# data[].attributes.body
Use this video during the New ELL Parent Orientation session.

# data[].attributes.attachment_link.title
ELL Parent Orientation Video (English language)

# data[].attributes.attachment_link.description
This whiteboard animation video, which runs approximately ten minutes, describes the English Language Learner identification and assessment process and outlines in detail various available program options. It also describes the differences between English as a New Language and the various Bilingual Education program models.

# data[].attributes.body
Use this flowchart to initially identify possible ELLs for ENL services.

# data[].attributes.body
This is an example of a Parent/Student Interview, adapted from the NYSED sampler.  Your district can modify/edit/add questions that you feel are important when identifying possible ELLs.

# data[].attributes.body
This document/tool can be used to support educators in gaining information about a prekindergarten-aged child's language development.  The EMLL Profile provides questions and topics of discussion to guide educators in constructing a comprehensive history of language and literacy in the home.  These questions are also helpful during a Parent/Student Interview when determining if the NYSITELL should be administered.

# data[].attributes.body
Use this sample checklist to ensure that you are completing each step of the intake and identification process.  You can create a similar checklist with your district-specific information that would best suit your needs.

# data[].attributes.attachment_link.readable_text
(scroll down for information on ELL testing accommodations)

The New York State Identification Test for English Language Learners (NYSITELL)

The New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument in New York State for measuring the English language proficiency of a student who may possibly be an ELL. The results of the NYSITELL are used to determine the type of instructional program into which the student must be placed. The NYSITELL is a secure test.
When is the NYSITELL administered?
The NYSITELL is administered once the parent/guardian completes the Home Language Questionnaire (HLQ) and an informal interview is conducted in the home/primary language and in English. The initial English language assessment using the NYSITELL is conducted only once at the time of the student's enrollment in a NYS school. The NYSITELL results will reveal whether or not the student should be classified as ELL. It will also tell you the level of the student's English proficiency in order to appropriately place the student and to plan instruction.
Where can a school order copies of the NYSITELL?
An initial online request for the NYSITELL may be submitted upon receipt of a memorandum in early June from the Office of State Assessment entitled "Procedures for Requesting and Storing the NYSITELL." Accompanying this memorandum is a school data sheet, which contains your user name and password to log onto the online request system to place your request. Questions concerning the ordering of NYSITELL materials should be directed to the Office of State Assessment at 518-474-8220. For more information about ordering, visit the Office of State Assessment.
How often is the NYSITELL administered?
The NYSITELL is administered only once within two weeks of the student's initial enrollment in a New York State school.

If a student transfers into a NYS district from another NYS district, the NYSITELL is not to be administered to this student. Every attempt must be made to obtain the student's records from his/her original school.

If a student does have records, place the student based on the most recent NYSESLAT score.

If the student has no records, treat as a new entrant and carry out the entire identification procedure.

If a student comes from another state, treat the student as a new entrant and the entire initial identification procedure must be followed.

How are test results reported?
The results are reported in raw scores, scale scores and performance levels. More information may be found at the NYS NYSITELL website.

The New York State English as a Second Language Achievement Test (NYSESLAT)

