Families will need support to feel comfortable sending their children back to school and to help implement the new guidelines during COVID-19. Bilingual students and meeting their educational needs ensuring the physical, emotional and psychological safety of the student must be a priority.
ELL Identification Process and Instructional Units of Study Based on English Language Proficiency Level
ELL identification is completed by the home district for each student. To facilitate the process of administering the NYSITELL to students the CEWW BOCES will remain in contact with the home district to ensure the identification process takes place within the outlined timeframe.
The English language proficiency level will be determined by the home school and shared with the BOCES. Recognizing that ELL students are entitled to an academically rigorous education in all content areas through which they may develop their new language skills in either an English as a New Language (ENL) or Bilingual Education setting.
To ensure that all ELLs receive appropriate instruction that supports their college, career, and civic
readiness, required instructional Units of Study will be provided in their English as a New Language
based on their most recently measured English language proficiency level. All instructional materials will be aligned to the components of the NYSED Blueprint for English Language Learner Success. Translation of materials will occur through already established partnership with the Capital Region RBERN and if needed through the New York State Parent Teacher Association.
Recognizing that all teachers are teachers of ELLs professional learning opportunities provided by the Capital Region RBERN and other partners that are related to the instruction and support of ELLs will be shared to all educators. Educators directly working with ELLs will be receive increased notification regarding the opportunities that are provided.
Internal and External Communication
CVES will provide clear, consistent and regular communication with staff, students, families and community members during this time. All communication will be culturally and linguistically appropriate as well as accessible for individuals with disabilities. We will take advantage of resources from the CDC to prevent, interrupt and respond to stigma and misinformation about coronavirus as both can create fear and hostility that hurts people and makes it harder to keep everyone healthy.
Communication will include offering information across all communication channels (including direct communications (face-to-face, letters), electronic communications (website or social media pages), and remote parent meetings (within school and out of school) in student native languages. All written and oral communications will be available in easily accessible formats, with multiple languages and translation services upon request. Specific aspects of communication will include: