1. CO-TEACHING FOR ELLS (Grades 9-12)
New York State Statewide Language RBE-RN
at New York University
YOLANDA DELGADO-VILLAO
AND
GLORIA M. ORTIZ

2. SESSION OBJECTIVES
Participants will understand the amended CR Part 154 Units of Study charts for grades 9-12
Participants will learn about Co-Teaching Models for ELLs
Participants will learn how to foster collaborations that support the teaching of ELLs

3. BLUEPRINT FOR ENGLISH LANGUAGE LEARNERS’ (ELLS’) SUCCESS
Turn and Talk
What do you know about the Blueprint for ELLs’ Success?

4. PRINCIPLES OF THE BLUEPRINT FOR ELLS’ SUCCESS
Principle 1: All teachers are teachers of ELLS and need to plan accordingly by:
Designing and delivering instruction that is culturally and linguistically appropriate
Providing integrated language and content instruction to support language development
Collaborating with school support personnel and community-based human resources in order to address the multiple needs of ELLs.
The Blueprint for ELLs’ Success has 8 Principles. You have a copy of the entire Blueprint for ELLs in your packet. For the purpose of this presentation, we will be addressing Principle #1.
By utilizing materials and instructional resources that are age/grade appropriate, and aligned to the (CCLS).
and community-based human resources in order to address the multiple needs of ELLs.
Including students with Individualized Educational Programs.
Bilingual, ESL, and other content-area teachers must collaborate purposefully and consistently to promote academic achievement in all content areas.

5. COMMISSIONER’S REGULATION PART 154
The Commissioner’s Regulation Part 154 (CR Part 154), amended in 2014, are the NYSED regulations that govern services for ELLs which districts and school must follow.
Our discussion will focus on the amended CR Part 154 as they relate to English as a New Language (ENL) Co-Teaching program requirements, instructional planning and implementation.
CR Part 154 establishes norms for school districts to ensure that ELLs are provided with educational opportunities to achieve the same objectives that have been established by the Board of Regents for all students. In accordance with the provisions of CR Part 154, each school district shall provide ELLs equal access to all school programs and services offered by the school district, commensurate with the student’s age and grade level, including access to programs required for graduation.

6. WHO IS AN ENGLISH LANGUAGE LEARNER (ELL)?
Students who, by reason of foreign birth or ancestry,
Speak or understand a language other than English
Speak or understand little or no English
Require support in order to become proficient in English and are identified pursuant to CR Part

7. ELL SUBPOPULATIONS Newcomers
Students who have been in NYS schools for three years or less and have been identified as ELLs.
Developing ELLs
Students who have received ELL services for 4 to 6 years.
Long-Term ELLs
Students who have received at least six years of ELL services in New York City schools and continue to require these services because they have not met the Commanding level on the NYSESLAT.
ELLs/Students With Disabilities (SWDs)
ELLs served by an IEP. An IEP team determines a student’s eligibility for special education services and the language in which special education services are delivered.
Students with Interrupted/
Inconsistent Formal Education (SIFE)
ELLs who have entered a school in the US after second grade; have had at least two years less schooling than their peers; function at least two years below expected grade level in reading and mathematics; and may be pre-literate in their first language.
Former ELLs
Students who have successfully reached proficiency level on the NYSESLAT and exited out of ELL status. Although these students do not require ESL services the school must provide support services to support language development and academic progress for two years after they exit ELL status. 
The amended CR Part 154 has defined subpopulations of ELLs, as follows:
You can see that the needs for the subpopulations of ELLs require different types of support and interventions.

8. ENGLISH PROFICIENCY LEVELS
The following table represents the new English proficiency levels and descriptions for each level
English Proficiency Levels
Descriptions
Entering (Beginning)
A student at this level has great dependence on supports and structures to advance academic language skills and has not met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts.
Emerging (Low Intermediate)
A student at this level has some dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts.
Transitioning (Intermediate)
A student at this level shows some independence in advancing academic language skills but has yet to demonstrate English language proficiency in a variety of academic contexts.
Expanding (Advanced)
A student at this level shows great independence in advancing academic language skills and is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts.
Commanding (Proficient)
A student at this level is designated as a Former ELL, and entitled to receive two years of continued ELL services. A student at this level has met the linguistic demands necessary to demonstrate proficiency in a variety of academic contexts.
Based on feedback received from educators and other stakeholders throughout New York State in reference to the wide range at the Intermediate Proficiency level, the amended CR Part 154 made a major change on the English proficiency levels from 4 to 5 levels, as follows: … Note that the Intermediate level was expanded and split into 2 separate levels – Emerging (Low Intermediate) and Expanding level (Intermediate).