The NYSESLAT (New York State English as a Second Language Achievement Test) is the annual English language assessment used to determine if an ELL continues to be limited English proficient, based upon such student scoring at a state designated level of English proficiency on the NYSESLAT (CR Part 154.2)(c). The NYSESLAT has five levels: K-1, 2-4, 5-6, 7-8 and 9-12. It consists of Speaking, Listening, Reading, and Writing sub-tests that are aligned with the NYS Leaning Standards for English as a Second Language.
What is the purpose of the NYSESLAT?
The NYSESLAT is used to measure progress toward the ELL's achievement of proficiency in English. Based on the test, the student's proficiency level in English is classified as Entering, Emerging, Transitioning, Expanding, or Commanding. Such classification must be used to provide the required amount of English as a New Language (ENL) and English Language Arts instruction prescribed under Part 154 of the Regulations of the Commissioner of Education.
How are NYSESLAT test results reported?
NYSESLAT results are reported in raw scores, scale scores, and English proficiency levels. The NYSESLAT results determine whether a student continues to qualify for instructional services for ELLs or if the student will exit from bilingual education or ENL instructional services.
Who takes the NYSESLAT?
The NYSESLAT is a mandated test for all ELLs. Every ELL must take the NYSESLAT until she/he has reached the level of Commanding on the NYSESLAT, which will allow her/him to exit a bilingual education or ENL program.
When is the NYSESLAT administered?
The NYSESLAT is administered only in April-May of each year. The NYSESLAT is a secure test.
Where can a school order copies of the NYSESLAT?
An "Instructional Guide" containing instructions for ordering the NYSESLAT is sent to building principals of public, charter, and nonpublic schools each year, usually in March. The Instructional Guide provides information on how to initiate an electronic order of the NYSESLAT. Orders are made by the school principal or designated staff person. More information may be found at the New York State Education Department NYSESLAT website.
NYSESLAT Rubrics
Testing Accommodations for English Language Learners

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.

NEW: November 2018 Field Advisory regarding: Next-Day Completion of Testing for English Language Learners/Multilingual Learners on Regents Examinations
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. NYS assessments may be administered to ELLs individually or in small groups in a separate location.
Third Reading of Listening Selection (English Language Arts Exams Only).
Proctors may read the listening passage three times to ELLs on grades 3-8 English Language Arts assessments and on the Regents Comprehensive Examination in English.
Bilingual Dictionaries and/or Glossaries
ELLs may use bilingual glossaries when taking State examinations in all subjects except foreign languages. 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 of the two editions. 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 Office of Bilingual Education and World Languages and the Regional Bilingual Education Resource Networks can assist schools in locating suitable translators.

Writing Responses in the Home/Primary Language are not allowed for English Language Arts Examinations. ELL students making use of alternative language editions or of oral translations of state examinations other than the ELA may write their responses to the open ended question in their home/primary language. Scoring the tests is the responsibility of the school. However, the Department's Office of Bilingual Education and World Languages and the RBERNs can assist schools in locating persons who can translate the students' responses into English to facilitate scoring of the answer papers.
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. ​ Specific accommodations for ELLs with an IEP are noted below.
What NYSESLAT accommodations are permitted for ELLs with an IEP?
ELLs with an IEP should be provided the testing accommodations specified in their IEP or Section 504 Accommodation Plan (504 Plan), and refer to the memo To be consistent with the other State examinations, beginning with the 2017 administration of the NYSESLAT, students with disabilities whose individualized education programs (IEPs) or Section 504 accommodation plans (504 Plans) document that tests be read aloud (by way of human reader or technology) must be provided this testing accommodation for all sections of the test. In previous years, the Listening, Speaking, and Writing sections of the NYSESLAT could be read to students, but the Reading section could not. 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 Change in Allowable Testing Accommodations on the New York State English as a Second Language Achievement Test (NYSESLAT).
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.
Test Accommodations for Former ELLs Are there testing accommodations available for Former ELL students?
Yes. 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)

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.

If you have any questions please contact the Office of State Assessment at (518) 474-5902.
Report: Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research
Updated 03/25/21

# data[].attributes.attachment_link.description
(scroll down for information on ELL testing accommodations) The New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument in New York State for measuring the English language proficiency of a student who may possibly be an ELL.

# data[].attributes.body
Share this document with administration and staff; ALL teachers are teachers of ELLs!

# data[].attributes.body
This document gives an overview of this assessment.

# data[].attributes.body
Share this document with families prior to testing. Available in multiple languages.

# data[].attributes.body
What does the NYSESLAT look like? What is the format?

# data[].attributes.headline
Multilingual Literacy SIFE Screener (MLS)

# data[].attributes.subject
Multilingual Literacy SIFE Screener (MLS)

# data[].attributes.body
SIFE Identification Tool

# data[].attributes.body
Use this portal to request the MLS for possible SIFE students.

# data[].attributes.attachment_link.readable_text
Welcome to the Multilingual Literacy SIFE Screener (MLS). For more information about SIFE & the MLS visit here. You can find more information about SIFE in New York state here.

