Department of English Language Learners and

Student Support
Milady Baez, Senior Executive Director
52 Chambers Street, Room 209
New York, New York 10007
Phone: 212-374-6072
http://schools.nyc.gov/Academics/ELL/default.
htm

The Chancellors 40 New Dual Language Initiative

Dual Language Program Planning Grant K-12
Request for Proposals for 2014-2015 Programs
The Department of English Language Learners and Student Support (DELLSS) is pleased to
announce the Chancellors 40 New Dual Language Program Planning Grant Initiative.
DELLSS is inviting schools to be part of a new and exciting comprehensive effort to
strengthen instruction for all students participating in this program. Through the Dual
Language Program Planning Grant, schools will have a unique opportunity to implement a
new Dual Language (DL) program in September 2015. This grant provides up to $25,000 for
individual schools launching a new DL program in grades K-12. Research demonstrates that
in order for ELLs and English proficient students to attain oral and literate proficiency in two
languages, they should participate in the program for a minimum of five to six years.
Therefore, awardee schools are expected to maintain the program after receiving the initial
grant.
In New York City, the Dual Language programs follow a model where English proficient
students and ELLs of one common language learn together in two languages, English and
the target language. In a Dual Language classroom, students not only develop new language
skills and learn academic subjects in both languages, they also practice and share language
and culture with each other, making them bilingual, biliterate and bicultural. Dual Language
programs offer students accessibility to high quality rigorous Common Core (CCLS) aligned
instruction that will prepared students for college and careers in the 21 st century.
All grant recipients will be required to attend (with an administrator and two other team
members) the following professional development workshops from the Department of English
Language Learners and Student Support (location to be announced).
Professional Development # 1
February 3, 2015-----------------------------------------------Elementary schools
February 10, 2015---------------------------------------------Middle schools & High schools
Professional Development # 2
March 3, 2015---------------------------------------------------Elementary schools
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March 10, 2015-------------------------------------------------Middle schools & High schools

Professional Development # 3
April 1, 2015-----------------------------------------------------Elementary schools
April 21, 2015---------------------------------------------------Middle schools & High schools
Professional Development # 4
May 5, 2015-----------------------------------------------------Elementary schools
May 12, 2015---------------------------------------------------Middle schools & High schools
Composition of class in a Dual Language Program:
Schools planning to open a Dual Language program with a side-by-side or self-contained model must
work to ensure that at least 50% of the students served are English Language Learners.
DELLSS will offer a parent workshop about the goals and benefits of Dual Language programs. All
awardee schools are required to inform parents about the following dates below: (location to be
announced)
May 6, 2015----------------------------------------------------Manhattan and the Bronx
May 13, 2015---------------------------------------------------Queens
May 21, 2015---------------------------------------------------Brooklyn and Staten Island
Schools would be required to provide a minimum of three parent workshops during the school year.
DELLSS is collaborating with colleges and universities to support schools in need of certified bilingual
teachers.
All participating schools will be required to form a Teachers Study Group that will focus on Dual
Language research. The following materials are suggested to support the study groups:

Dual Language, Teaching and Learning in Two Languages by Sonia Soltero

Dual Language Instruction from A to Z, Practical Guidance for Teachers and
Administrators by Else Hamayan, Fred Genesee, and Nancy Cloud
Reading, Writing and Learning in ESL by Suzanne F.Peregoy and Owen F. Boyle
50 Strategies for Teaching English Language Learners by Adrienne L. Herrell and
Michael L. Jordan
102 Content Strategies for English Language Learners by Jodi Reiss
Assessing English Language Learners by Margo Gottlieb

Grant Requirements:

Page 2 of 43

Successful programs take into account demographics as well as linguistic, cognitive, and sociocultural
needs of ELLs. Proposed program curricula must be aligned to the CCLS. Please note that the
proposal due date is November 21, 2014. The proposal is to describe the intended use of the funds
(not to exceed $25,000 for DL) and the cost of each activity. Schools that use the funds are expected
to open a dual language program during September 2015.

