trigonometry, or lab skills yet to tackle the Math and Science sections. Again, familiarize yourself with the test to know if you have the content knowledge to understand the material.

All of this prep for the ACT will help you not just earn the test scores you need for college, but also further sharpen your English language and study skills. All of this will help you succeed once you reach the college level.

What's Next?

We have a ton of free resources for ACT prep and strategies for students at all scoring levels. Check out these guides and explore the many more articles we have to help you excel on the ACT!

# data[].attributes.attachment_link.description
Unless a 4 year college has a test flexible policy, it requires the ACT or SAT from all its applicants. Since the ACT is meant to measure your academic skills for college classes that will be taught in English, there's no option for ACT dual language or ACT instructions in another language.

# data[].attributes.attachment_link.description
Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

# data[].attributes.attachment_link.readable_text
Join English Learner Portal's colleague, Laura Gardner (Founder, Immigrant Connections), for a conversation about how to best welcome and support new unaccompanied youth in our schools.

In this webinar, Laura will:

discuss who unaccompanied immigrant youth are; and

share a few strategies to get you started in planning for their arrival.

This webinar is appropriate for teachers, school counselors, school social workers, psychologists, parent liaisons, school/district administrators...anyone who is invested in the success of our students!
Recorded May 26, 2021

# data[].attributes.attachment_link.title
Supporting Unaccompanied Students - Webinar with Laura Gardner

# data[].attributes.attachment_link.description
Join English Learner Portal's colleague, Laura Gardner (Founder, Immigrant Connections), for a conversation about how to best welcome and support new unaccompanied youth in our schools. In this webinar, Laura will: discuss who unaccompanied immigrant youth are; and share a few strategies to get you started in planning for their arrival.

# data[].attributes.body
Creating a College-Going Culture in the Latino Community

# data[].attributes.attachment_link.readable_text
Engage in real time with experts on key issues, challenges, and solutions related to education, health, and justice. Register for our upcoming webinars and browse our webinar archives.

# data[].attributes.attachment_link.title
Creating a College-Going Culture in the Latino Community

# data[].attributes.attachment_link.description
How can the Latino community foster and embrace a college-going culture? Join education leaders as they discuss ways to overcome the barriers that deter many Latinos from earning a college degree.

# data[].attributes.body
Oportunidades de financiamiento para estudiantes indocumentados: La Ley de Sueño

# data[].attributes.attachment_link.title
Oportunidades de financiamiento para estudiantes indocumentados: La Ley de Sueño

# data[].attributes.attachment_link.title
ENL/Bilingual Programs / L.I. RBERN Newsletter

# data[].attributes.attachment_link.readable_text
Join English Learner Portal's colleague, Laura Gardner (Founder, Immigrant Connections), for a conversation about how to best welcome and support new unaccompanied youth in our schools.

In this webinar, Laura will:

discuss who unaccompanied immigrant youth are; and

share a few strategies to get you started in planning for their arrival.

This webinar is appropriate for teachers, school counselors, school social workers, psychologists, parent liaisons, school/district administrators...anyone who is invested in the success of our students!
Recorded May 26, 2021

# data[].attributes.attachment_link.title
Supporting Unaccompanied Students - Webinar with Laura Gardner

# data[].attributes.attachment_link.description
Join English Learner Portal's colleague, Laura Gardner (Founder, Immigrant Connections), for a conversation about how to best welcome and support new unaccompanied youth in our schools. In this webinar, Laura will: discuss who unaccompanied immigrant youth are; and share a few strategies to get you started in planning for their arrival.

# data[].attributes.attachment_link.readable_text
PAST EVENTS

Planting the Seeds of Proficiency in Elementary and Middle School
In this workshop, you will learn activities that provide a supportive context for risk-taking, build community, focus on authentic communication and follow language proficiency guidelines.
Thursday / November 12 / 7:00PM - 8:00PM
Presenter: Joshua Cabral, Brookwood School, Manchester, MA
View webinar recording

Two Part Series that provides information to Parents of ELL HS Seniors on the FAFSA and college application process, and financial aid.

English / Gloria M. Ortiz & Maria V. Diaz / Resource Specialists / NYS Language RBERN / NYU
Haitian Creole / Nicole B. Rosefort / Resource Specialist / NYS Language RBERN / NYU
Russian / Marina Vinitskaya / Resource Specialist / NYS Language RBERN / NYU
Spanish / Yolanda Delgado-Villao & Clotilde Santana-Eccardi / Resource Specialists / NYS Language RBERN / NYU

#AuthRes 101: Finding & Embedding Authentic Resources in the World Language Classroom 2.0
In this webinar, the presenter will walk you through the steps for finding and integrating authentic resources into instruction, designing meaningful interpretive assessments, and finding practical resources already created online.
Tuesday / December 8 / 7:00PM - 8:00PM
Presenter: Michelle Walpole, Penfield High School , Penfield, NY
View the webinar

A Two-Part series for Dual Language and Bilingual Teachers in Grades K-5 (Arabic, Chinese, English, Haitian Creole, and Russian)

ANCHOR STANDARD 1: PURPOSEFUL COMMUNICATION THROUGH LANGUAGE FUNCTIONS
A NYSAFLT collaboration with the NYS Language RBERN
Explore how leading with key communicative functions embedded in the new checkpoint performance indicators for the proposed NYS World Language Standards 1, 2 and 3 can simplify your planning.
Presenters: Bill Heller, SUNY Geneseo, and Joanne O'Toole, SUNY Oswego Audience: World Language Teachers
Thursday / January 14, 2021 / 4PM - 5PM

View the webinar

: Nancy Cloud, Ed.D. Implementing Instructional Units of Study with a Range of Texts (GR 6-12) PART 1
Advancing ELL Language Proficiency, Building Academic Vocabulary, Promoting Strong Reading Comprehension, in Middle School and High School
Saturday / January 23, 2021 / 9AM - 12PM
Presenter
See presentation and videos of session

Collaboration with the Pushkin Society in America RoadMap to College for ELL Parents of ELL HS Seniors

Provides information to Parents of HS ELLs on the HS requirements for graduation, the FAFSA and college application process. Russian & English

Anchor Standard 2: Accessing Culture through Language Functions
A NYSAFLT collaboration with the NYS Language RBERN
"Use the language to..." are the words that both introduce Anchor Standard 2, Culture, and define the relationship between language and culture embedded in the revised New York State Standards. Examine how joining the key language functions with content from authentic resources provides a cultural context for communicative tasks in any mode. Explore how the performance indicators inform culturally-contextualized target-language task design at each proficiency checkpoint.
Audience: World Language Teachers
Thursday / February 25, 2021 / 4:00PM - 5:00PM
Presenters: Bill Heller, SUNY Geneseo, Geneseo, NY and Joanne O'Toole, SUNY Oswego, Oswego, NY

See the flyer
PowerPoint Presentation
Eligible Immigration Statuses for the NYS Dream Act
Need help applying for the New York State Dream Act?