To learn more on how to apply for an account and access the MLS, see the MLS Quicksheet. You can watch the full webinar or the 2021 update webinar. Be sure to review the MLS Checklist before administering a test.

Fall 2020 update: There is now an auto-save feature for the MLS. A student can resume a test within 15 minutes of closing out of the test. After that, the test administrator can contact our user services team member to unlock their test for them.

Are there additional languages you would like to see added to the MLS? Let us know here: https://forms.gle/E9NQGwpRshTn98Qf6.

Contact mls.email.server@gmail.com if you have any questions.

Please enter password to continue....

# data[].attributes.attachment_link.description
Welcome to the Multilingual Literacy SIFE Screener (MLS). For more information about SIFE & the MLS visit here. You can find more information about SIFE in New York state here. To learn more on how to apply for an account and access the MLS, see the MLS Quicksheet.

# data[].attributes.body
NYSED has put together a plethora of resources and helpful links to facilitate this type of instruction.

# data[].attributes.attachment_link.description
In 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.

# data[].attributes.body
Communicate with families in the home language- free, reliable, and effective tool for fostering home-school connections

# data[].attributes.attachment_link.description
TalkingPoints is a two-way multilingual family engagement platform helping teachers and families to stay connected via text message.

# data[].attributes.headline
Parents' Bill of Rights & Parent Hotline

# data[].attributes.subject
Parents' Bill of Rights & Parent Hotline

# data[].attributes.attachment_link.readable_text
An informed, empowered community of parents, guardians and other persons in parental relation is critical to ensuring that English Language Learners (ELLs) are well served. The New York State Education Department's Office of Bilingual Education and World Languages (OBEWL) has created an English Language Learner Parents' Bill of Rights which summarizes critical rights concerning educational access and programming for ELLs and their parents. These key rights are summarized in an easy to reference one page format and have been translated into thirty-one languages.

The bill also includes information on how parents and students can contact our Parent Hotline or OBEWL if they have questions or concerns. This resource, operated by the New York State Language Regional Bilingual Education Resource Network (RBE-RN) serves as a mechanism for parents of ELLs and persons in parental relation to inquire about their rights and the delivery of services for their children based on state regulations. Via a dedicated website and phone lines, parents can inquire and receive responses in the top ten ELL home languages in NYS. NYSED has printed and distributed bookmarks with full hotline information, translated in the top ten ELL home languages in NYS. PDFs of these bookmarks are available in 13 languages and accessible below:

ELL Parent Hotline #: (800) 469-8224

You may also contact the parent hotline team in writing at:

NYS ELL Parent Website and Hotline Team
c/o NYS Statewide Language RBERN at NYU Metro Center
726 Broadway - 5th Floor
New York, NY 10003
nysparenthotline@nyu.edu
The following thirty languages are available in the links below: Albanian, Arabic, Bengali, Burmese, Chinese (simplified), Chinese (traditional), Dari, English, French, German, Haitian Creole, Italian, Hindi, Karen, Khmer, Korean, Nepali, Pashto, Polish, Portuguese (Brazil), Portuguese (Portugal), Punjabi, Russian, Somali, Spanish, Swahili, Ukrainian, Urdu, Uzbek, and Vietnamese.

# data[].attributes.attachment_link.title
Parents' Bill of Rights & ELL and ML Parent Hotline

# data[].attributes.attachment_link.description
An informed, empowered community of parents, guardians and other persons in parental relation is critical to ensuring that English Language Learners (ELLs) are well served. The New York State Education Department's Office of Bilingual Education and World Languages (OBEWL) has created an English Language Learner Parents' Bill of Rights which summarizes critical rights concerning educational access and programming for ELLs and their parents.

# data[].attributes.body
Tips for parents of MLLs, including realistic strategies and high school graduation information.

# data[].attributes.attachment_link.readable_text
How can we as parents/guardians support our children?

Read to your child in his or her home/primary language and/or English. Research shows that reading to your child in your home/primary language will help support English literacy skills.

