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Information on the Rights of All Children to Enroll in School: Q&A for states, school districts, and parents

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Information on the Rights of All Children to Enroll in School: Q&A for states, school districts, and parents

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OCR Website with Helpful Resources Pertaining to Students Who Are English Learners

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OCR Website with Helpful Resources Pertaining to Students Who Are English Learners

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Equal Education Opportunities for English Learners

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Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin in programs and activities operated by recipients of federal funds.

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OCR Resources Available in Languages Other than English

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OCR Resources Available in Languages Other than English

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How to: File a Complaint with the U.S. Department of Education’s Office for Civil Rights

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You can file a complaint with the U.S. Department of Education’s Office for Civil Rights in multiple ways including by filling out the following form:https:/…

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To contact the OCR enforcement office near you

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Sorry, you need to enable JavaScript to visit this website.

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For being a webinar attendee today, you just scored a great deal! Join NYSTESOL and get 20% off the annual membership. Use the discount code NYSUT2024.

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Contact your chapter leader if you have questions or concerns about ELL issues in your building. Additional support is available through your district representative in your UFT borough office.

Questions regarding laws, regulations and policies may be addressed to ELL specialist Katie Kurjakovic at kkurjakovic@uft.org through the office of the UFT's Vice President for Education, Mary Vaccaro.

See the UFT's Tips and Resources for Newly-Arrived ELL students

English Language Learners Complaint Form: This complaint form, for use by educators, parents and other concerned individuals, will ensure English language learners (ELLs) receive the services and supports they need to succeed. Tell us why you feel students are not receiving required educational services or parents' rights are not being respected, especially those required under Commissioner's Regulations Part 154. We also want to know if educators are receiving appropriate and sufficient professional development to help serve ELLs.

How does the UFT support members who work with ELLs?

The UFT supports members who work with ELLs by:

Providing information on laws, regulations and policies;

Assisting members and parents in understanding and working with state laws and mandates;

Providing professional development on ELL instructional strategies and best practices through the UFT Teacher Center

Assisting members with the ELL services complaints process;

Collaborating with parents and advocates to improve services and opportunities for ELLs;

Visiting schools at the request of chapter leaders to discuss ELL issues;

Holding citywide meetings to promote clarity regarding changes in policy and practice; and

Engaging members in legislative, regulatory and instructional initiatives.

See resources for supporting effective instruction "
See the UFT's tips and resources for newly-arrived ELL students "

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Check out these resources to help educators succeed in teaching ELLs.

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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, welcoming places for immigrant students and their families.

How to view the guide

The online version of guide is available below. You can also:

Getting Started

Strategies

Serving Immigrant Students

Social-Emotional Support for Students

Questions and Concerns About Immigration Issues

Staff Training, Collaboration, and Support

Closing Thoughts

About This Guide

This guide created by Colorín Colorado presents dozens of strategies that educators in school and early childhood settings can use and share with colleagues, families, and community partners. The guide includes more than 50 strategies and examples that apply to K-12 and/or early childhood settings.

Each strategy includes features such as:

Why this matters: A brief overview of how the topic relates to immigrant students and families

Tips for getting started: Specific, concrete ideas targeted for educators

Recommended resources: Guides, books, articles, research reports, and other materials

Recommended videos: Video clips that can enhance staff training

Examples from the field: Brief anecdotes and quotes from an audience survey we conducted in 2017, news items, and communication with our audience, partners, and advisors

Note: While many of these strategies address situations specific to immigrant students, a number of the recommendations can be applied to a broader population as well.

Seeking legal guidance

This guide includes numerous resources providing useful information for educators. While some of those resources include advocacy information, Colorín Colorado and our parent organization, public broadcasting station WETA-TV-FM, do not take political positions or participate in political advocacy.

In addition, the information in this guide should not be interpreted as legal advice. Any individual or organization seeking legal advice related to immigration issues should consult with the appropriate attorneys, local government officials, or non-profit organizations specializing in immigration law that can offer guidance. We also remind educators not to provide legal advice.