PowerPoint Presentation
Eligible Immigration Statuses for the NYS Dream Act
Need help applying for the New York State Dream Act?
Day 1: The goal of the session is to deepen the participants' ability to enhance Expanding ELL students' degree of response to complex text in writing. Participants will explore various approaches to vocabulary and language use, model analyzing and interpreting textual excerpts, and use scaffolds to break down the process for responding to complex texts in writing. : Liz Locatelli, Ed.D. Enhancing Teacher Pedagogy to Support Transitioning and Expanding ELLs Responding to Complex Text - 3 Part Series - GRADES 9 TO 12
Audience: High School Teachers and Administrators
PARTICIPANT CRITERIA : A school team of one supervisor, and two teachers (i.e., 1 AP, 1 ENL Teacher and 1 ELA teacher)
See presentation, video and other resources from session Limited to 60 participants

# data[].attributes.attachment_link.description
Planting the Seeds of Proficiency in Elementary and Middle School In this workshop, you will learn activities that provide a supportive context for risk-taking, build community, focus on authentic communication and follow language proficiency guidelines.

# data[].attributes.attachment_link.provider_name
Long Island Cares | The Harry Chapin Food Bank

# data[].attributes.attachment_link.readable_text
Pop-Up Food Pantries

Recognizing the need for emergency food due to COVID-19, Long Island Cares is committed to operating nd continuing staff coverage at the following temporary food distribution locations.

Temporary Food Distribution Locations

Five Towns Community Center (Grammy's Pantry)
270 Lawrence Ave. (Lawrence)
Mon. and Weds. 3:00 pm to 6:00 pm
Saturday 9:00 am - Noon

Roosevelt Public Library
27 W. Fulton Ave. (Roosevelt)
Tuesday 10:00 am - 2:00 pm

United Methodist Church
276 Louis Ave. (S. Floral Park)
Weds. and Sat. 10:00 am - 2:00 pm

Presbyterian Church of Valley Stream
130 Central Ave. (Valley Stream)
Saturday 10:00 am - 2:00 pm

# data[].attributes.attachment_link.title
Temporary Food Distribution Locations - Long Island Cares | The Harry Chapin Food Bank

# data[].attributes.attachment_link.description
Pop-Up Food PantriesRecognizing the need for emergency food due to COVID-19, Long Island Cares is committed to operating nd continuing staff coverage at the following temporary food distribution locations. Temporary Food Distribution Locations Five Towns Community Center (Grammy's Pantry) 270 Lawrence Ave. (Lawrence) Mon. and Weds. 3:00 pm to 6:00 pm Saturday...

# data[].attributes.attachment_link.description
To develop our programs, we identified the key areas where there's the most need. Our programs rely on active participation from our partners, supporters.

# data[].attributes.attachment_link.title
Educator Center Overview - Microsoft Learn Educator Center

# data[].attributes.attachment_link.description
Microsoft Learn for Educators takes the best of Microsoft Learn online learning paths and helps you to bring instructor-led training materials from Microsoft into your courses. This program provides members with access to Microsoft ready-to-teach curriculum and teaching materials aligned to industry-recognized Microsoft Certifications.

# data[].attributes.attachment_link.title
The Home Language: An English Language Learner’s Most Valuable Resource

# data[].attributes.attachment_link.description
In this article written for Colorín Colorado, Dr. Fred Genesee discusses the research supporting the importance of a child’s home language. In addition, Dr. Genesee explores the question of why an approach that is well-supported by research has been largely ignored in the era of “research-based” policy.OverviewWebcast: ELLs and ReadingLearn more about using the home language to support ELLs’ reading instruction in our Teaching ELLs to Read webcast featuring Dr. Genesee!The education of English language learners (ELLs) is one of the most important issues facing U.S. educators. ELLs are a large and growing proportion of the school-age population — according to National Center for Educational Statistics, in 2007, about 10.8 million (or 20%) school-aged children in the U.S. spoke a language other than English at home (Planty, Hussar, Snyder, Kena, Kewal Ramani, Kemp, Bianco, & Dinkes, 2009). This situation is not likely to change because ELLs are currently the fastest growing population in U.S. schools (National Center for Education Statistics, 2004), with the number of ELLs expected to increase another 50% by 2025 (Passel & Cohn, 2008).The importance of the issues goes beyond the sheer number of ELLs, however. It has been shown in numerous national studies and surveys that, on average, ELLs under achieve in comparison to their English-speaking peers in academic domains and that the achievement gap tends to increase the higher the grade level (e.g., Fry, 2007; Rumberger, 2007; McNeil et al., 2008). As we consider ways to help ELLs increase their academic achievement, then, it is clear that educators need all the resources at their disposal to meet these challenges.Policy and Home LanguageUntil recently, significant efforts were made to enhance the educational outcomes of ELLs by offering alternative forms of education that incorporate use of ELLs’ home language (Genesee, 1999, for a review). These programs were justified on the grounds that educating ELLs in English only posed a triple threat to their educational success since it would require that they simultaneously:learn academic English to high levels,master challenging academic skills and content taught through English,adopt new social skills that would permit them to integrate with their English-speaking classmates and teachers.However, in recent years, recent political and legislative initiatives that disfavor bilingual education have made these educational options difficult to access, despite evidence of their success (Goldenberg, 2009). Along with these politically-motivated changes, it would appear that educators and policy-makers no longer recognize the native language skills of ELLs as an important educational resource and, indeed, it would even appear that they discredit it having any role in the education of ELLs.What does the research say?At the same time that the role of the home language is diminishing in public education policy, there have been growing political and legislative expectations that educational policies and classroom practices be backed up by scientific, empirical evidence. With respect to ELLs, there is undeniable and growing evidence that the home language of ELLs is of considerable benefit to their overall academic success. There are multiple sources of such evidence. First, recent meta-analyses have shown that educational programs that systematically incorporate use of ELLs’ home language result in levels of academic success, including achievement in literacy and other academic subjects, that are as high as and often better than that of ELLs in English-only programs (Genesee & Lindholm-Leary, in press). In a review of these meta-analyses, Goldenberg (2008) notes “Readers should understand how unusual it is to have five meta-analyses on the same issue conducted by five independent researchers or groups of researchers with diverse perspectives. The fact that they all reached essentially the same conclusion is worth noting. No other area in educational research with which I am familiar can claim five independent meta-analyses based on experimental studies — much less five that converge on the same basic finding.” (p. 15).Second, in a study of ELLs in two-way immersion programs, Lindholm and Aclan (1991) found a significant positive relationship between individual student’s level of bilingual proficiency and their achievement in math and reading in English. Furthermore, the students who were classified as “high bilinguals” were able to attain grade level results by fourth grade in English reading and by third grade in English math.Third, a growing body of evidence from researchers around the world has shown that bilingual children exhibit significant cognitive advantages in comparison to monolingual children (e.g., Bialystok 2006; Chin & Wigglesworth, 2007; Kovaacs & Mehler, 2009). These advantages have been demonstrated in executive control processes related to selective attention and inhibition and monitoring of attention when, for example, children are engaged in problem solving.Fourth, and finally, extensive research, again from around the world, has found that children who are learning to read in a second language are able to transfer many skills and knowledge from their first language to facilitate their acquisition of reading skills in the second language. The best evidence of this comes from studies showing that students with strong reading skills in the home language also have strong reading skills in their second language. Much of this work has been done on ELLs in the U.S. (August & Shanahan, 2006; Riches & Genesee, 2006).What we see in the U.S., then, is a push for research-based policy but the creation of policies that contradict the research. Debate concerning the value of using ELLs’ home language in specially-designed programs, such as two-way immersion, will undoubtedly continue, and so it should since it makes little educational sense to diminish U.S. students’ opportunities to become bilingual in an increasingly globalized community.Back to topHome Language in the ClassroomIn the meantime, teachers and students can’t wait for these policy debates to be settled before deciding how or whether to draw upon ELLs’ home language. The question arises how can schools and teachers, even those who are monolingual, act on evidence that clearly shows the personal, cognitive, linguistic and educational value of using the linguistic resources that ELLs bring to school. There is no simple or single answer to this question, but a number of options are worth exploring that, at the moment, are often overlooked and discounted. Cloud, Genesee, and Hamayan (2009, Chapter 3) offer a number of suggestions:To encourage students to see connections between their languages and, thus, to better understand how languages are structured and organized, talk to ELLs about their home language — ask them:How is the home language the same and how it is different from English?Are there words in the home language that sound the same and mean the same thing in both languages?Are there words in the home language and English that sound the same but mean different things?As part of phonological and metalinguistic awareness exercises to facilitate reading acquisition, ask students:to say words that start with the same sound(s) in English or the L1.how words are changed and formed in the home language — singular and plural forms, present tense and past tense forms of verbs — to enhance their word knowledgewho are new to your class, to read books in their home language to show you what they know about reading.By using the collective skills and knowledge of all students (both ELL and English-L1 students) in the classroom, even a monolingual teacher can tap into these valuable language resources that ELLs have and do so with the confidence that these methods will promote their language development — in English as well as the home language.Back to topEducation for AllA hallmark of public education in the U.S. is respect for and appreciation of the individual skills and backgrounds of students as a foundation for furthering their education. Taking advantage of ELLs’ home language resources is asking no more than the same respect and appreciation for this group of learners. At the same time, parents, teachers, educational leaders in local school districts, and politicians should discuss how best to provide all students in the U.S. with high quality educational programs that promote competence in additional languages. At stake is not only the competitiveness of individual students once they enter the work force but, indeed, the ability of the U.S. itself to compete in an increasingly multilingual and multicultural world.Back to topVideo: Using the Home Language as a ResourceDearborn Public Schools ELD Director Rose Aldubaily discusses the value of using students’ home language as a resource. About the AuthorFred Genesee is Professor in the Psychology Department at McGill University, Montreal. He has conducted extensive research on alternative forms of bilingual and immersion education for language minority and language majority students. His current research interests also include language acquisition in pre-school bilingual children, internationally-adopted children, second language reading acquisition, and the language and academic development of students at-risk in bilingual programs. He is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service and the 2-Way CABE Award of Promoting Bilingualism. Publications include:Genesee, F., Paradis, J., & Crago (Eds.) (2010). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, 2nd Edition. Baltimore, Maryland: Brookes Publishing.Cloud, N., Genesee, F., and Hamayan, E. (2009). Literacy Instruction for English Language Learners: A Teacher’s Guide to Research-Based Practices. Portsmouth, NH: Heinemann.Back to topAcknowledgementsOur policy section is made possible by a generous grant from the Carnegie Corporation. The statements and views expressed are solely the responsibility of the authors.