Tell stories to your child in your home/primary language. Talk about your own childhood or things you remember from the past.

Show your child that you value your home/primary language. Speak to him or her in that language even if he or she responds in English.

Get a library card for your child, go to the library, and borrow books in English or in your home/primary language, if available.

Be sure to attend parent-teacher conferences scheduled by your school.

Schedule an individual meeting with your child's teacher to learn about specific ways that you can help your child succeed.

Schedule time every day for your child to do homework and, if possible, provide a quiet place, free from distractions, where he or she can work.

Plan family outings to museums. Guides at the museum can help you navigate an exhibit with your child. In addition, museums often offer inexpensive and/or free enrichment classes after school or on weekends.

In the United States, parents are an integral part of the education system. Ask your child's teacher how you can participate.

Know your rights. Please see the Parents' Bill of Rights for New York State's English Language Learners.

Presented at 41st ANNUAL NYS ASSOCIATION OF BILINGUAL EDUCATORS CONFERENCE - March 15-17, 2018

This presentation will help parents learn about the educational system in New York State (NYS), particularly in high schools. Parents will learn about High School organizations, expectations for High School students, and High School graduation requirements.

# data[].attributes.attachment_link.description
Read to your child in his or her home/primary language and/or English. Research shows that reading to your child in your home/primary language will help support English literacy skills. Tell stories to your child in your home/primary language. Talk about your own childhood or things you remember from the past.

# data[].attributes.attachment_link.readable_text
NYSITELL Parent Waiver

As the Governor's Executive Order for COVID-19 related school closures has ended, schools must complete the ELL identification process for all students who enrolled during the 2019-20 school closures, the summer of 2020, and during the 2020-21 school year. This requirement applies to students who choose all remote instruction when schools reopen in 2020-21, and to schools that voluntarily choose an all remote model when they reopen in 2020-21.

Because the NYSITELL must be administered in person, parents whose children have been provisionally identified as ELLs who are receiving entirely remote instruction may use the attached file to submit a temporary waiver of the NYSITELL. Such students will remain provisionally identified pursuant to the Home Language Questionnaire and individual interview, both of which may be conducted remotely via video or phone, until they cease to receive fully remote instruction because their parent or district switches to an in-person or hybrid setting. Students who are provisionally identified may receive ELL services in accordance with NYSED's previous guidance and progress monitoring, but may not be reported as ELLs.

This waiver must be submitted directly from the parent(s) to the school and must be maintained in the student's record for a minimum of three years.

The waiver is currently available in English, Spanish, and Chinese. Additional translations will be posted on the Forms and Waivers web page as soon as possible.

Starting a new school can be difficult-especially for newcomer immigrant and refugee students, whose families may not be familiar with the U.S. education system. Starting School in the United States: A Guide for Newcomer Students' Families, a new resource from REL Northwest, provides answers to many questions newcomer families typically have about the U.S. school system. Specifically, the guide (which is available in four languages) offers research-based guidance on the registration process, how families can get involved in their children's education, the rights every student has under U.S. law, and more. We encourage schools, districts, and refugee agencies to provide a link to the guide on their website and print copies for newcomer families.

EngageNY.org is developed and maintained by the New York State Education Department (NYSED) to support the implementation of key aspects of the New York State Board of Regents Reform Agenda. EngageNY.org is dedicated to providing educators across New York State with real-time, professional learning tools and resources to support educators in reaching the State's vision for a college and career ready education for all students.

Presented at 41st ANNUAL NYS ASSOCIATION OF BILINGUAL EDUCATORS CONFERENCE - March 15-17, 2018

This presentation will help parents learn about the educational system in New York State (NYS), particularly in high schools. Parents will learn about High School organizations, expectations for High School students, and High School graduation requirements.

A bilingual website for families and educators of English Language Learners which is a project in partnership with the American Federation of Teachers (AFT). It includes information about teaching English Language Learners.

PBS Parents is a trusted resource that's filled with information on child development and early learning. It also serves as a parent's window to the world of PBS KIDS, offering access to educational games and activities inspired by PBS KIDS programs.