Project advisors

The author of the guide is Lydia Breiseth, Director of Colorín Colorado. Special thanks to our project advisors:

Dr. Julie Sugarman (Migration Policy Institute)

Kristina Robertson (Roseville Public Schools, MN)

Dr. Karen Ford (University of Virginia)

Susan Lafond (New York State United Teachers)

Becky Corr (Douglas County Public Schools, CO)

Giselle Lundy-Ponce (American Federation of Teachers)

César Moreno Pérez (American Federation of Teachers)

Anne Marie Foerster Luu (Maryland)

Lori Dodson (Maryland)

Karen Nemeth (Language Castle, LLC)

Dr. Emily Crawford-Rossi (University of Missouri)

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How to Support Immigrant Students and Families: Strategies for Schools and Early Childhood Programs

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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, welcoming places for immigrant students and their families.

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Immigrant Students Legal Rights - Excerpt

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Immigrant Students Legal Rights - Excerpt

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OELA Register & Enroll Immigrant and Refuge Students

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OELA Register & Enroll Immigrant and Refuge Students

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2. Register and Enroll Immigrant and Refugee Students

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Understanding Policies and Regulations webinar with OCR

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In the landmark 1974 decision, Lau v. Nichols, the United States Supreme Court established the right of English Language Learner (ELL) students to have “a meaningful opportunity to participate in the educational program.” That same year, an agreement between the New York City Board of Education and ASPIRA of New York (called the ASPIRA Consent Decree) assured that ELL students would be provided Bilingual Education. As such, ELLs must be provided with equal access to all school programs and services offered to non-ELL students, including access to programs required for graduation. Education Law §3204 and Part 154 contain standards for educational services provided to ELL students in New York State.

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Aspira of New York v. New York Board of Education 1974

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Visit us at https://elt.nysut.org/, find us on Instagram at nysutelt, like/follow us at NYSUT Education & Learning Trust – ELT.

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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.

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Parents' Bill of Rights & ELL and ML Parent Hotline

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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.

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English Language Learner ID Chart and ID Chart Guidance

In the fall of 2014, the Board of Regents adopted the New York State Education Department's proposed amendments to Part 154 of the Regulations of the Commissioner of Education (CR Part 154), which establishes the legal requirements for the education of English Language Learners (ELLs) in New York State (NYS). CR Part 154 outlines specific procedures that must be followed in order to determine English proficiency during the initial enrollment or reentry process.

The English Language Learner (ELL) Screening, Identification, Placement, Review, and Exit Criteria flow chart and the accompanying ELL ID Chart Guidance are designed to ensure that school districts uniformly and consistently implement an identification process to determine if a student is an English Language Learner when he or she initially enrolls in or reenters a New York State (NYS) public school. Please use the chart and the accompanying guidance as a reference for proper procedures..

Home Language Questionnaire (HLQ) and HLQ Guidance

After registration and enrollment in the school, the Home Language Questionnaire (HLQ) is completed by the parent/guardian. However, districts may create their own form for diagnostic assessment of a prospective enrollee's linguistic needs, incorporating questions 1-7 on the HLQ, and distribute at any time, including prior to enrollment. Qualified personnel must be available to determine if a language other than English is spoken at home. Qualified personnel means:

A New York State certified bilingual or English to Speakers of Other Languages (ESOL) teacher who is fluent in the home language of the student and parent/guardian or uses a qualified interpreter/translator of the language or mode of communication the student and parent/guardian best understands OR

A New York State certified teacher who has been trained in cultural responsiveness, language development, and the needs of ELLs and who is proficient in the home language of the student or parent/guardian or uses a qualified interpreter/translator of the language or mode of communication the student or parent/guardian best understands.

The HLQ is available in forty-three languages, including, but not limited to: Spanish, Chinese, Haitian Creole, Russian, Polish, Korean, Bengali, Arabic, Urdu, Vietnamese, Amharic, Portuguese, Dari, and Pashto. Assistance with low incidence language translations can be obtained through your local Regional Bilingual Education Resource Network (RBERN).