Application
School Information
Schools name:
PS 79M/The Dr. Horan School
Principals name:
Greer Phillips

Schools DBN:
75M079

Schools telephone number:

Network leaders
name:

Principals email and phone number:

212-369-3134;
gphillips@schools.nyc.doe

Cluster leaders
Superintendents
name:
name:
N/A
Ketler Louissaint
Bilingual coordinator
Contact persons name (if
contacts name:
different than principal or
Lucy Ridriguez
bilingual coordinator):

Total number of students in the school:

Total number of ELLs in the school:
Total # of SWD:
Total # of ELLs with
Total # of LTEs:
Total # of SIFE:
261
Disability:
82
14
129
iZone Participation
Does your school participate in
Currently participates?
Has applied to participate?
iZone?
Yes x No
Yes x No
Yes x No
Program Model Type
Program Model:
90-10
80-20
x 50-50
Dual Language Education Program
If opening a DL program, please indicate the
program type:
If school is opening a Special Education program,
please indicate:
Proposed Program Description

Page 3 of 43

X Self-Contained
ICT
8:1:1

x 12:1:1

Side-by-Side
6:1:1

Second language/Target language:

Spanish
Number of classes in each grade: 2

Projected total number of ELLs to be

served under the DL program: 6

Grades to be served: 8-9

For a DL program, projected total number of Englishproficient students to be served under the DL program:
6

Existing Bilingual Program/s

Does the school have an existing bilingual program?
x YES
NO
If YES, indicate: program type, language, grade, special education population:
DL
x TBE
Language of Instruction _Spanish
Grade Level 8-12
Special Education Bilingual Program:
ICT
x 12:1:1
X 6:1:1
8:1:1
If you have a second bilingual program, please indicate: program type, language, grade, special
education population:
DL
x TBE
Language of Instruction Chinese
Grade Level 9-12
Special Education Bilingual Program:
ICT
x 12:1:1
6:1:1
8:1:1

Proposed Dual Language (DL) Program

I.

PROGRAM DESIGN
Describe the proposed DL program: Description should include current school
demographics, rationale, research; number of classes, grade level(s), language(s) of
instruction, the target student population, staff involved, alignment to the NYS CCLS, and
planned activities.

CURRENT SCHOOL DEMOGRAPHICS:

Current School Demographics
P079M/ Dr. Horan School is a NYC DOE, District 75 (Citywide Special Education Programs) high
school in the community of Harlem for students, ages 14.9 through 21, with severe intellectual
disabilities, autism, multiple handicaps and conditions, visually impaired and speech impaired
who require related service supports, i.e. Occupational Therapy, Physical Therapy, Speech
Services and Counseling services. There are 261 students in our organization, 49. 43% of which
are English Language Learners (ELLs). P079M is located in the borough of Manhattan in one of
the most diverse areas in New York City. The main school building is located at 55 East 120th
Street. Our student population and staff reflect the diversity of our community. Seven (7)
different languages are spoken in the households of our students (i.e. Spanish, Chinese, Arabic,
Hatian, French, Polish and Italian). One hundred and twenty nine (44. 43 %) of our students are
English Language Learners. Approximately ___________% of our students are African America,
Page 4 of 43

_______% Hispanic, ______________% Haitian, _____________% Caucasian, ______________%

other. Most of our students qualify for the free lunch program and are not from socially
economically advantaged households. Students at PS079M are instructed in classes, in accordance
with their IEP mandates and functional abilities in the following student-to-staff ratios:

12:1:1 (i.e. 12 students, 1 teacher, and 1 paraprofessional)

8:1:1 (i.e 8 students, 1 teacher, and 1 paraprofessional)

6:1: (i.e. 6 students, 1 teacher and 1 paraprofessional)

12:1:4 (i.e. 12 students, 1 teacher and 4 paraprofessioanals).