# data[].attributes.attachment_link.readable_text
Modified 08 November 2019 by Vicki Rayner

Translate text from one language into another with this simple formula in Google Sheets

Whether you're a student studying a new language or a tourist encountering new words, the Google Translate formula in Google Sheets provides you with an easy access list of what you know, or want to know.

To get started simply enter a word in one language in a cell, and then use the formula =GOOGLETRANSLATE(cell with text, "source language", "target language") in another cell to translate it. You can even drag the fill handle at the bottom of the formula cell down to apply this formula to more than one cell.

Here's an example, translating English words into Spanish: =GOOGLETRANSLATE(A2, "en","es")

This formula works for all languages supported by Google Translate. You'll just need to know the 2-letter code for the language, which you can find in this list .

# data[].attributes.attachment_link.description
Modified 08 November 2019 by Vicki Rayner Whether you're a student studying a new language or a tourist encountering new words, the Google Translate formula in Google Sheets provides you with an easy access list of what you know, or want to know.

# data[].attributes.attachment_link.description
Celebrate Hispanic Heritage Month SEPTEMBER 15 - OCTOBER 15

# data[].attributes.attachment_link.title
How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs

# data[].attributes.attachment_link.description
Across the country, educators are looking for ways to support immigrant students and families facing great uncertainty. This comprehensive guide includes more than 50 strategies that educators, staff, and administrators can use to ensure that schools and early childhood settings remain safe, welcomi…

# data[].attributes.attachment_link.readable_text
Key Strategies

1. Help families keep their emergency contact information updated. This step can make the difference in whether a child goes home with a known caregiver if a family member is detained. Remind all families to update their contact information regularly.

2. Ensure all staff understand immigrant students' rights. All K-12 staff have an obligation to protect students' privacy and civil rights, as well as their access to an education, regardless of immigration status. This is critical for staff working in the front office and on enrollment.

3. Let all students and families know that they are welcome. A welcoming environment that celebrates students' cultures and encourages family leadership creates a strong foundation for relationships, as well as for identifying and addressing challenges.

4. Create different channels for communication in families' languages. Schools must communicate in families' preferred language. Identifying families' preferred means of contact can also help schools communicate more effectively and efficiently.

5. Become familiar with relevant immigration policies so that you can answer questions. This may include "sensitive locations guidance" (which directs immigration enforcement to avoid activity in certain public spaces like schools and early childhood centers), district policies on immigration enforcement, discipline policies, and other related program/local/state policies. Ideally, all staff should understand these policies and protocols.

6. Connect families with resources and provide opportunities for them to ask questions. It is critical to hear from your families about their questions and concerns before determining what kind of support will be most useful. At that point, educators, schools, and/or districts can identify which resources will be appropriate to share in ways that follow district guidelines.

7. Reach out to community organizations that represent and serve your families. Community partners can provide valuable support and insight regarding immigrant families - as well as volunteers! They can be especially helpful on issues related to meeting students' basic needs and connecting families to legal resources.

8. Learn how stress, anxiety, and trauma impact students of all ages. The impacts of these stressors will vary based on students' ages. Learn how different kinds of stressors affect students in your age group; become familiar with age-appropriate forms of self-expression and social-emotional support; and take steps to prevent and address bullying.

9. Learn more about the ways immigration issues impact students. Immigration policies affect students in complex ways that students may not discuss openly. Learn more about the immigration issues that may impact your students and families, and how to extend that conversation to your school, program, or community.

10. Provide opportunities for staff to collaborate, debrief, and recharge. Collaboration gives staff the chance to draw upon different perspectives and expertise - which leads to more effective support for students and families. In addition, providing social-emotional support for staff working on challenging issues (or who are impacted by those issues themselves) can help the team sustain their work throughout the year.

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

# data[].attributes.attachment_link.title
Ten Strategies for Supporting Immigrant Students and Families

# data[].attributes.attachment_link.description
Help families keep their emergency contact information updated. This step can make the difference in whether a child goes home with a known caregiver if a family member is detained. Remind all families to update their contact information regularly. Ensure all staff understand immigrant students' rights.