All HLQ translations can be downloaded below:

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ELL Identification & Placement/Home Language Questionnaire (HLQ)

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In the fall of 2014, the Board of Regents adopted the New York State Education Department's proposed amendments to Part 154 of the Regulations of the Commissioner of Education (CR Part 154), which establishes the legal requirements for the education of English Language Learners (ELLs) in New York State (NYS).

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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

As a result of this process, NYSED has developed New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for every NYS Common Core Learning Standard in every grade. The Theoretical Foundations of the Bilingual Common Core Initiative can be found at .

In April 2014, NYSED released its vision for educating ELLs in New York State in its Blueprint for English Language Learners Success. The Office of Bilingual Education and World Languages' (OBEWL) mission is to ensure that all New York State English Language Learners (ELLs) attain the highest level of academic success and that all Multilingual Learners (MLs) - which include ELLs, Former/Ever ELLs, World Languages students, and heritage speakers of World Languages - achieve the highest level of language proficiency in English and in one or more other languages. We strive to ensure that all students' individual educational paths and socio-emotional needs are met in multiple languages leading them to college and career readiness. NYSED believes that all teachers are teachers of ELLs.

The Units of Study tables provided are guidelines for mandated services for ELLs as per Commissioner's Regulations Part 154-2 in both English as a New Language and Bilingual Education programs. As always, ENL instruction is an integral part of the Bilingual Education program.
CR Part 154-2 (K-8) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (9-12) English as New Language (ENL ) Units of Study and Staffing Requirements CR Part 154-2 (K-8) Transitional Bilingual Education Program CR Part 154-2 (9-12) Transitional Bilingual Education Program
The Units of Study Table Glossary covers key terms that are used in the Units of Study tables and in other OBEWL documents.

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In spring 2012, the New York State Education Department (NYSED) launched the Bilingual Common Core Initiative (BCCI) to develop new English as a New Language (ENL) and Native Language Arts (NLA) Standards aligned to the Common Core. Extensive research conducted over the last ten years indicates that the integration of language and content instruction leads to higher student outcomes.

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Katie Kurjakovic is Assistant to the Vice President for Education at the United Federation of Teachers and is the UFT’s ELL Specialist. She supports educators of MLLs and ELLs around advocacy, policy and professional learning. Prior to working at the UFT, Katie taught ENL for 25 years at P.S. 11, a K-6 school in Woodside, Queens. She currently serves as chair of NYSUT’s Committee on English Language Learners.

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Susan Lafond, NBCT, Assistant in Educational Services, NYSUT

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Susan Lafond, NBCT, Assistant in Educational Services, NYSUT

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Jessica Daye is a bilingual investigator (English/Spanish) at the U.S. Department of Education, Office for Civil Rights (OCR) New York Regional office where she investigates and mediates complaints alleging discrimination on the bases of race, color, national origin, age, sex, disability, and retaliation. Before joining OCR in 2016, Jessica worked at a civil rights nonprofit law firm in New York City as the Education Advocacy Coordinator assisting parents and caregivers of children with disabilities receiving special education, including early intervention services.  She earned a Master’s in Education in Psychological Counseling from Teachers College, Columbia University and holds a bachelor’s degree in psychology and social work from Rider University.

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Jessica Daye, Compliance Team Investigator

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Jessica Daye, Compliance Team Investigator

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Jessica Daye is a bilingual investigator (English/Spanish) at the U.S. Department of Education, Office for Civil Rights (OCR) New York Regional office where she investigates and mediates complaints alleging discrimination on the bases of race, color, national origin, age, sex, disability, and retaliation. Before joining OCR in 2016, Jessica worked at a civil rights nonprofit law firm in New York City as the Education Advocacy Coordinator assisting parents and caregivers of children with disabilities receiving special education, including early intervention services.  She earned a Master’s in Education in Psychological Counseling from Teachers College, Columbia University and holds a bachelor’s degree in psychology and social work from Rider University.