Students in the 12:1: 1 program have an intellectual disability and social emotional needs, but
are able to function with higher independence in the largest class group configuration existent
in the school and District 75. Students in the 12:1:4 classes have multiple disabilities and
severe mobility challenges requiring greater levels of support, staff assistance and resources;
such as, AAC Devices, multi sensory approaches, informational technology. Students in the
6:1:1 and 8: 1: 1 classes have significant communication, behavioral and socialization
challenges. They function best in smaller class environments with structured teaching
methodologies and routines.
Classes for students on the continuum of development at the high school level in District 75,
P079M are ungraded. However, grade is determined by students age and students are never
grouped in a greater than three year age span, without a waiver from the New York State Education
Department. Research underscores the importance of planning and developing dual language
programs that provide opportunities for students to continue in them for the long-term (Cloud, N.,
Genesee, F., & Hamayan, E. 2000). Moving students from program to program is ineffective
(Reyes Adelman, S., & Kleyn, T., 2010; Lindholm-Leary, K. J., 2007). Our English language
learners with disabilities (ELL SWD) in our transitional bilingual education (TBE) classes continue
in the program from 9th grade through 12th grade. If our planned dual language program is approved,
students in the program will move up in cohorts each grade and will attend Dual Language classes
throughout their tenure at P079M)(for approximately 5 to 6 years, from ages 14.9-21). The chart
below shows the number of ELLs by grade in each language group at P079M:
CHART 1
ELLs at P079M by Language and Grade Level
Language
Page 5 of 43

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Total

Spanish
Chinese
Arabic
Haitian
French
Polish
Other
Total

6
0
0
0
0
0
1
7

8
0
1
0
0
0
0
9

8
0
0
0
0
0
1
9

12
0
0
0
0
0
2
14

36
1
1
2
3
1
1
45

70
1
2
2
3
1
5
84

All of our students significant disabilities and challenges impede their communication and socialization
skills. All have Individualized Education Programs (IEPs); all of them have an alternate assessment
mandate in their IEPs. Of the 129 ELL students, 45 are mandated for bilingual instructional services
(BIS) and 84 are mandated for free standing English as a New Language Instruction (ENL) who receive
a minimum of 180 minutes of HLA and a minimum of 540 minutes of NLA (following the Bilingual
Common Core Initiative of New Language Arts Progressions) instruction per week. There are 14 SIFE
students and 82 long-term ELLs in our school organization.
P079M provides academic and socio-emotional services with supports and related services to ELLs on
the continuum of development in seven Bilingual- Spanish classes. Chart # 2 below provides a
breakdown of the student-to-staffing ratio of our TBE bilingual and ESL programs.
CHART 2
Transitional Bilingual Education-Spanish Programs at P079M
Number
of
Classes
2

Type of ELL
Program

Student-toStaff Ratio

Language(s) of
Instruction

TBE work-study class

12:1:1

Spanish/English

TBE Self Contained

Class

6:1:1

Spanish/English

TBE self-contained
class

12:1:4

Spanish/English

Standards Addressed

ELA, math, science, social

studies, CDOS, HLAP,
NLAP
ELA, math, science, social
studies, CDOS, HLAP,
NLAP
ELA, math, science, social
studies, CDOS, HLAP,
NLAP

If indicated in their Individualized Education Programs (IEPs), students (including ELLs) receive
related services such as counseling, speech and language services, vision and hearing services,