# data[].attributes.attachment_link.description
ENL Department Pre-K-12 - March - June / Marzo a Junio 2022 by Priscilla Zarate | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

# data[].attributes.attachment_link.description
PORT WASHINGTON SCHOOL DISTRICT - ENGLISH AS A NEW LANGUAGE DEPARTMENT PRE-K-12 by Priscilla Zarate | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

# data[].attributes.attachment_link.readable_text
ENL DEPARTMENT PRE-K-12 / Departamento de ENL Pre-K-12

Celebrating Black History Month

Celebrando el Mes de la Herencia e Historia de la Descendencia Negra

GUGGENHEIM ELEMENTARY / ESCUELA PRIMARIA GUGGENHEIM

MANORHAVEN ELEMENTARY / ESCUELA PRIMARIA MANORHAVEN

SOUSA ELEMENTARY / ESCUELA PRIMARIA SOUSA

Black History Month Resources K-5 / Recursos K-5 sobre el Mes de la Herencia e Historia de la Descendencia Negra

Teach students about Blacks in U.S. history and how they impacted later civil rights movements through stories, videos, and other lessons. Have students create a storyboard that shows why this person is significant.

Enseñe a los estudiantes sobre los negros en la historia de los EE. UU. y cómo impactaron los movimientos de derechos civiles posteriores a través de historias, videos y otras lecciones. Pida a los estudiantes que creen un guión gráfico que muestre por qué esta persona es importante.

FACTS FOR KIDS / DATOS PARA NIÑOS

Family and Heritage / Familia y Herencia

Sesame Street: Black History Month Compilation / Barrio Sésamo: Compilación del Mes de la Historia Negra

"I Am Perfectly Designed"

¡Pequeña María descubre su baile! / Little María discovers her dance! Book Trailer

Educational Resources / Recursos Educativos

Martin Luther King Day of Service Activities K-5 / Actividades del Día de Servicio de Martin Luther King K-5

2. Make Hygiene Kits for the Homeless / Hacer kits de higiene para personas sin hogar

Homeless people struggle to obtain basic necessities to wash their hands and brush their teeth. Organize your group to collect hotel samples or purchase travel-sized items from a dollar store to complete the kits.

Las personas sin hogar luchan por obtener las necesidades básicas para lavarse las manos y cepillarse los dientes. Organice su grupo para recolectar muestras de hoteles o comprar artículos de viaje en una tienda de dólar para completar los kits.

Kids Can Be Changemakers! Let Dr. King's Legacy Inspire Your Child

¡Los niños pueden ser agentes de cambio! Deje que el legado del Dr. King inspire a sus hijos!

2021-2022 Random Acts of Kindness Calendar

Calendario de actos de bondad aleatorios 2021-2022

33 Actividades del el mes de la herencia e historia de la descendencia negra

Dr. Martin Luther King Jr. Student Art & Essay Exhibition

Exposición de arte y ensayo estudianti sobre el Dr. Martin Luther King Jr.

Each year, the New York State Education Department honors Dr. Martin Luther King Jr.'s memory by inviting schools to submit original student artworks and essays that reflect Dr. King's Six Principles and Steps of Nonviolence.

Purpose

Cada año, el Departamento de Educación del Estado de Nueva York honra la memoria del Dr. Martin Luther King Jr. invitando a las escuelas a enviar obras de arte y ensayos originales de los estudiantes que reflejen los Seis Principios y Pasos de la Sin Violencia del Dr. King.

Propósito

Black History Month Resources 6-12

Recursos del mes de la herencia e historia de la descendencia negra 6-12

Martin Luther King Day of Service 6-12

¡Los niños pueden ser agentes de cambio! Deje que el legado del Dr. King inspire a su hijo(a)

1. Remember Service Men & Women / Recuerda Servicio Hombres y Mujeres

Send care packages to deployed troops, veterans, and wounded soldiers. Write a letter of gratitude for their service, and include snack and personal care items. Check out Operation Gratitude and Give 2 The Troops organizations to learn where to send your care packages.

Envíe paquetes de atención a las tropas desplegadas, veteranos y soldados heridos. Escriba una carta de agradecimiento por su servicio e incluya bocadillos y artículos de cuidado personal. Consulte las organizaciones Operation Gratitude y Give 2 The Troops para saber dónde enviar sus paquetes de ayuda.

3. Pitch In For the Elderly / Colabore por los ancianos

Organize your group to rake leaves, shovel snow, or do housework for elderly neighbors. If you don't have an elderly neighbor, consider a senior citizens neighborhood community.

Organice su grupo para rastrillar hojas, palear nieve o hacer tareas domésticas para vecinos mayores. Si no tiene un vecino anciano, considere una comunidad de vecinos de la tercera edad.

5. Collect Eyeglasses / recoger anteojos

Many nonprofit organizations collect old glasses and repurpose them by sending them to people in need. OneSight and Lions Clubs International are two organizations helping in this worthy cause. Research online which group has a location closer to you.

For more information here.

Muchas organizaciones sin fines de lucro recolectan anteojos viejos y los reutilizan enviándolos a personas necesitadas. OneSight y Lions Clubs International son dos organizaciones que ayudan en esta noble causa. Investigue en línea qué grupo tiene una ubicación más cercana a usted.

Para más información aquí.

7. Blizzard Boxes / Cajas de ventisca

What is a Blizzard Box? With your help, we can address local food insecurity by packing Blizzard Boxes, which are filled with non-perishable food items. Boxes must include 1 of item requested for a complete meal to be distributed to our local pantry, HOPE Community Services and other locations where there is a need.

For more information here.

¿Qué es una Caja de Blizzard? Con su ayuda, podemos abordar la inseguridad alimentaria local empacando cajas Blizzard, que se llenan con alimentos no perecederos. Las cajas deben incluir 1 del artículo solicitado para una comida completa que se distribuirá en nuestra despensa local, HOPE Community Services y otros lugares donde haya una necesidad.
Para más información aquí.

2021-2022 Random Acts of Kindness Calendar / Calendario de actos de bondad aleatorios 2021-2022

44th president of the United States, Barack Obama / 44º presidente de los Estados Unidos, Barack Obama

101 BLACK-AMERICAN FIRSTS / Los Primeros 101 Negro-Americanos

The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of Black-Americans who struggled with adversity to achieve full citizenship in American society.

La Biblioteca del Congreso, la Administración Nacional de Archivos y Registros, el Fondo Nacional para las Humanidades, la Galería Nacional de Arte, el Servicio de Parques Nacionales, la Institución Smithsonian y el Museo Conmemorativo del Holocausto de los Estados Unidos se unen para rendir homenaje a las generaciones de afroamericanos que lucharon contra la adversidad para lograr la plena ciudadanía en la sociedad estadounidense.

Smithsonian American Art Museum / Museo Smithsonian de Arte Americano

Black Art: Harlem Renaissance, Civil Rights Era, and Beyond presents a selection of paintings, sculpture, prints, and photographs by forty-three black artists who explored the Black-American experience from the Harlem Renaissance through the Civil Rights era and the decades beyond, which saw tremendous social and political changes. In response, these artists created an image of America that recognizes individuals and community and acknowledges the role of art in celebrating the multivalent nature of American society.

The artworks in the exhibition lay out a vision of America from an Black-American viewpoint. These artists embrace many universal themes and also evoke specific aspects of the Black- American experience-the African Diaspora, jazz, and the persistent power of religion.

Black Art: Harlem Renaissance, Civil Rights Era, and Beyond presenta una selección de pinturas, esculturas, grabados y fotografías de cuarenta y tres artistas negros que exploraron la experiencia afroamericana desde el Harlem Renaissance hasta la era de los derechos civiles y las décadas posteriores, que vio tremendos cambios sociales y políticos.

En respuesta, estos artistas crearon una imagen de Estados Unidos que reconoce a las personas y la comunidad y reconoce el papel del arte en la celebración de la naturaleza multivalente de la sociedad estadounidense. Las obras de arte de la exposición presentan una visión de Estados Unidos desde un punto de vista afroamericano. Estos artistas abarcan muchos temas universales y también evocan aspectos específicos de la experiencia afroamericana: la diáspora africana, el jazz y el poder persistente de la religión.

National Civil Rights Museum Virtual Tour / Visita virtual al Museo Nacional de los Derechos Civiles

National Parks Named in Honor of Black-Americans / Parques Nacionales Nombrados en Honor a la Herencia e historia de la Descendencia Negra

There are more than 400 national parks across the country of different shapes, sizes, naming designations, and reasons for being created as parks.Black history is preserved and shared in many national parks with some being created as monuments to remember specific individuals in our nation's history. Explore national parks that were named after people and visit their websites to take a deeper look at their life's achievements, contributions, and lasting legacies.

Hay más de 400 parques nacionales en todo el país de diferentes formas, tamaños, designaciones de nombres y motivos para ser creados como parques. La historia negra se preserva y se comparte en muchos parques nacionales y algunos se crean como monumentos para recordar a personas específicas en la historia de nuestra nación. Explore los parques nacionales que recibieron nombres de personas y visite sus sitios web para observar más a fondo los logros, las contribuciones y los legados duraderos de sus vidas.

Black History in Two Minutes (or so) is the new way to immerse yourself in Black History. Presented by Be Woke.Vote, the digital video series features dozens of short, engaging and factually accurate videos about important historical events or people who have shaped American history. Like never before, people of all ages, backgrounds and educational levels can learn more about the African American experience.

Black History in Two Minutes (más o menos) es la nueva forma de sumergirse en la Herencia e historia de la Descendencia Negra. Presentada por Be Woke.Vote, la serie de videos digitales presenta docenas de videos breves, atractivos y precisos sobre hechos históricos importantes o personas que han dado forma a la historia estadounidense. Como nunca antes, personas de todas las edades, orígenes y niveles educativos pueden aprender más sobre la experiencia afroamericana.

Underground Railroad: Routes to Freedom / Ferrocarril Subterráneo: Rutas hacia la Libertad

The Underground Railroad was a network of people working to take enslaved people from the southern United States to freedom in the northern U.S. and Canada.

El Ferrocarril Subterráneo era una red de personas que trabajaban para llevar a las personas esclavizadas del sur de los Estados Unidos a la libertad en el norte de los Estados Unidos y Canadá.

BLACK-AMERICAN INVENTORS / INVENTADORES DESCENDENCIA NEGRO-AMERICANO

Dr. Martin Luther King Jr. Student Art & Essay Exhibition / Exposición de arte y ensayo estudiantil sobre el Dr. Martin Luther King Jr.

Each year, the New York State Education Department honors Dr. Martin Luther King Jr.'s memory by inviting schools to submit original student artworks and essays that reflect Dr. King's Six Principles and Steps of Nonviolence.

Purpose:

Cada año, el Departamento de Educación del Estado de Nueva York honra la memoria del Dr. Martin Luther King Jr. invitando a las escuelas a enviar obras de arte y ensayos originales de los estudiantes que reflejen los Seis Principios y Pasos de la Sin Violencia del Dr. King.

Propósito:

Celebrate Black History Month on Long Island /Celebrando el mes de la herencia e historia de la descendencia negra

ENL Department Pre-K-12

# data[].attributes.attachment_link.description
Port Washington UFSD - ENL DEPARTMENT PRE-K-12 / Departamento de ENL Pre-K-12 by Priscilla Zarate

# data[].attributes.attachment_link.readable_text
On November 9, 2021, the ENL Department presented their vision for the department at the Board of Education meeting. The ENL Department presented the Community Plaza Framework, focused on strengthening school, home, and community connections by ensuring that English Language Learners (ELLs)/Multilingual Learners (MLLs), and their families are supported through a variety of short and long-terminitiatives, programs, services, and resources.

The initiatives established under the Community Plaza Framework will be modified each year to address the current needs of ELL students and their families, and will be grounded on the Culturally Responsive and Sustained Education Framework (CRSF), Social Emotional Learning Framework (SELF) and Epstein's Framework of Six Types of Parental Involvement.

Culturally responsive-sustaining (CR-S) education is grounded in a cultural view of learning and human development in which multiple expressions of diversity are recognized and regarded as assets for teaching and learning.

The ENL Department's Community Plaza Framework will include initiatives, programs, and services aligned to the following four principles:
Principle #1: Welcoming and Affirming Environment
ELL Family and Community Engagement Services (ELL FACES) - will promote ELL parental engagement through coordinated activities and resources that promote opportunities for connections, ongoing learning and connections to community-based resources that promote student academic improvement and achievement.

Cultural Heritage Newsletters - cultural heritage educator and parent facing newsletters will be created to highlight and validate the cultural diversity that exists within the district.

Language Accessibility - identify bilingual communication tools that facilitate better communication with families from diverse cultural and linguistic backgrounds. Districtwide staff will be provided with informational sessions on the utilization of these tools.
Principle #2: High Expectations and Rigorous Instruction a) Title III ELL Before/After-School/Summer Programs
ELLs/MLLs will be provided with a variety of supplemental support before and after school programs including the following:

1. Academic Literacy Intensive for ELLs (ALIFE) Program

At the Elementary Level (K-5), the program's focus is on learning to read and reinforcing practicing skills such as phonemic awareness, sound-symbol correspondence, comprehension, vocabulary, and fluency. The program will also support students with test-taking skills in preparation for State exams (i.e., NYSESLAT, ELA, MATH & SCIENCE/ SOCIAL ST.)

At the Middle School (6-8) and High School Levels (9-12), the programs will focus on basic reading skills for some students, and reading, writing in English and the content areas for others. The programs will also support students in test taking skills for State exams (i.e., NYSESLAT, ELA, MATH, SCIENCE & SOCIAL ST.), Regent's exams, homework help and SEL.
2. Bilingual Parent/Child Literacy Program
The Bilingual Parent-Child Reading Program is a collaborative partnership with the local Port Washington Library, focused on helping increase literacy for ELL children and their parents in English and Spanish. ELL parents learn to identify strategies to establish literacy routines with their children. They engage in enjoyable literacy activities that promote skill building, while supporting and maintaining their home language as they learn English. Additionally, students and parents receive a library tour, fill out an application for a library card, and learn how to borrow bilingual books.
3. Journeys to America & Art Therapy
Part I

Journey to America is the first part of a two-part program that will be offered in sequence. This program will provide students an opportunity to expand on their learning experiences and give them a larger platform to share their voices, connect with each other, educate their peers, school and the community about their culture, traditions, and their Journey to America and to Port Washington. Students will learn about narrative writing, short stories, poetry and public speaking through modeled examples and mentor text identified by the teacher(s), in alignment to the Culturally Responsive and Sustained Framework.