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Joy Purcell is a Senior Attorney at the U.S. Department of Education, Office for Civil Rights (OCR) New York Regional office where she investigates and mediates complaints alleging discrimination on the bases of race, color, national origin, age, sex, disability, and retaliation. Before joining OCR in 2014, Joy worked at a civil legal services organization in Washington, DC representing parents and caregivers of children with special needs in education, housing, and healthcare cases.  She graduated magna cum laude from the University of Miami School of Law and holds a bachelor’s degree in Latin American Studies and Politics from New York University.

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Look to NYSUT ELT for other training on ELLs that fulfills the Language Acquisition requirement.

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ELT offers a rapidly expanding array of relevant training for all educators, including school-related professionals, ENL, Bilingual and classroom teachers on the topic of language acquisition and the needs of English language learners.

ELT has developed training to assist educators in meeting the Part 154/CTLE Language Acquisition mandate designed to address the needs of English language learners (ELLs).

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

Online Seminars
Academic Language for English Language Learners: What Teachers Need to Know
This five hour online seminar will help general education teachers target and improve academic language for all learners across disciplines and grade levels, particularly those who are learning English. Participants will identify the differences between social and academic language, analyze the academic language demands of a text, and examine research-based strategies for targeting academic language development in all domains of language.
Culturally Responsive Classrooms
In order to meet the needs our diverse student population, educators must possess the mindset and skills needed to foster a positive learning environment for all students as it is critical to their academic success. Culturally responsive instructional practices honor and support this diversity, connecting learning to students' cultural and linguistic background while building on prior experiences. As a result, educators create an inclusive environment that is accessible and relatable to all students. In this seminar, participants will learn how to build on their current practices to create a culturally responsive classroom for their students. The goal of culturally responsive teaching is to instruct in a way that ensures engage in cognitively demanding tasks that foster independent learning by increasing student engagement and strengths-based mindset.
Establishing an Optimal Co-teaching Classroom with English Learners in Mind
What do teachers need to know and do prior to stepping in front of students as a co-teaching team? Participants of this online seminar will learn how to create a positive relationship by building a foundation for collaboration, welcoming the strengths and contributions each teacher brings to the partnership, and exploring ways to establish a presence where there is trust and respect. Through the co-teaching models for various classroom environments, participants will gain planning strategies to aid all students to learn at higher levels.
Equitable Assessment: Implications for Instruction of English Learners
Assessment is a powerful tool for teachers as the results are a quantifiable measure of students' knowledge of the content. As an integral part of the teaching and learning cycles, assessment is a key focus for the teachers of English learners as it influences future instructional practice. This online seminar will guide participants through understanding the critical role both formative and summative assessments play and exploring practical assessment strategies for validly measuring English learners' knowledge in various content and grade-level classrooms.
Intervention and Identification: Supporting ELLs with Ability Differences
Although all students demonstrate a wide range of strengths, needs, and social characteristics, the increasing diversity among English language learners (ELLs) presents puzzling questions for education professionals. This is especially true of ELLs who, despite receiving appropriate language-related supports and services, still do not demonstrate adequate growth or achievement in school. In these cases, we ask the question: Is this issue related to language acquisition or to disability? In this online seminar, you will explore critical issues related to interventions for ELLs who present unique learning challenges, as well as the assessment and disability identification processes which occur once intervention is proven ineffective.
Strategies for SIFE Success!
Students with Interrupted/Inconsistent Formal Education (SIFE) are English language learners who enter U.S. schools at least two years below grade level in reading and/or math in their native language due to underschooling. These learners bring with them rich cultural and life experiences, but are doing double the work in learning English and academic skills simultaneously. Teachers looking for support in how to address the intense needs of this population will benefit from this course. In this seminar, participants will examine common characteristics and experiences of the SIFE population, and learn how to design classroom environments and apply specific strategies that honor students' backgrounds to foster SIFE success.
These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.
For districts wanting to request online seminars for their educators, download our Online Seminar Request Form.