Page 6 of 43

occupational therapy and physical therapy. Travel training, community based instruction/ work-study,
augmentative and alternative communication (AAC) supports, and nursing services are also provided
for students who require these supports. Students in our proposed dual language education program
would continue to receive these services prescribed by their IEP mandates.
In our freestanding English as a New Languge (ENL) program, ELLs follow the block
organizational model within the context of cohorts. In the 6:1:1, 8:1:1, 12:1:1Alternate and 12:1:4
service categories (staffing ratios) or cohorts, English Language Learners recommended for ENL
only and for those in alternate placement, mandated ENL services are being provided through
Stand-Alone ENL and Integrated ENL models. Classes across all service categories/cohorts are
heterogeneous (mixed proficiency levels). Our ENL teachers follow a Stand Alone ENL model, as
well as an Integrated ENL (team teaching) model. In the Stand Alone ENL model, students receive
rigorous instruction based on the New Language Arts (NLA) progressions (NYS Bilingual Common
Core Initiative) to acquire the English language/CALP (across the modalities of listening, speaking,
reading, writing, and communicating ) needed to address the cognitive demands of the Common
Core Learning Standards for ELA and Math, and the NYS Learning Standards for Science and Social
Studies, with related services and supports. In the Integrated ENL model, students receive
instruction in core content areas (ELA, Math, Science, Social Studies) and English language
development instruction using a teacher collaboration model (team-teaching). In both models, the
ENL provider and the classroom teacher collaborate to establish next steps for students, design
coherent instruction, plan for rigor and access, develop qualty Individualized Education Programs
(IEPs). As a result, the ELLs are given the opportunity to accelerate English language development
across content areas and environments/settings for communication, self-advocacy, independence,
self-regulation, and post-secondary success. ENL units of study are determined by the proficiency
levels for ELLs based on their oucomes on the NYITELL and NYSESLAT and what are the required
units as per NYS CR Part 154-2 (9-12). .
Our Transitional Bilingual Education program follows an alternate assessment high school
organizational model based on cohorts (12:1:4, 6:1:1, 8:1:1, and 12:1:1 Alternate). The TBE
program its comprised of three (3) components: (1) Language Arts Instruction addressing units of
study that includes Home Language Arts (HLA) based on the HLA progressions (Bilingual Common
Core initiative), (2) English as a New Language (ENL) based on the NLA progressions (Bilingual
Common Core Initiative), and (3) Bilingual Content Area instruction in two (2) or more content
areas. English Language Learners are grouped in self-contained, ungraded, and heterogeneous
classes, travelling together, for the most part, using the block model, to clusters, work-study
programs, and community based instruction according to their program schedules. Classes across
all service categories/cohorts are heterogeneous (mixed proficiency levels) to support peer-to-peer

Page 7 of 43

collaboration and feedback. Home Language Arts (HLA) and English as New Language (ENL)
through ELA Math, Science, and Social Studies are listed in students' schedules as core subjects,
with Getting Ready to Learn (GRTL), Physical Education/Adapted Physical Education (APE), Culinary
Arts, Home Economics, and Computers listed as clusters. Students across cohorts, including ELLs,
participate in community based instruction and work-study experiences at various job sites.
Students in classes assigned to the work-study program report to their respective job sites
according to their class schedule. In our TBE program students develop literacy proficiency,
conceptual understanding, and procedural skills in their home language as they develop the
English language (CALP) needed for the content areas. All instruction is Common Core (CCLS) and
State Learning Standards aligned and supported by related services, instructional strategies,
materials, and age-appropriate resources. At the entering level, students receive 75% of instruction
in their home language and 25% in English. Units of study are determined by proficiency levels
based on what are the required units as per NYS CR Part 154-2 (9-12).

Currently in New York State, all ELL students, regardless of the severity of their disability, must take
the New York State English as a Second Language Achievement Test (NYSESLAT) because the State
has not yet created an alternate version of the NYSESLAT. It is important to reiterate that all ELLs at
P079M have significant cognitive disabilities and have an alternate assessment mandate in their IEPs. In
compliance with this State mandate, all of our ELLs are administered the NYSESLAT annually during
the Spring. The NYSESLAT scores continue to show that our ELL population has difficulty completing
all four modalities (speaking, listening, reading, and writing) of the test. Nevertheless, ELLs from our
school have shown growth in language proficiency, anecdotally, as captured by their performance on
informal assessments and by their slight movement up from non-reportable scores to reportable ones on
the NYSESLAT. In 2015, all ELLs (129) were administered the Spring 2015 NYSESLAT. However,
only scores that resulted in Entering (EN), Emerging (EM), Transitioning (TR),
Expanding(EX) and Commanding (CM) were released to the schools last year. One hundred and
twenty nine (129) students received a reportable score (i.e., Entering, Emerging, Transitioning,
Expanding, Commanding) on the Spring 2015 NYSESLAT. Of those, 127 were at the Entering (EN)
level, 1 scored Emerging (EM), and one student scored Transitioning (TR).