9. WHAT LANGUAGE MODELS ARE OFFERED TO ELLS AS PER THE AMENDED CR PART 154?
The amended CR Part 154 regulations define ENL as a research-based English language development program comprised of two components:
Stand-Alone ENL – students receive English Language Development in order to acquire the English language needed for success in core content areas taught by a certified ESOL teacher
AND/OR
Integrated ENL – students receive core content area and English language development instruction which includes home language supports and appropriate ELL scaffolds. The Integrated ENL is taught by either a dually certified teacher (ESOL and content area) or by a certified ESOL teacher and a certified content area teacher
A student shall not receive Stand-Alone ENL in lieu of core content area instruction.
In the Units of Study, there are required and flexible units of Integrated ENL. At times, the content area is specifically ELA. At other times the content area could be ELA, Math, Science, or Social Studies. If a teacher is not dually certified in ESOL and the content area, co-teaching takes place in Integrated ENL. This allows ELLs to continue to learn content while developing English language proficiency. Research has shown that language is not learned in isolation. It also allows ELLs to earn credits in the content while developing their English skills. Finally, the timeframe to obtain a high school diploma is not over-extended.

10. ENL UNITS OF STUDY (9-12)
See Flexibility See Flexibility
Below Below
Another change that was made was on the mandated number of Units of Study, the total minutes of instruction per week, and the delivery of ENL instruction in a Stand-Alone, Integrated ENL, and Flexibility model, depending on each ELL’s English proficiency level. Entering, Transitioning, and Commanding.

11. UNITS OF STUDY CHANGES Stand-Alone - Integrated - Flexibility -
It is important to note that with the splitting of the Intermediate level into 2 distinct levels – Emerging and Transitioning, the number of units of study per week for these 2 levels also changed.
Note that in the Emerging level the total number of minutes is 360, distributing as follows: .5 units of study in ENL, 1 unit of study in ENL/ELA, and .5 unit of study can be Stand-Alone ENL or Integrated ENL/Core Content Area
For the Transitioning level the total minimum number of minutes is 180, distributed as follows:

12. UNITS OF STUDY CHANGES (Continued)
ELLs at the new Commanding level (formerly the Proficient level) must receive services for an additional two years.
The new Units of Study indicate that these services must be in the Flexibility model.
Flexibility -
Notice that the flexibility model is different for the Commanding level.

13. ENL IN TRANSITIONAL BILINGUAL EDUCATION (TBE) PROGRAMS (9-12)
While at this time we are not focusing on the Bilingual Education Program, we want to point that students in BE Programs must also receive Stand-Alone ENL, Integrated ENL/ELA, and Flexibility ENL instruction

14. AWARDING HIGH SCHOOL CREDITS
CR Part (h)(2) outlines the grades 9-12 Units and Credits of Study of Stand-Alone and Integrated ENL classes
Stand-Alone ENL leads to an ELL earning elective credit upon passing each corresponding unit of study
Integrated ENL in each content area leads to an ELL earning content area credit upon passing each corresponding ENL unit of study in either ELA, Math, Science, or Social Studies

15. TURN AND TALK
Given the demographics of the diversity of the ELL population in New York State and the mandates to service them in an inclusive setting, why do you think a Co-Teaching model for ELLs makes sense?
Currently in New York State, nearly a quarter of a million ELLs make up almost 10 percent of the total public school student population, with even more ELLs enrolled in private schools. Students in New York State speak over 200 languages, and nearly 45 percent of ELLs were born outside of the United States.

16. RATIONALE FOR SUPPORTING CO-TEACHING
ELLs are in all classrooms
A single ELL specialist or an isolated ENL program cannot adequately address the needs of ELLs
Students who are removed from the general education setting
Do not develop a sense of belonging
Fall behind in missed content area instruction
A more collaborative, inclusive approach to working with ELLs is essential to academic, social and emotional success

17. Reflect on teacher practices for ELLs in your school using this picture? Turn and talk to your partner.

18. CO-TEACHING QUICK WRITE

19. DEFINITION OF CO-TEACHING IN AN INTEGRATED ENL PROGRAM
In an Integrated ENL program, co-teaching can be characterized as a unique collaboration between a content area teacher and an ENL teacher on all of the teaching responsibilities for all of the students assigned to a classroom to:
Co-Plan,
Co-Instruct
Co-Assess
Co-Reflect
The two teachers work together creatively to accommodate the language proficiencies, cultural diversity and educational backgrounds of the students
teaching involves the distribution of responsibilities among people for co-planning, co-instructing, and co-assessing

20. Co-Teaching Models
Model 1 - One group: Two teachers (one lead teacher, one teacher “teaching on purpose”)
Model 2 - One group: Two teachers teach the same content
Model 3 - One group: Two teachers (one teaches, one assesses)
Model 4 -Two heterogeneous groups: Two teachers teach the same content
Model 5 - Two groups: Two teachers: (one teacher pre teaches, one teacher teaches alternate information)
Model 6 - Two groups: Two teachers (one teacher reteaches, one teacher teaches alternative information)
Model 7 - Multi group: Heterogeneous or Homogeneous, two teachers monitor and teach
Source: Honigsfeld & Dove, 2009
Honigsfeld and Dove adapted the following co-teaching models for teachers of ELLs from the models used by special education teachers. In the first three models the students remain as one group and the teachers take on different roles and responsibilities in the classroom. The next 3 models the students are divided into two groups and each teacher taking on a different role, and the last model we see that the students are divided into multiple groups and the teachers will teach, monitor and circulate. It is important to note that each of these models are not to be used during the entire period. These are models that can be used to configure part of the lesson. For example, one teacher can review vocabulary in a few minutes. Also, these models are with all students in the class – ELLs

21. COMPONENTS OF A COLLABORATIVE INSTRUCTIONAL APPROACH FOR ELLS
Co-Plan
Co-Instruct
Co-Assess
Co-Reflect

22. CO-PLAN Co-Planning Framework
Phase 1: Pre-Planning (co-teachers do this individually)
Review forthcoming curriculum
Select necessary language and content to address
Identify the background knowledge students will need
Devise possible language or content objectives
Begin to determine resources, materials, and learning tasks
Planning time is essential to the success Honigsfeld and Dove devised a framework consisting of 3 phases for Collaborative Planning. The first phase is Pre-Planning
Devise possible language or content objectives on the basis of learning targets and CCLS

23. CO-PLAN (Continued)
Phase 2: Collaborative Planning (co-teachers do this together). Co-teachers:
Come prepared to finalize the different aspects of their lesson
Negotiate content and language objectives
Confirm how they will address and evaluate challenging concepts and skills
Agree on their roles and responsibilities
Discuss how to configure the class for co-taught lessons
The second phase is actually called Collaborative Planning
Either in a face-to-face meeting or using an agreed-on virtual platform
This is where they will decide which Model of Co-teaching they will use during the lesson

24. CO-PLAN (Continued) Phase 3: Post-Planning (completed separately)
After establishing objectives, materials, roles, and responsibilities, each teacher completes:
Various lesson-planning tasks, such as scaffolding activities
Differentiating materials and assessments
Find alternative resources
Create learning centers or stations, etc.
The 3rd and last phase is the Post-Planning phase.

25. USING TECHNOLOGY TO COMMUNICATE

26. CO-INSTRUCT
Provide students access to grade level curriculum without altering the standards by:
Addressing the gaps of the students on their background knowledge
Differentiating essential material
Identifying strategies for scaffolding the learning experience
Planning flexible grouping learning tasks
Teaching academic vocabulary by selecting a differentiation strategy
Identifying meaningful ideas on text
Modelling a concept, strategy, or writing form
Preparing guiding questions at different levels of difficulty
Preparing guided reading activities for enrichment
Gallery walks and simulated activities and visuals
Graphic organizers, visuals,
Identify the academic vocabulary, the main concepts and content knowledge
Plan activities that include the 4 modalities
Tier vocabulary and explicit teaching, word banks
Chunking text using close reading
Creating sentence starters, using semantic webs, and graphic organizers
Creating word walls and sentence frames
Developing skills to work independently
Alternative resources that support students: visual, graphic, linguistic and interpersonal skills, scaffolds
Identify strategies for scaffolding the learning experience, the academic vocabulary, the main concepts and content knowledge
Plan flexible grouping learning tasks that establish levels of engagement and ensure that listening, speaking, reading and writing are integrated in the lesson

27. CO-ASSESS
Collaborative assessment needs to be addressed from the students’ and teachers’ perspectives:
For students:
content academic attainment and language development
For teachers:
Understand their own, as well as their colleague’s teaching
reflective of each grade accompanied with accommodations that will be conducive to the student’s proficiency
Collect data and information
Assess of intended outcomes that have been accomplished
Use of scaffolding techniques for formative assessment achieved to move the learner from current level of understanding development
Develop explicit rating criteria for assessment
Checking for understanding with small, homogenous groups, so re-teaching can occur right away
Identifying which students are able to complete the tasks independently, with peer support, with written teacher scaffolds or direct teacher assistance to create flexible grouping

28. CO-REFLECT Turn and Talk
When 2 teachers Co-Teach, what would you reflect on and what would your post-planning look like?