For School-Related Professionals:
Creating a Welcoming School Environment for English Language Learners
This seminar will familiarize participants with who our English language learners are and the challenges they face as they learn a new language. By examining the critical nature of culture and its deep impact on an English learner's identity, participants identify strategies to ensure the school environment is a caring, accessible place for our English learners.

Our World, Our Students

The seminar examines the complexity of the diverse student populations within our schools. Our students represent the financial disparity, diverse cultural backgrounds and differences in learning styles and abilities found amongst the citizens within our state.

We will explore the importance of recognizing our own biases, consider the obstacles which may prevent us from understanding our students and identify those beliefs which can hinder the way we interact with them. We will also look at ways to use our students' backgrounds, cultural resources, as well as their unique strengths and challenges, to create a more conducive environment for learning. In addition, we will explore ways to involve students in the learning process while providing strategies to demonstrate how we, as educators, can use cultural connections to assist our students in appreciating themselves and each other.
This seminar can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

Site-based Seminars

These informative three hour seminars can be brought to districts for Superintendent's Conference days and for after school professional development sessions. NYSUT's Education & Learning Trust (ELT) has been approved as a CTLE provider.

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

To request one of these sessions, please download our Seminar Request Form and e-mail, fax, or mail the completed form back to us.

For Teachers:
Collaborative Identification of English Learners with a Disability - 3 hour
Participants will examine the many facets of identifying English learners with special needs. Federal regulations and New York's CR Part 154-3 regulations will form the foundation of this session. Participants will analyze a case study and apply concepts and tools acquired throughout the course. Enriching discussion will focus on the collaborative process of identifying ELs who have a disability. Many practical resources and tools will be provided for educators to utilize from throughout the collaborative process of identifying ELs with a disability.
Collaborative Identification of English Learners with a Disability - 6 hour
Historically, there has been a problem of over- and under-identification of English learners for special education. Participants in this six-hour seminar will simulate a team approach model using a case study as a way to address the issue. This collaborative process will include a review of state and federal regulations, an analysis of student behavior to distinguish a language difference versus a learning disability, a discussion on how the RtI process might look different for English learners, parent support at IEP meetings, and the use of data leveraged to design a program for English learners identified with a disability.

What important things do co-teachers need to know prior to stepping in front of students together? Participants of this workshop will experience and embed strategies to develop a positive co-teaching partnership, learn how to apply the co-teaching models for various classroom environments, and gain planning strategies to ensure the learning of all students at high levels. Please bring a laptop or device, headphones and upcoming lessons/unit plans to the session. It is highly recommended that ENL and content teachers take this seminar with their co-teaching partner.

You've been co-teaching together for a while.... Now what? This session aims to provide co-teachers with the "next steps" in co-teaching. Participants will revisit ways establish a collaborative relationship that truly represents a shared curriculum. Co-teachers will walk away with concrete steps for intentional reflection, effective communication, and thoughtful planning. Beyond this, co-teachers will also become equipped to rise above pitfalls and challenge each other to take their teaching to higher levels, where ALL students are bound to thrive. Please bring an upcoming lesson/unit plans to the session. It is highly recommended that ENL and content teachers take this seminar with their co-teaching partner.
Creating a Culturally Responsive Classroom
Available as a three hour session
In order to meet the needs our diverse student population, educators must possess the mindset and skills needed to foster a positive learning environment for all students as it is critical to their academic success. Culturally responsive instructional practices honor and support this diversity, connecting learning to students' cultural and linguistic background while building on prior experiences. As a result, educators create an inclusive environment that is accessible and relatable to all students. In this seminar, participants will learn how to build on their current practices to create a culturally responsive classroom for their students.

The five high-leverage principles presented in this seminar synthesize the work of leading scholars and educators and reflect basic practices that can improve teaching and learning for English learners across the content areas. Participants will examine evidence-based instructional strategies that can be incorporated into daily lesson plans and routines as well as determine effective ways to teach and assess both language and disciplinary content. Through building upon students' background knowledge, incorporating academic language functions, designing and scaffolding deeper learning tasks integrating all four domains, and providing opportunities for student participation, teachers will help EL students become proficient in English and achieve rigorous state standards.