DESCRIPTION OF PROPOSED PROGRAM:

We propose to open a two-way bilingual program (Dual Language education program) for 24 students
(12 ELLs and 12 native English speakers) with severe intellectual disabilities, ages 13-15 at the high
Page 8 of 43

school level, with the aim of having all participating students:

become bilingual and biliterate,

master ELA, mathematics, science, and social studies academic content, and
develop multicultural competency,

All 3 of these components are essential per NYS requirements for dual language (DL) education
program design and implementation (NYS Office of Bilingual Education & Foreign Language Studies,
2010).
Our dual language education program would consist of two self-contained Spanish dual language (DL)
education classes for students with a severe intellectual disability, with a student-to-staffing ratio of
12:1:1 per class. In the first class, six English language learner students with disability (ELL SWD) and
six native English-speaking students with disability (NES SWD) will receive instruction together from a
certified Spanish bilingual special education teacher. A bilingual (Spanish) paraprofessional will also
support students in this class. A second Spanish DL 12:1:1 class with the same student-to-staff ratio will
also be opened. A second certified bilingual (Spanish) special education teacher will instruct the second
group of students (6 ELL SWD and 6 NES SWD). A total of 12 ELL SWD and 12 native English SWD
will participate in the dual language education program at 721Q. In addition, a certified ESL teacher
and two additional paraprofessionals will work with both DL classes for part of the day, either pushing
in to co-teach or pushing-in to provide stand-alone instruction. The classroom environment will be
print-rich with informational texts and literary texts in Spanish and English. Languages will be strictly
separated and color-coded. (e.g., yellow periods = instruction in English, green periods = instruction in
Spanish)
Our dual language (DL) education program will follow the 50/50 design. All students in our DL
education program will receive half of their instruction in Spanish and the other half in English. All
participating students are expected to acquire both languages. The 50/50 language allocation ratio will
remain constant throughout the program. As each cohort of students move up a grade each year, they
will continue to receive 50/50 language instruction until they graduate at age 21. Students will be
instructed in alternate languages on a weekly basis. For example, students will be instructed in Spanish
three and a half periods a day and in English three and a half periods a day. Spanish and English
instruction will be kept separate at all times. Spanish will be assigned to the instruction of mathematics,
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social studies, CDOS, and native language arts (now home language arts progressions). English will be
assigned to the instruction of science and ELA (now new language arts progressions). APE will be in
English. Clubs will be offered in both Spanish and English. Students have the option of choosing their
clubs. Chart 4 below is a sample weekly schedule of the DL language program.
CHART 4
Sample Schedule for Dual Language Program
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
NLAP
NLAP
NLAP
NLAP
NLAP
Science in English Science in English Science in English Science in English Science in English
(using ESL

(using ESL

(using ESL

(using ESL

(using ESL

methodology)
Math in Spanish
NLAP
LUNCH
Social Studies

methodology)
Math in Spanish
NLAP
LUNCH
Social Studies

methodology)
Math in Spanish
NLAP
LUNCH
Social Studies

methodology)
Math in Spanish
NLAP
LUNCH
Social Studies

methodology)
Math in Spanish
NLAP
LUNCH
Social Studies

in Spanish
HLAP
CDOS/Computers

in Spanish
APE
CDOS/Computers

in Spanish
HLAP
CDOS/Computers

in Spanish
APE
CDOS/Computers

in Spanish
HLAP
Clubs/Clubs

(in Spanish)

(in Spanish)

(in Spanish)

(in Spanish)