A website geared mostly toward educators, but useful for families as well! Discusses the most effective ways to teach ELL students, how to create a welcoming classroom, and ways to promote family involvement.

These reviewed resources offer information for ELL parents and guardians. Some are resources parents can use at home with children to reinforce language skills. Others include suggested activities ELLs can begin in school and share with parents. Be sure to read the "In the Classroom" suggestions for ways these reviewed resources can build language skills both at home and at school.

The website of the federal agency that oversees US education. It is responsible for:

Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.

Collecting data on America's schools and disseminating research.

Focusing national attention on key educational issues.

Prohibiting discrimination and ensuring equal access to education.

USDOE Federal Student Aid Portal

Are you a parent who's looking ahead to your child's college years? Or just about to face the first tuition bill? Here are some resources to help parents save for college, learn about financial aid, and understand the application process.

This brochure provides information about how you can help build your child's reading and language skills during the early years of life. Reading well is at the heart of all learning. Without the ability to read, children can't succeed in school.

Toolkit in Spanish Toolkit in English

# data[].attributes.attachment_link.title
Helpful Links for ELL and ML Parents and Families

# data[].attributes.attachment_link.description
As the Governor's Executive Order for COVID-19 related school closures has ended, schools must complete the ELL identification process for all students who enrolled during the 2019-20 school closures, the summer of 2020, and during the 2020-21 school year.

# data[].attributes.attachment_link.readable_text
Episode 15 | 1:00:16 | original air date November, 24 2020

Myths of Second Language Acquisition

In this episode, Dr. Sonia Soltero, Professor at DePaul University, author, and proponent of biliteracy and bilingualism, addresses many common myths about second language acquisition and shares her insight about advocating for equity for English language learners. Please join us for this important and informative conversation as she answers RBERNing questions!

Host: Collette Farone-Goodwin
Mid-State RBERN ENL Resource Specialist
Twitter: @Lingualady1
Website: ocmboces.org/rbern
Email: cfaronegoodwin@ocmboces.org

Guest: Dr. Sonia Soltero
Twitter: @soniawsoltero
Websites:

Email: ssoltero@depaul.edu
Additional educational experts and resources mentioned in this episode:

Episode 14 | 1:11:10 | original air date November, 10 2020

Speech Therapy, Special Education Services, or ENL?

This episode addresses one of the biggest challenges we face as educators of multilingual students: How do we accurately determine if a multilingual student may or may not need support beyond just English language development? And if we determine that the child does need additional support, how will that be different from what we would provide for a monolingual English speaking student? Listen to professional speech/language pathologist Kelley Burt and bilingual special education expert Lourdes Roa discuss these challenges and share some tips for best supporting multilingual students who may need or already receive special education services.

Special Guest: Lourdes Roa, Executive Director, Mid-West RBERN at Monroe-2-Orleans BOCES Website: www.monroe2boces.org

Special Guest: Kelley Burt, MS, CCC-SLP, Speech-Language Pathologist, Early Learning and Systems Change Support Specialist
Additional educational experts and resources mentioned in this episode: Links and resources from Kelley Burt:

Episode 13 | 1:13:19 | original air date October, 2020

ELL Student Perspectives on Classroom Experiences and "High Expectations"

Here it is, dear listeners: the most important episode of this podcast that will ever be made - no disrespect at all to any of the incredible educators who are also guests - I think they would agree! It is the most important because it gives us a glimpse into the minds, hearts, and experiences of the young people we serve. Nothing is more powerful or important than centering student voices in our work as culturally responsive educators, especially the voices of those who have been historically silenced as so many multilingual individuals have experienced. Please accept this episode as a gift from these brilliant, insightful young leaders who are co-creating our future right now.