This seminar, designed for elementary teachers, focuses on language acquisition and the challenges ELLs at different proficiency levels face in the mainstream classroom. Teachers will experience a variety of research-based strategies and modifications and learn how to apply them in lesson plans that foster the academic achievement of ELLs in their classes.
Increasing Family Engagement to Promote the Achievement of ELLs - 3 hour
With so much attention focused on helping English learners meet grade-level expectations, teachers are looking for what works. In this seminar, participants explore four research-based recommendations for engaging English learners in subject area instruction. Participants will view real life classroom examples and experience practical hands-on activities that can be applied across grade levels and content areas.
Increasing Family Engagement to Promote the Achievement of ELLs - 6 hour
What are some approaches educators can use to develop effective partnerships with bilingual families? In this session, you will examine ways to increase family engagement and improve the home-school connection with the families of our English learners while taking into consideration the four stages of immigrant parent involvement.

In this six hour session, participants will examine a multitude of ways to develop effective home-school partnerships with the families of our English learners. Initial activities work to increase familiarity with the diverse cultures of the community in order to identify their needs, create a more welcoming school environment, and develop culturally responsive, two-way communication. The culminating activity will be to create an engagement plan in accordance with the requirements in the Every Student Succeeds Act (ESSA) that targets specific academic outcomes for ELLs while strengthening the meaningful engagement of diverse families. While this training is ideal for school- or district-based teams, it is still relevant and useful for individual educators.

English language learners are the fastest growing student population in schools, and they must be considered when the NYS Next Generation standards are being implemented. Geared for general education teachers, this seminar will help participants design effective content-area instruction while they explore research-based strategies, instructional guidelines and resources for helping ELLs succeed.

How does language development affect learning? Through exposure to research literature and information on language acquisition theory, you will gain a deeper understanding of the intersection of language and learning. Educators will be guided to reflect on how language development affects instruction and learning in their own classrooms.

Planning for the Success of ELLs in Content Classes
Available as a three or six hour session

This seminar provides the opportunity to examine research-based strategies and approaches that assist ELLs in meeting rigorous grade-level standards through a step-by-step breakdown of the lesson planning process that includes scaffolded language and content objectives. Participants will experience a variety of motivating and engaging instructional strategies that can be strategically applied to lesson plans as a way to increase academic language production and content comprehension for ELLs.
Supporting and Sustaining the Social-Emotional Needs of English Learners Who Experience Trauma
Available as a three hour session
Help! I have a newcomer in my classroom! What should I do? Teachers can start by taking this foundational seminar on Students with Interrupted Formal Education (SIFE) students and spend time exploring characteristics of SIFE students to better serve their needs in the classroom. During this seminar, participants will learn how to design classroom environments and apply specific strategies that both honor students backgrounds and support the intense needs of this population in order to foster SIFE success. This also provides a strong knowledge base for future learning opportunities on SIFE literacy, differentiation and culturally responsive instruction.

This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs' social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

This 6 hour seminar, designed for all in the educational community who encounter English Language Learners (ELLs), will address the topic of significant trauma many ELLs have experienced prior and upon their arrival. Immigration under the best of circumstances includes separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt before. The impact of early trauma on brain development and early attachment will be explored. When is it appropriate to activate prior knowledge when it includes violence, war, lack of basic needs, disruption in human development, and/or separation from family? What do educators know about Adverse Childhood Experiences (ACEs) that can improve their pedagogy? This seminar will provide the necessary tools and strategies to support ELLs' healing and growth, both academically and social-emotionally.

In addition to learning a new language, ELLs have to adjust to a new environment and culture while learning new academic skills and content knowledge. Explore the impact of culture on academic achievement, and identify factors that contribute to a culturally responsive classroom in this engaging session.

As a teacher, what can you do with students in your class who are learning English? How can you help them succeed? This seminar focuses on understanding the stages of verbal acquisition and identifying variables that influence the language acquisition process for ELLs. Strategies that have been shown to successfully engage ELLs are examined and instructional and assessment accommodations are demonstrated.