Students in District 75 schools are assigned grades based on their ages. Students in our proposed dual
language (DL) education program will be 13 to 15 years old (grades 8-9). Students at 721Q remain in
school through age 21. Students in the DL program will continue in the DL program for a minimum of 6
years and receive instruction from certified bilingual (Spanish) special education teachers. This will
ensure positive linguistic, academic, social, and cross-cultural long-term outcomes for participants and
for the greater school community (Thomas and Collier, 1997, 2002; Christian, 1995; LindholmLeary,
1987; Ramirez et al, 1991). The DL program will provide opportunities for peer language partners
(native English speaking and ELL students) to learn, socialize, and communicate with one another. This
will help both groups learn, use, practice, and improve their skills in the new language in a natural,
motivating way, will boost students self-esteem, will help ELL SWD acculturate, and will promote
cross-cultural understanding in both groups.

Page 10 of 43

Teachers will be responsible for teaching the minimum units of NLA (old terminology) and ESL (old
terminology) required by C.R. Part 154. Instruction in Home Language Arts will be aligned to the
Common Core Learning Standards (CCLS) via the Home Language Arts Progressions (HLAP).
Instruction in New Language Arts will be aligned to the New Language Arts Progressions (NLAP) and
to the NYSAA ELA Extensions to the ELA CCLS (Reading for information, Reading for Literature,
Writing, and Language). Mathematics instruction is aligned to the CCLS via the New York State
Alternate Assessment (NYSAA) Mathematics Extensions to the CCLS.
Students will receive discrete periods of ELA and ESL (new language arts). Instruction will be linked to
the Common Core Standards (e.g., in ELA and Mathematics). We expect that most of the students will
be at the beginning level of second language acquisition. However, the ratio of native language
instruction to English instruction will be 50/50. ELL students may receive additional enriched new
language instruction from the certified ESL teacher, if needed. Paraprofessionals will be bilingual in the
languages of the students (i.e., Spanish/English).
The classes would be configured with no greater than a 3 year age span per class. The chart below
depicts possible groupings, depending on enrollment:
CHART 5
Proposed New Dual Language Program
1st Cohort

Number of
Classes

Student-toStaff Ratio

Number
of ELLs

Grade 9

02

12:1:1

12

Number of
Native English
Speakers
12

Language
Spanish

Instruction will be aligned to the Common Core Learning Standards (CCLS) in ELA (reading for
literature, reading for informational texts, writing, speaking/listening, and language) via the 8th grade
and high school New York State Alternate Assessment (NYSAA) ELA Extensions to the CCLS.
Instruction will also be aligned to the mathematics CCLS via the 8th grade NYSAA extensions to the
CCLS in mathematics (geometry, expressions and equations, functions, and statistics and probability),
to the high school NYSAA mathematics extensions to the CCLS (quantities, creating equations,
interpreting functions, expressing geometric properties with equations, and interpreting categorical and
Page 11 of 43

quantitative data). Instruction will also be aligned to the Home Language Arts Progressions (HLAP), to
the New Language Arts Progressions (NLAP), and to the Career Development/Occupational Studies
(CDOS) standards (i.e., career development, integrated learning, and universal foundation skills). In
collaboration with our Parent Association and with the assistance of our parent coordinator, and our
bilingual school social worker, we will plan and hold semi-annual cultural celebratory events.
RATIONALE:
No dual language education (DL) program exists in District 75 for English language learner students
with disabilities. Two years ago, 721Q received the first grant ever awarded to a District 75 school to
open a transitional bilingual education (TBE) program for students with autism and significant
intellectual disabilities. With those planning funds, the school established bilingual Chinese and
Spanish classes, hired bilingual Chinese and Spanish staff, purchased and created bilingual materials,
and conducted on-going, intensive professional development activities for bilingual Chinese and
Spanish staff (i.e., bilingual Chinese and bilingual Spanish teachers, bilingual Chinese and Spanish
paraprofessionals, bilingual related service provider, and assistant principal).
We would like to open a Spanish dual language education program for 12 ELL students with
intellectual disability and 12 native-English students with intellectual disability as follows:
The first class would consist of a certified bilingual special education teacher, six English language
learner students with severe intellectual disability, and 6 native-English students with severe intellectual
disability. A Spanish bilingual paraprofessional would be assigned to work with that class.
The second class would mirror the first in language and student-to-staff ratio: a certified bilingual
special education teacher, six English language learner students with severe intellectual disability, and 6
native-English students with severe intellectual disability. A Spanish bilingual paraprofessional would
be assigned to work with that class.
If we receive planning funds to open our dual language program, we would like to use these funds to:

establish a study group for DL program staff that would meet after school to study dual
language theory and models, best practice and instructional strategies in successful DL
programs, explore effective features of a successful DL program, focus ways to balance
considerations of the needs of ELLs and native-English speakers in the program, create and
align our curriculum with the vision and goals of bilingualism, biliteracy, and

Page 12 of 43

multiculturalism, and ensure that it includes language (Spanish and English) and literature (in

both languages) across the curriculum (Lindholm-Leary, K.J., 2007)

provide professional development on the DL education program for support staff (e.g., school

aid, secretary, bilingual speech provider, bilingual counselor)

forge a PD collaboration with an IHE, the D75 OELL and have staff attend Central OELL PD
create age-appropriate literature and reading materials in Spanish and English for students with

intellectual disabilities
invite parents to a series of information and orientation activities to inform them of the DL

program and to enlist their participation and support

plan a Dual Language kick-off to introduce the program to the greater school community to

encourage school-wide ownership, enthusiasm, and support for the program

plan thematic units and instruction for the new program, prepare materials

Researchers point out that in order to ensure equity and a positive school environment, schools must
have a welcoming, caring environment (Darling-Hammond, 1995; Kalyanpur, M. and Harry, B, 2012;
Lynch, E.W. and Hanson, M.J., 2011). At 721Q, native English-speaking students with disabilities and
English language learner students with disabilities and their parents participate in multicultural
celebrations, activities, and learning events throughout the school year. Some native English-speakers
and their parents joined ELL SWD and their parents in our Saturday Title III Sports and Games
around the World program. Through these activities and through engagement in the Parent Association
(PA), native English-speaking parents and parents from other-than-English languages have forged
friendships and partnerships in a natural helping network. The PA president who is Spanish-dominant
collaborates with native English-speaking parents on activities that provide essential information to
parents (e.g., on guardianship, community-based programs, etc.), support school initiatives, and bridge
our multicultural, multilingual communities (e.g., through cultural celebrations, bake sales, familynight events, etc.). Students in our TBE program regularly interact with our native English-speaking
students (e.g., during sports events and competitions, in preparation for our annual play and student
talent show, at mealtimes and recess, etc.). During these events, we have observed that our ELLs and
native English-speaking students engage in playful banter, in which each group attempts to say or sing
something in a language that is not native to them. In addition, native English-speaking students have
expressed a desire to learn Spanish! For example, some native English-speakers peek into the bilingual
classroom while a lesson is being conducted in Spanish and express an interest to join the class. Some
native-English speakers eagerly learn the words to Spanish songs to participate in celebrations.
Page 13 of 43