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Keith, Brenda, Emma, Simara, and Kidist

Episode 12 | 1:16:26 | original air date June 17, 2020

Understanding Discourse & Literacy

There is a lot of information in the world of education about discourse, background knowledge, literacy, and how all of these ideas are intertwined as we get to know our students. Listen as our guests Mario Palma and David Burns from American Reading Company share how teachers can build more awareness around students' types of discourse, how we all navigate multiple types of discourse, and how we can use that reflection and knowledge to support students' literacy development in multiple languages!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Mario Palma
American Reading Company
Twitter: @mariopalma4
Website: americanreading.com
Email: mario.palma@americanreading.com

Additional educational experts and resources mentioned in this episode:

Episode 10 | 1:16:04 | original air date June 3, 2020

How to Be an Advocate for ELLs with Jennifer Raponi

Oftentimes, we know our students and their families need support and access within their education experiences that they simply aren't getting. In this episode, professional development specialist and advocate Jen Raponi shares the what, why, and how of advocacy for ELLs. Jen's experiences and suggestions apply across a vast spectrum of advocacy topics, so if you are wondering how to center the voices of your students and their families in your advocacy, how to advocate in ways that are most impactful, what to advocate about, or any and all of the above, this episode is for you!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Jennifer Raponi
Mid-West RBERN ENL Resource Specialist
Website: https://www.monroe2boces.org/mid-westrbe-rn_home.aspx
Email: jraponi@monroe2boces.org
Resources discussed in this episode:

Episode 9 | 1:01:45 | original air date May 27, 2020

Academic Conversations with Elementary ELLs with Dr. Jeff Zwiers

If you're looking for ways to build authentic, meaningful conversation time into your lessons, listen to Dr. Jeff Zwiers as he shares practical and powerful strategies in this episode! A room full of elementary students all speaking might sound overwhelming at first, and Dr. Zwiers' approaches make the planning and implementation of these kinds of lessons so accessible and applicable for all teachers. Give your students agency and voice as you plan for some really great conversations in your virtual or physical classrooms!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Dr. Jeff Zwiers
Senior Researcher at the Stanford Graduate School of Education
Website: jeffzwiers.org

Additional resources:
All of Dr. Zwiers' extremely helpful publications, including The K-3 Guide to Academic Conversations mentioned in the episode, can be found here: https://jeffzwiers.org/publications

Episode 8 | 52:29 | original air date May 20, 2020

ELL Shadowing & Conversational Discourse with High School ELLs with Dr. Ivannia Soto

Let's talk about talk! If you have listened to some of our previous episodes, you have probably heard many of our expert guests speaking about the importance of literally and metaphorically hearing ELL student voices in the classroom; this episode expands on that theme. Listen to what Dr. Soto's fascinating research findings tell us about ELLs speaking in their classrooms, and hear some practical strategies for how and why to embed more speaking into your everyday lesson planning. Check out the article linked below entitled "Creating Classroom Buzz" as well as Dr. Soto's practical and powerful books to discover many ways to uplift your students' voices.

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Dr. Ivannia Soto
Professor of Education, Director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, and the author of numerous books and articles, including these mentioned in the episode:ELL Shadowing as a Catalyst for Change, Conversational Discourse in Context, and Creating Classroom Buzz
Twitter: @drivannia
Additional resource: https://resources.gocabe.org/index.php/archive-ivannia/

Episode 6 | 59:33 | original air date May 6, 2020

Cultivating Co-Teaching Relationships & Skills with Dr. Maria Dove & Dr. Andrea Honigsfeld
*We are aware of a few "glitchy" moments in this recording, but they do not interfere with the overall content/comprehensibility of the episode.*
Co-teaching may be more challenging than ever during the coronavirus pandemic, and it also is more exciting and innovative than ever! Listen to a conversation with two of the leaders in research about co-teaching relationships: Dr. Maria Dove and Dr. Andrea Honigsfeld. Find out what they say is "non-negotiable" when it comes to co-teaching, and learn a lot of quick and easy-to-apply practices that can take your co-teaching relationships from cooperative to truly collaborative. Listen with your co-teacher and then check out the links below to amazing shared resources!