Through Journey to America students will:

Read and analyze a variety of mentor texts about other student experiences

Examine and think critically about their own experiences

Learn how storytelling can help facilitate empathy and understanding in any classroom

Draft their own experiences

Part II

Art Therapy is the second part of the Journey to America Program and will be facilitated in collaboration with Teatro Experimental Yerbabruja, Inc. This part of the program provides a safe place for students to be themselves, explore relationships, and develop compassion and collaborative practices. Through creative and contemporary writing, students will learn about different genres and writing styles with a focus on character development. Through contemporary memoir, students will engage in writing exercises and revisit their writing drafts to identify and add significant moments and experiences of their lives. The program will also embed visual art and interpretation where students will explore different techniques such as, drawing, painting, collage, and coloring. Through

Through Journey to America and Art Therapy students will:

Develop their self-esteem and self-confidence

Improve their life skills: communication problem-solving, team building and develop trust

Increase their perception of healthy lifestyles, a sense of purpose and belonging

Engage in activities that will allow students to process their emotions, thoughts, and ideas

Engage in activities where students' social-emotional needs will be addressed to release and decrease stress and anxiety

At the end of both program components, the students will have an end product which will include their final writing pieces, accompanied by their visual expressions/interpretations. The final products will be published in an ENL Department Pre-K-12 Booklet.
4. Puerto Rican/Hispanic Youth Leadership Institute (PR/HYLI) Program Angelo del Toro Puerto Rican/Hispanic Youth Leadership Institute (PRHYLI)
PRHYLI is an innovative collaboration with the NYS Assembly/Senate Puerto Rican/Hispanic Task Force in conjunction with the annual SOMOS El Futuro conference, Office of Bilingual Education and World Languages, the New York City Department of Education, and other agencies. The program prepares Latinx ELL/MLL students from across New York State to become involved in the NYS Assembly for a day, where they debate and pass live bills. The program embeds culturally responsive and sustained practices by ensuring that students' linguistic and cultural identities are embedded in the following 3 phases of the program:

1. Training in regional delegations: student delegates focus on identification and research of local issues, study of the NYS legislative process, parliamentary procedure, and selected bills.

2. Participation in the 3-day Institute: students take part in key activities which include team-building exercises to develop inter-regional relationships, a Mock Assembly session which is conducted in the NYS Assembly chamber, a student recognition dinner where winners of the PR/HYLI scholarships and other awards are announced and students attend other career development workshops.

Extension and refinement of leadership skills: back in their local communities, student delegates continue to develop leadership skills and put their skills "to practice.

5. ELL STEM Summer Program

A program focused on the sciences, technology, engineering, and mathematics. It builds on concepts learned in school and provides ELLs/MLLs with hands on experiences such as, robotics, coding, energy conservation, and electrical circuits.

ELLs/MLLs create projects based on area of study such as windmills, computer games, programming, and building their own robots.
6. Jumpstart Program
A program focused on newly enrolled potential ELLs and the Elementary and Secondary (Middle School/High School) levels that provides intensive English language instruction (acculturation through survival English), using ENL techniques such as Total Physical Response and Sheltered English. Students familiarize themselves with school routines and language as well as, classroom etiquette, practices and routines. The students also get a tour of the school building to familiarize them with the building layouts. Additionally, the students are administered the New York State Identification Test for ELLs (NYSITELL), to determine their English language proficiency and placement needs.
7. College & Career Readiness Fairs and Events
ELLs/MLLs will be provided with college and career preparedness opportunities as follows:
a) Long Island Latino Teacher Association (LILTA)
LILTA offers two high school conferences: Women Leaders Paving Paths for Young Women and Men Leaders Paving Paths for Young Men. These two conferences recruit diverse groups of outstanding and successful professional women and men who share with students their passion, college preparation, and career paths. They are respected leaders in different fields such as the arts, education, social work, medicine, health, science, technology, communications, journalism, law, sports, politics, and business. Their stories inspire students to complete their secondary studies and obtain a college degree. We believe that once they have accomplished that, they will continue to pave the path of success for their families, communities, and future generations.
b) National Annual Hispanic College Fairs
Career Council/National Hispanic College Fairs, Inc. takes great pride in providing the first step in college decision process. This process begins when students and parents start to talk with college admissions counselors. They create a warm and nurturing environment where dialogue can happen through in-person or virtual college fairs. The events are multi-cultural with the hopes of meeting the needs of all students, regardless of where they live or what their goals are.
Principle #3: Inclusive Curriculum and Instruction
Consistent with the Culturally Responsive-Sustained and Diversity, Equity, and Inclusion Frameworks, the ENL Department will engage in yearly reviews of culturally responsive resources that integrate products, practices and perspectives of the ELL/MLL student population. Some of the resources may include:

Home Language / Bilingual Libraries

Cultural Heritage Newsletters

Immersive Reader Training

Powerpoint Translation Tools

Principle #4: Ongoing Professional Learning and Support
Consistent with CR Part 80, ENL educators will engage in a minimum of 50% of required professional development focused on language acquisition, best practices for co-teaching strategies and integrated language content instruction to support English Language Learners /Multilingual Learners (ELLs/MLLs).

Teachers will participate in a variety of professional learning opportunities focused on the latest ENL research-based practices, strategies, methodologies, NYSED regulations and policies. ENL educators will participate in the following professional learning opportunities:

Teachers:

# data[].attributes.attachment_link.description
Port Washington UFSD - ENL DEPARTMENT PRE-K-12 by Priscilla Zarate

# data[].attributes.attachment_link.readable_text
El 9 de noviembre del 2021, el Departamento de ENL presentó su visión para el departamento en la reunión de la junta de educación. El departamento de ENL presentó el Marco de Plaza Comunitaria, centrado en fortalecer las conexiones entre la escuela, el hogar y la comunidad, y garantizar, que los estudiantes que aprenden inglés (ELL, por sus siglas en inglés )/estudiantes multilingües (MLL, por sus siglas en inglés) y sus familias reciban apoyo a través de una variedad de iniciativas, programas, servicios y recursos a corto y largo plazo.

Las iniciativas establecidas bajo el Marco de la Plaza Comunitaria se modificarán cada año para cumplir con las necesidades actuales de los estudiantes ELL y sus familias, y se basarán en el marco de educación culturalmente sensible y sostenida (CRSF, por sus siglas en inglés), el marco de aprendizaje socioemocional (SELF, por sus siglas en inglés) y el marco de seis tipos de participación de los padres de Epstein.

La educación culturalmente sensible y sostenida (CRS, por sus siglas en inglés) se basa en una visión cultural del aprendizaje y el desarrollo humano en la que las múltiples expresiones de diversidad se reconocen y se consideran activos para la enseñanza y el aprendizaje.

El marco de la Plaza Comunitaria bajo el departamento de ENL, incluirá iniciativas, programas y servicios alineados con los siguientes cuatro principios:
Principio #1: Ambiente acogedor y afirmativo

a) Servicios de Participación de la Familia y la Comunidad ELL (ELL FACES) - Promoverá la participación de los padres ELL a través de actividades y recursos coordinados que promuevan oportunidades para conexiones, aprendizaje continuo y conexiones con recursos comunitarios que promuevan la mejora y el rendimiento académico de los estudiantes.

b) Boletines de Patrimonio Cultural - Se crearán boletines dirigidos a padres y educadores de herencia cultural para resaltar y validar la diversidad cultural que existe dentro del distrito.
Principio #2: Altas Expectativas e Instrucción Rigurosa a) Título III ELL antes/después de la escuela/programas de verano

c) Accesibilidad del idioma - Identificar herramientas de comunicación bilingüe que faciliten una mejor comunicación con familias de diversos orígenes culturales y lingüísticos. El personal de todo el distrito recibirá sesiones informativas sobre la utilización de estas herramientas.

Los estudiantes ELL/MLL recibirán una variedad de programas de apoyo complementario antes y después de la escuela, incluidos los siguientes:

1. Programa Alfabetización académica intensiva para ELL (ALIFE)
Open in Google Translate 2. Programa bilingüe de alfabetización para padres e hijos 3. Viajes a América y Arte y terapia
En el nivel elemental (K-5), el enfoque del programa es aprender a leer y reforzar las habilidades prácticas, como la conciencia fonémica, la correspondencia entre sonidos y símbolos, la comprensión, el vocabulario y la fluidez. El programa también apoyará a los estudiantes con habilidades para tomar exámenes en preparación para los exámenes estatales (es decir, NYSESLAT, ELA, MATEMÁTICAS Y CIENCIAS/ESTUDIOS SOCIALES)

Leer y analizar una variedad de textos de mentores sobre las experiencias de otros estudiantes.

Examinar y pensar críticamente sobre sus propias experiencias.

Aprender cómo la narración puede ayudar a facilitar la empatía y la comprensión en cualquier salón de clases y redactar sus propias experiencias.

En los niveles de escuela intermedia (6-8) y escuela secundaria (9-12), los programas se centrarán en las habilidades básicas de lectura para algunos estudiantes, y escritura en inglés y las áreas de contenido para otros. Los programas también apoyarán a los estudiantes en las habilidades para tomar exámenes estatales (es decir, NYSESLAT, ELA, MATEMÁTICAS Y CIENCIAS/ESTUDIOS SOCIALES), exámenes Regent, ayuda con la tarea y apoyo socioemocional (SEL, por sus siglas en inglés)

El Programa de lectura bilingüe para padres e hijos es una asociación de colaboración con la biblioteca local de Port Washington, enfocada en ayudar a aumentar la alfabetización de los niños ELL y sus padres en inglés y español. Los padres de ELL aprenden a identificar estrategias para establecer rutinas de alfabetización con sus hijos. Se involucran en actividades de alfabetización agradables que promueven el desarrollo de habilidades, mientras apoyan y mantienen su idioma materno, y así mismo aprenden inglés. Además, los estudiantes y los padres reciben un recorrido por la biblioteca, completan una solicitud para una tarjeta de la biblioteca y aprenden cómo pedir prestados libros bilingües.
4. Angelo del Toro Puerto Rican/Hispanic Youth Leadership Institute (PRHYLI) Programa del Instituto de Liderazgo Juvenil Puertorriqueño/Hispano (PR/HYLI)
Parte I

"Viajes a América"es la primera parte de un programa de dos partes que se ofrecerá en secuencia. Este programa brindará a los estudiantes la oportunidad de ampliar sus experiencias de aprendizaje y les brindará una plataforma más amplia para compartir sus voces, conectarse entre sí, educar a sus compañeros, la escuela y la comunidad sobre su cultura, tradiciones y su viaje a América y a Port Washington. Los estudiantes aprenderán sobre escritura narrativa, cuentos cortos, poesía y oratoria a través de ejemplos modelados y textos de mentores identificados por los maestros, en alineación con el marco culturalmente receptivo y sostenido.
A través de "Viajes a America", los estudiantes aprenderán a:

Parte II

Arte y Terapia es la segunda parte del programa de "Viajes a America" y se facilitará en colaboración con Teatro Experimental Yerbabruja, Inc. Esta parte del programa proporciona un lugar seguro para que los estudiantes sean ellos mismos, exploren relaciones y desarrollen compasión y prácticas colaborativas. A través de la escritura creativa y contemporánea, los estudiantes aprenderán sobre diferentes géneros y estilos de escritura con un enfoque en el desarrollo del carácter. A través de las memorias contemporáneas, los estudiantes participarán en ejercicios de escritura y revisarán sus borradores de escritura para identificar y agregar momentos y experiencias significativo de sus vidas. El programa también incorporará arte visual e interpretación donde los estudiantes explorarán diferentes técnicas como dibujo, pintura, collage y coloreado. Mediante "Viajes a America" y "Artes y Terapia", los estudiantes podrán:

Desarrollar su autoestima y confianza en sí mismos.

Mejorar sus habilidades para la vida: resolución de problemas de comunicación, creación de equipos y desarrollo de la confianza.

Aumentar su percepción de estilos de vida saludables, un sentido de propósito y pertenencia.

Participar en actividades que permitan a los estudiantes procesar sus emociones, pensamientos e ideas. Participar en actividades en las que se abordarán las necesidades socioemocionales de los estudiantes para liberar y disminuir el estrés y la ansiedad.

Al final de ambos componentes del programa, los estudiantes tendrán un producto final que incluirá sus piezas finales de escritura, acompañadas de sus expresiones/interpretaciones visuales. Los productos finales se publicarán en un folleto Pre-K-12 del Departamento de ENL.
PRHYLI es una colaboración innovadora con el grupo de trabajo puertorriqueño/hispano de la asamblea/Senado del Estado de Nueva York en conjunto con la conferencia anual SOMOS El Futuro, la oficina de educación bilingüe e idiomas del mundo, el departamento de educación de la ciudad de Nueva York y otras agencias. El programa prepara a los estudiantes Latinx ELL/MLL de todo el estado de Nueva York para participar en la asamblea del estado de Nueva York por un día, donde debaten y aprueban proyectos de ley en vivo. El programa incorpora prácticas sostenidas y culturalmente receptivas al garantizar que las identidades lingüísticas y culturales de los estudiantes estén integradas en las siguientes 3 fases del programa:

1. Capacitación en delegaciones regionales: los delegados estudiantiles se enfocan en la identificación e investigación de problemas locales, el estudio del proceso legislativo del estado de Nueva York, el procedimiento parlamentario y proyectos de ley seleccionados.
7. Ferias y eventos de preparación universitaria y profesional a) Long Island Latino Teacher Association (LILTA)
2. Participación en el instituto de 3 días: los estudiantes colaboran en actividades clave que incluyen ejercicios de formación de equipos para desarrollar relaciones interregionales, una sesión de asamblea simulada que se lleva a cabo en la cámara de la asamblea del estado de Nueva York, una cena de reconocimiento estudiantil, donde se anuncian los ganadores del PR/HYLI y las becas HYLI y otros premios, y donde los estudiantes asisten a otros talleres de desarrollo profesional.
b) National Annual Hispanic College Fairs
Extensión y perfeccionamiento de las habilidades de liderazgo: de vuelta en sus comunidades locales, los delegados estudiantiles continúan desarrollando habilidades de liderazgo y las ponen en práctica.
Principio #3: Currículo e Instrucción Inclusivos
5. Programa de verano ELL STEM

Idioma del hogar / Bibliotecas bilingües

Boletines de patrimonio cultural

Capacitación de lectores inmersivos

Herramientas de traducción de PowerPoint

Principio #4: Aprendizaje y apoyo profesional continuo
Un programa centrado en las ciencias, la tecnología, la ingeniería y las matemáticas. Se basa en los conceptos aprendidos en la escuela y proporciona a los ELL/MLL experiencias prácticas como robótica, codificación, conservación de energía y circuitos eléctricos. Los ELL/MLL crean proyectos basados ​​en el área de estudio, como molinos de viento, juegos de computadora, programación y construcción de sus propios robots.