29. CO-REFLECT
Collectively decide what collaborative practices each teacher wishes to initiate, develop, continue or discontinue as evidenced by student’s outcomes
Review a lesson plan and determine how it might be adapted for co-taught lessons
Look at student work and analyze the impact that a recently taught skill had on student learning

30. WHAT CAN ADMINISTRATORS DO TO CREATE SUCCESSFUL CO-TEACHING PARTNERSHIPS?
Provide professional development on co-teaching for ELLs
Ask teachers to consider finding their own partners and volunteering
Give teachers the parameters of the classes and grades that will be co-taught
If Administrators need to form the co-teaching pairs, have the staff complete a survey on hopes, attitudes, responsibilities and expectations regarding co-teaching
Provide resources to these teams to maximize their chances of success
Source: Damore & Murray, 2009
The PD you provide can meet the requirements of CR Part 154 that a minimum of 15% of the 175 hours requirement of professional development hours for all teachers must be dedicated to English language acquisition. For all Bilingual and English as a New Language teachers, a minimum of 50% of the required professional development hours must be dedicated to English language acquisition in alignment with core content area instruction. The Blueprint for ELLs’ Success also specifies the need for on-going professional development.
Although there is no formula to finding the “right” pairs, there is research indicating how to improve the chances that co-teaching teams will work.
you have already set in collaboration with your staff
If you already know your staff, can you identify content-area and ENL teachers with complementary personalities who you think would work well together?
If an Administrator is new to the school, he/she may want to have the staff complete a survey on hopes, …
An example of a survey is the SHARE (Sharing Hopes, Attitudes, Responsibilities, and Expectations) worksheet (Dieker and Murawski, 2003). The worksheet was modified for A modified version of the survey is included in your packet.
Use the information on the survey as you think about your faculty; Ask each teacher individually about co-teaching with the other.

31. ADMINISTRATORS’ ROLE TO SUPPORT A VISION OF SUCCESSFUL CO-TEACHING
Everyone involved in the scheduling process needs to understand the key criteria for creating a co- teaching environment
Build in planning time for co-teachers by creating common planning periods
Supervise and evaluate strategically
ELA and content-area classes need to be scattered in the morning and afternoon so that the ENL teachers can provide Integrated ENL throughout the day. (For example, some schools program all their ELA classes in the morning, obviously, that limits the number of Integrated ENL that the ENL teacher can co-teach in)
There is a chart for administrators on “Look Fors”

32. ADMINISTRATORS’ ROLE IN ENCOURAGING TEACHER COLLABORATIONS
How to encourage teacher collaborations
Adjust school schedules to devise common planning time.
Schedule special days every week for an advisory day, freeing these teachers to plan together
Modify the school schedule, extending the school day 15 minutes a day to allow for one day of co-planning.
Schedule per-session money for teachers to co-plan at lunchtime or after school
Provide incentives to teachers that agreed to work together (i.e., a small reference library, laptop, etc.)
Organize collegial circles
Encourage peer observations
Create collaborative research inquiry team
Create interdisciplinary department meetings

33. CO-TEACHING IS NOT . . .
Using an ESL teacher as a floater for only ELL students
Putting two teachers together and asking them to work together with no common planning time
One teacher entering another teacher’s classroom without the power to influence instruction and taking a passive role
Having qualified ESL teachers walk into a content area classroom and seeing the lesson for the first time without any input
Replacing Stand-Alone Beginner ELLs’ instruction model with
Co-Teaching

34. QUESTIONS AND ANSWERS

35. RESOURCES
Collaboration and Co-Teaching Strategies for ELLs. Retrieved from coteachingforells.weebly.com
Honigsfeld, A. & Dove, M.G. (2015) Collaboration and Co-Teaching for English Learners: A Leader’s Guide. Thousand Oaks, CA: Corwin.
Honigsfeld, A. & Dove, M.G. (2014, Fall). Co- Teaching, A Look Back, A Look Ahead, and A Look Fors. Retrieved from
Honigsfeld, A. & Dove, M.G. (2010) Collaboration and Co-Teaching: Strategies for English Learners. Thousand Oaks, CA: Corwin

36. Resources (Continued)
Honigsfeld, A. & Dove, M.G. (2008) Co-Teaching in the ESL Classroom, The Kappa Gamma Bulletin (Winter)
Mandel, K. & Eiserman, T. (2016). Team Teaching in High School. Educational Leadership, December 2015/January 2016, pp
Murdock, L., Finneran, D., & Theve, K. (2016). Co- Teaching to Reach Every Learner. Educational Leadership, December 2015/January 2016, pp
Scherer, M. (2015). Co-Teaching: Making It Work: What we Didn’t Know When We Co-Taught. Educational Leadership, Volume 73 (No. 4), pp.56-60

37. Thank you… Yolanda Delgado-Villao – ydv1@nyu.edu
Gloria M. Ortiz –