Host: Liesl Coope
Mid-State RBERN Resource Specialist
Resources mentioned in this episode:

Episode 3 | 1:06:13 | original air date April 15, 2020

Creating Equity for ELLs & Cultivating Resilience with Elena Aguilar

You're going to want to take notes while listening to this episode!
It is such a gift to be able to share this conversation about resilience and equity with one of the foremost researchers and writers on these topics in education: Elena Aguilar. In our conversation, Elena shares her experiences and advice on how we can "re-center the individual child" in education and how we can understand ourselves more deeply, with the ultimate goal of creating learning experiences and environments that are equitable and responsive to our students' needs while growing our own emotional resilience. Please tune in and then check out all of the incredible knowledge Elena and her team have shared on their website!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest Elena Aguilar
Founder & President, Bright Morning Team Consulting, Author ofThe Art of Coaching, The Art of Coaching Teams, Onward: Cultivating Emotional Resilience in Educators & The Onward Workbook, and Coaching for Equity (coming late summer 2020!)
Twitter: @brightmorningtm
Website: brightmorningteam.com

Episode 2 | 28:30 | original air date April 8, 2020

Standards Based-Practices for ELLs

"RBERNing Questions" for this episode center around how to use New York's ENL Targets of Measurement ("ToMs") in standards-based classroom activities and assessments. Guest Dr. Paulina White shares her insights into how she has used the ToMs to focus and refine her planning and lessons for both stand-alone and co-taught ENL classes at the middle school level. If you've been wondering how to apply the ToMs in a practical way in your classes, this episode is for you! Click here for free related resources!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Special Guest: Dr. Paulina White
Rome Free Academy ENL Teacher
www.linkedin.com/in/paulinawhite

Episode 1 | 28:30 | original air date April 8, 2020

Introduction to all of RBERNing Questions

Welcome to the very first episode of this brand new podcast for all teachers of ELLs! This episode features a conversation between podcast host/Mid-State RBERN Resource Specialist Liesl Coope and ENL teacher/Mid-State RBERN ENL Council member Diane Stevenson. Listen in to get all the details on what you can expect from this podcast and to find out how you can submit topics and guest suggestions for future episodes. Keep tuning in each week as we discuss all of "RBERNing Questions"!

Host: Liesl Coope
Mid-State RBERN Resource Specialist

Co-host: Diane Stevenson
Rome Free Academy ENL Department Coordinator

# data[].attributes.attachment_link.title
PODCASTS | Onondaga - Cortland - Madison Counties BOCES

# data[].attributes.attachment_link.description
In this episode, Dr. Sonia Soltero, Professor at DePaul University, author, and proponent of biliteracy and bilingualism, addresses many common myths about second language acquisition and shares her insight about advocating for equity for English language learners. Please join us for this important and informative conversation as she answers RBERNing questions!

# data[].attributes.body
Great tool from SupportEd to guide you through planning lessons for distance learning.

# data[].attributes.attachment_link.title
Distance Learning Lesson Planning Template

# data[].attributes.body
Week-at-a-glance planning for ENL teachers and co-teachers, from SupportEd.

# data[].attributes.attachment_link.title
Coteaching for ELLs Weekly and Daily Planning Templates

# data[].attributes.body
Tool from SupportEd to guide co-teaching planning and discussions about grade-level content material.

# data[].attributes.attachment_link.title
Checklist for Increasing Academic Language Awareness

# data[].attributes.body
Quick guide from SupportEd about scaffolds for ELLs at each proficiency level.

# data[].attributes.attachment_link.title
Suggested Scaffolds at Each Proficiency Level (2)

# data[].attributes.headline
NYSED Guide to Implement Bilingual Common Core

# data[].attributes.subject
NYSED Guide to Implement Bilingual Common Core

# data[].attributes.body
Here you will find the Bilingual Common Core Progressions, which will guide your instruction in Integrated and Stand Alone ENL.

# data[].attributes.attachment_link.title
Teacher's Guide to Implement Bilingual CC Progressions

# data[].attributes.body
Use Google Sheets to keep accurate records of ELLs in your program: proficiency levels, languages, years in the US, Immigrant Funding information, NYSESLAT/NYSITELL scores, etc. Easily share with administration or co-teachers.