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Would it be possible to cap teachers being split into multiple schools? I have seen that being done often and do not see it effective or equitable when servicing the needs of ELLs. 

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Would it be possible to cap teachers being split into multiple schools? I have seen that being done often and do not see it effective or equitable when servicing the needs of ELLs. 

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Depending on the number of ELLs, ENL co-teaching partnerships should remain static. In other words, the ENL teacher should teach within one or two content areas only (across no more than two grade levels -if teaching multiple content areas). In this way, the ENL teacher learns the content and builds the relationship with their co-teaching partner. If it requires three or more content areas (aside from standalone), the school should hire another ENL teacher-dually-certified ENL teachers are ideal. Again, depends on the # of ELLs and language proficiency levels being serviced. The ENL model weakens when the ENL teacher is spread across different content areas, more so than different grade levels. Schools could benefit from programming support- many schools' schedules are not optimized to serve special populations. 

# data[].attributes.subject
Depending on the number of ELLs, ENL co-teaching partnerships should remain static. In other words, the ENL teacher should teach within one or two content areas only (across no more than two grade levels -if teaching multiple content areas). In this way, the ENL teacher learns the content and builds the relationship with their co-teaching partner. If it requires three or more content areas (aside from standalone), the school should hire another ENL teacher-dually-certified ENL teachers are ideal. Again, depends on the # of ELLs and language proficiency levels being serviced. The ENL model weakens when the ENL teacher is spread across different content areas, more so than different grade levels. Schools could benefit from programming support- many schools' schedules are not optimized to serve special populations. 

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Within a 25 period teaching week, an ENL teacher who teaches two content areas (outside of standalone ENL) would benefit from 8 preparation periods per week. Two days a week there'd only be one prep in order for the ENL teacher to be part of team and/or grade meetings.

# data[].attributes.subject
Within a 25 period teaching week, an ENL teacher who teaches two content areas (outside of standalone ENL) would benefit from 8 preparation periods per week. Two days a week there'd only be one prep in order for the ENL teacher to be part of team and/or grade meetings.

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In accordance with CR -Part 154-2, ENL units of Study and Staffing Requirements, Integrated ENL services meets service criteria when the ENL Teacher and Content Area teacher delivery Integrated ENL service in the same classroom where students are receive all other content area instruction; ELLs may not travel outside of the classroom as this does not satisfy an "integrated model."  Both teachers plan to ensure that "integrated language and content instruction support linguistic development through language-focused scaffolds to ensure meaningful access to standards-based instruction." 

# data[].attributes.subject
In accordance with CR -Part 154-2, ENL units of Study and Staffing Requirements, Integrated ENL services meets service criteria when the ENL Teacher and Content Area teacher delivery Integrated ENL service in the same classroom where students are receive all other content area instruction; ELLs may not travel outside of the classroom as this does not satisfy an "integrated model."  Both teachers plan to ensure that "integrated language and content instruction support linguistic development through language-focused scaffolds to ensure meaningful access to standards-based instruction." 

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For a 6-period day: Standalone ENL; ELA/ENL; SS/ENL; Periods 1-3; Lunch 4th period; Periods 5 and 6: Double Prep on Mondays; Advisory + Prep on Tuesday, Wednesday, Thursday, Friday Grade Team and/or Content Team Mtgs. Note: Advisory Period could be another class section of Standalone ENL; ENL/ELA or SS/ELA (or can be another prep). 

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For a 6-period day: Standalone ENL; ELA/ENL; SS/ENL; Periods 1-3; Lunch 4th period; Periods 5 and 6: Double Prep on Mondays; Advisory + Prep on Tuesday, Wednesday, Thursday, Friday Grade Team and/or Content Team Mtgs. Note: Advisory Period could be another class section of Standalone ENL; ENL/ELA or SS/ELA (or can be another prep). 

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I am wondering how all these recommendations will affect school-based budgeting for ENL teachers. Will the ENL Teacher Tool formula be updated so schools are supported financially? If schools don't have the funding, these recommendations might end up being an ivory tower. We don't want UFT complaints for non-compliance as a result of principals not having enough ENL teachers. Is the DOE planning to subsidize ESOL certifications in the same way SWD certifications and bilingual extensions will be subsidized for the 22-23 SY? So many teachers would be enthusiastic to get their ESOL certification! My last wondering is if the proposed recommendations would have a some type of sunset date? While it is important to commit to changes, especially ones that center our students, we cannot overlook the importance of having dedicated time to reflect and make adjustments, so that the good intentions behind these recommendations are fully operationalized.

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What if mid year an ELL gets an IEP and their ENL teacher has to adjust their schedule to include this? What would be the pragmatic approach to implementing this recommendation?

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How would a sole provider in a K-5 school be able to have a cap of 5 co-teaching partnerships?

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How would a sole provider in a K-5 school be able to have a cap of 5 co-teaching partnerships?

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It's possible this will cause some schools to not be able to serve ELLs for their full mandates. Or it will cause schools to place all ELLs in the same grade in one class which will limit the number of language models for students. 

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It's possible this will cause some schools to not be able to serve ELLs for their full mandates. Or it will cause schools to place all ELLs in the same grade in one class which will limit the number of language models for students. 

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Having planning periods for partnerships is important. It may lessen the number of periods that the teacher is able to serve students but it will certainly increase the quality of the instruction for those students who are being served. 

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Having planning periods for partnerships is important. It may lessen the number of periods that the teacher is able to serve students but it will certainly increase the quality of the instruction for those students who are being served. 

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Honoring the purpose and function of a language objective as well as it's execution in all classrooms is paramount. More explicit training around it's use and application is needed.