Un programa enfocado en estudiantes ELL potenciales recién matriculados y en los niveles de primaria y secundaria (escuela intermedia/secundaria) que brinda instrucción intensiva del idioma inglés (aculturación a través del inglés de supervivencia), utilizando técnicas de ENL como la respuesta física total y el inglés protegido. Los estudiantes se familiarizan con las rutinas y el idioma de la escuela, así como con la etiqueta, las prácticas y las rutinas del salón de clases. Los estudiantes también hacen un recorrido por el edificio de la escuela para familiarizarse con los diseños del edificio. Además, a los estudiantes se les administra la prueba de identificación del estado de Nueva York para ELL (NYSITELL), para determinar su dominio del idioma inglés y sus necesidades de colocación.

Los ELL/MLL recibirán oportunidades de preparación universitaria y profesional de la siguiente manera:

LILTA ofrece dos conferencias para escuelas secundarias: mujeres líderes allanando caminos para mujeres jóvenes y hombres líderes allanando caminos para hombres jóvenes. Estas dos conferencias reclutan diversos grupos de mujeres y hombres profesionales destacados y exitosos que comparten con los estudiantes su pasión, preparación universitaria y trayectorias profesionales. Son líderes respetados en diferentes campos como las artes, la educación, el trabajo social, la medicina, la salud, la ciencia, la tecnología, las comunicaciones, el periodismo, el derecho, los deportes, la política y los negocios. Sus historias inspiran a los estudiantes a completar sus estudios secundarios y obtener un título universitario. Creemos que una vez que hayan logrado eso, continuarán allanando el camino del éxito para sus familias, comunidades y generaciones futuras.

Career Council/National Hispanic College Fairs, Inc. se enorgullece de brindar el primer paso en el proceso de decisión universitaria. Este proceso comienza cuando los estudiantes y los padres comienzan a hablar con los consejeros de admisiones universitarias. Crean un ambiente cálido y enriquecedor donde el diálogo puede ocurrir a través de ferias universitarias en persona o virtuales. Los eventos son multiculturales con la esperanza de satisfacer las necesidades de todos los estudiantes, independientemente de dónde vivan o cuáles sean sus objetivos.

De acuerdo con los marcos culturalmente sensible-sostenido y diversidad, equidad e inclusión, el departamento de ENL, participará en revisiones anuales de recursos culturalmente sensibles que integran productos, prácticas y perspectivas de la población estudiantil ELL/MLL. Algunos de los recursos pueden incluir:

De acuerdo con CR Parte 80, los educadores de ENL participarán en un mínimo del 50 % del desarrollo profesional requerido y centrado en la adquisición del idioma, las mejores prácticas para las estrategias de co-enseñanza y la instrucción integrada del contenido del idioma para apoyar a los estudiantes del idioma inglés/estudiantes multilingües (ELL/MLL) . Los maestros participarán en una variedad de oportunidades de aprendizaje profesional enfocadas en las últimas prácticas, estrategias, metodologías, regulaciones y políticas del NYSED basadas en la investigación de ENL. Los educadores de ENL participarán en las siguientes oportunidades de aprendizaje profesional:

Maestros:

# data[].attributes.attachment_link.description
Distrito Escolar de Port Washington - Departamento de ENL Pre-K-12 by Priscilla Zarate

# data[].attributes.attachment_link.title
Revised Procedures for Next-Day Completion of Testing for English Language Learners on Regents Examinations.pdf

# data[].attributes.attachment_link.readable_text
CARECEN is the largest immigration legal services provider on Long Island.

Our zealous and knowledgeable bilingual attorneys and paralegals provide free and low-cost legal representation on a wide variety of cases to the island's diverse immigrant communities through traditional and innovative service models. Our close ties to our region's immigrant communities, of which we are proudly part, allow us to respond proactively to their ever changing needs.

# data[].attributes.attachment_link.description
CARECEN is the largest immigration legal services provider on Long Island, assisting clients with different types of immigration relief.

# data[].attributes.attachment_link.provider_name
SEPA MUJER INC. | SERVICIOS PARA EL AVANCE DE LA MUJER | SERVICES FOR THE ADVANCEMENT OF WOMEN

# data[].attributes.attachment_link.title
SEPA MUJER INC. | SERVICIOS PARA EL AVANCE DE LA MUJER | SERVICES FOR THE ADVANCEMENT OF WOMEN

# data[].attributes.attachment_link.readable_text
Our Mission

To enhance the strengths of Long Island's families and children through bilingual, bicultural counseling, prevention, vocational and educational services to enrich their lives, foster economic independence and nurture dreams for generations to come.

# data[].attributes.attachment_link.description
Hispanic Counseling Center works in prevention, vocational & educational services to help families and nurture dreams for generations to come.

# data[].attributes.attachment_link.title
Progamas de apoyo para la comunidad migrante en Long Island - Google My Maps

# data[].attributes.attachment_link.description
Información de recursos para nuestra comunidad migrante de Long Island (Nassau y Suffolk County) *Casa Verde: Organizaciones Comunitarias *Martillo Café: Apoyo de abogados (gratis y bajo costo)
*Birrete Naranja: Escuelas Públicas K-12
*Birrete Morado: Programas de Educación Adulta
*Birrete Azul: Community College - SUNY
*Birrete Gris: Four Year College - SUNY
*Birrate Olivo: Universidades Privadas Creado por Mtro. Ángelo Cabrera como parte del proyecto “Mapeo Comunitario de Long Island East End” y “Programa de Embajadores: Apoyo Uninversitario” del programa de investigación Mexican Initiative for Deferred Action (MIDA). Investigador Principal: Prof. Robert Smith. Gracias a la colaboración: Lorena Kourousias, Herminia Gomez, Centro Corazón de María Gracias a las aportaciones de estudiantes y padres de familia del Centro Corazón de María durante el transcurso de nuestro programa “Mapeo de Recursos Comunitarios”. Para más información:
Angelo Cabrera - MPA
Angelo.cabrera@baruch.cuny.edu

# data[].attributes.attachment_link.title
Scholarship Directory for Non-Citizen and Undocumented Students

# data[].attributes.attachment_link.readable_text
We're excited to curate this list of scholarships and fellowships that don't require proof of U.S. citizenship for you! The list has general application eligibility requirements, including education level, region/state, and immigration status (e.g. DACA, TPS, in-state tuition eligibility). Only opportunities with due dates within the next 120 days are shown in the list. Please refer to the webpage linked under "Click to Apply" for the comprehensive eligibility and application requirements.
Check out how to filter and customize the list. Click here to open the list in a new tab.
How to Customize the List:

Our list is comprehensive, which means that not all opportunities may be relevant to you. You can refine the list to better meet your unique background by filtering the list. Follow the steps below to get started:
1. If you are using a mobile browser, turn on the desktop site view. 2. In the list toolbar, click on "Filter" then "Add Condition". 3. Select a field, conditions (or "operator"), and value in which you are limiting the field. 4. Stack multiple filters to further refine your search. 5. You can also use "Hide fields" and "Sort" to customize the view. 6. Click on a list item to view details and the application link! Ready to start? Click here to scroll back to the list!

# data[].attributes.attachment_link.description
Find scholarships and fellowships open to undocumented students!