These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

For School-Related Professionals:

Increasing Family Engagement to Promote the Achievement of ELLs - 3 hour
Increasing Comprehension of ELLs for SRPs
Available as a three hour session

This seminar will familiarize participants with who our English language learners are and the challenges that they face as they acquire a new language. Participants will have the opportunity to examine how critical culture is and its impact on an English learner's identity as well as explore strategies for making information more comprehensible and accessible to ELLs.
Supporting and Sustaining the Social-Emotional Needs of English Learners Who Experience Trauma
Available as a three hour session
What are some approaches educators can use to develop effective partnerships with bilingual families? In this session, you will examine ways to increase family engagement and improve the home-school connection with the families of our English learners while taking into consideration the four stages of immigrant parent involvement.

This seminar helps SRPs become more familiar with students' cultural abilities and needs in order to create a more conducive learning environment. Educators will engage in discussions of the importance of involving all students in the learning process while demonstrating how they can use cultural connections to assist students in appreciating each other's strengths.

This seminar, designed for all educators who work with English language learners (ELLs), will address the multitude of trauma that many ELLs have experienced prior to and since their arrival to the US. Immigration, under the best of circumstances, involves separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt with before. Participants will leave this seminar with strategies to help students who have experienced trauma, tools to support ELLs' social and emotional healing, growth and well-being, and ways to build trusting relationships with this fragile cohort.

This 6 hour seminar, designed for all in the educational community who encounter English Language Learners (ELLs), will address the topic of significant trauma many ELLs have experienced prior and upon their arrival. Immigration under the best of circumstances includes separation, loss and challenges to one's identity. Many of our recently-arrived ELLs present with traumatic stressors most educators have not dealt before. The impact of early trauma on brain development and early attachment will be explored. When is it appropriate to activate prior knowledge when it includes violence, war, lack of basic needs, disruption in human development, and/or separation from family? What do educators know about Adverse Childhood Experiences (ACEs) that can improve their pedagogy? This seminar will provide the necessary tools and strategies to support ELLs' healing and growth, both academically and social-emotionally.

This seminar is designed to help educate students who will be living in a world of diverse communities. It will promote awareness of global differences while identifying shared values. It encourages the understanding of one's own culture as the doorway to understanding other cultures.

These seminars can be used to meet CTLE hours and C.R. Part 154 Language Acquisition requirements.

View the full listing of seminars addressing English language learners in our updated Seminars on Language Acquisition Requirement flyer.

To request one of these sessions, please download our Seminar Request Form and e-mail, fax, or mail the completed form back to us.

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ELT offers a rapidly expanding array of relevant training for all educators, including school-related professionals, ENL, Bilingual and classroom teachers on the topic of language acquisition and the needs of English language learners. ELT has developed training to assist educators in meeting the Part 154/CTLE Language Acquisition mandate designed to address the needs of English language learners (ELLs).

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Please fill out this brief survey and provide us with your feedback on the webinar as that will assist us in planning future events.

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To receive a certification of attendance, you must be logged into the webinar for at least 90% of the time. For a 90-minute session, that means 81 minutes. We use the Usage Report to determine attendees and minutes. Please ensure that your Zoom name matches the name you registered with.

If you are a NYS TESOL member, you can get a certificate by filling out the form at https://forms.gle/2sRuKFbMeNTGv1BT9.

If you are not a NYS TESOL member, fill out the top part (Section I) of the attached CTLE certification completion form and return it to Cynthia McCrory (cynthia.mccrory@nysut.org). Once we have a chance to process your request, we will email you back a copy to keep on file.

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The following resources highlight some important laws, policies, and regulations related to the education of English language learners (ELLs), communication with ELL families, and services for ELLs who are dually identified with special needs.

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English Language Learners: Policy Resources

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The following resources highlight some important laws, policies, and regulations related to the education of English language learners (ELLs), communication with ELL families, and services for ELLs who are dually identified with special needs.

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ELT Language Acquisition Seminars Booklet

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ELT Language Acquisition Seminars Booklet