Participation of native-English speaking SWD in a dual language program will also be beneficial to
them because by exposing native English speakers to the burden of learning new material in a
different language they begin understanding the difficulties that language minority students go through.
This promotes a better learning environment for all students because they are no longer afraid of
speaking and making mistakes and they do not feel inferior or less intelligent that the others.
(Retrieved from URL http://sitemaker.umich.edu/356.cross/two-way_bilingual_education)
721Q ensures that all materials to parents are translated into a variety of languages and interpreters
work with our non-English-speaking parents during school meetings and events. Because we have such
a diverse language community, during meetings, simultaneous interpretation proved challenging (e.g.,
noise volume, triple-time delays necessitated by multiple languages being interpreted at one meeting).
In response to this need, our principle is purchasing technology that will allow interpreters to
simultaneously interpret spoken words without being heard by anyone except by the intended hearer
(TalkSystem). Our bilingual and ESL teachers collaborate, plan, and meet regularly through the
Bilingual Professional Learning Network. Our school has a team of staff (i.e., Data Specialist, Testing
Coordinator, Transition Linkage Coordinator (TLC), Job Developer, School-based Coach, and IEP
Coordinator) that also support our teachers and students. In accordance with our commitment to the
concept of additive bilingualism, the goal of our dual language education program (DL) will be to
provide an opportunity for our ELL students with disabilities and our native English-speaking SWD to
not only retain their native languages but also to acquire a second language (i.e., English for our ELLs
and Spanish for our native-English-speakers), become bilingual, multicultural, and embrace diversity.
Because our students remain with us anywhere from 7 to 5 years, we will be able to sustain our dual
language program by drawing our first cohort of students (two classes of 6 ELLs and 6 native English
speakers) from our large pool of 9th graders. These students, and subsequent cohorts of students in our
dual language program, will articulate up from 9th through 12th grade and continue their participation in
the program for the duration of their stay at 721Q.
Successful dual language programs require effective leadership that supports, advocates for, provides
guidance for, and takes responsibility for developing, planning, implementing, and evaluating the
[language instructional] model at the school site (Howard, E. R.; Sugarman, J., Christian, D.,
Lindholm-Leary, K. J., and Rogers, D., 2007). The principal of 721Q has been pro-active in advocating
Page 14 of 43

for ELL SWD by: opening transitional bilingual education and ESL programs for ELL SWD,
advocating for the appropriate assessment and instruction of ELL SWD, and recruiting staff with
expertise in assessment and instruction of ELL SWD. In addition, the principal partners with the
District 75 OELL to provide a venue for district-wide professional development activities conducted by
the D75 OELL, and releases ELL staff to attend PDs offered by the D75 OELL, by Central OELL, and
by professional organizations such as NYSABE and NY TESOL.
Among the research-based guiding principles for dual language education set forth in the Center for
Applied Linguistics (CAL) document of the same name, is that an effective dual language program:

creates and maintains an infrastructure that supports an accountability process

student assessment is aligned with state content and language standards, as well as program

goals, and is used for evaluation of the program and instruction

the curriculum is standards-based and promotes the development of bilingual, bi-literate, and

multicultural competencies for all students

has a process for developing and revising a high quality curriculum
the curriculum is fully articulated for all students
has strong, effective and knowledgeable leadership
recruits and retains high quality dual language staff
a quality professional development plan
instructional strategies enhance the development of bilingualism, bi-literacy, and academic
achievement

In furtherance and as a result of the principals recognition of the value, importance, and benefits of
bilingualism and multiculturalism:
721Q has the most bilingual and ESL classes and staff of all District 75 schools
the principal and her staff collaborated with the director of the District 75 OELL, NYSABE and
other advocates for ELLs to provide recommendations and input into the proposed changes to
C.R. Part 154 as they relate to ELL SWD
the principal recruited staff with expertise in assessment and instruction of ELL SWD, hired as
her assistant principle a former Bilingual Specialist, RSE-TASC with expertise in bilingual,
ESL, and special education, hired five certified bilingual teachers and 13 certified ESL teachers,
secured the services of a bilingual Chinese counselor (to join the bilingual Spanish and Haitian

Creole counseling staff), and hired a former ELL SWD as a school aide
the principal partners with the District 75 OELL to provide a venue for district-wide

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professional development activities, for bilingual and ESL teachers in the District, conducted by
the D75 OELL, and releases ELL staff at 721Q to attend PDs offered by the D75 OELL, by
Central OELL, and by professional organizations such as NYSABE and NY TESOL.
Our school significantly increased bilingual and ESL services for our English language learner students
with disabilities (ELL SWD). This school year, our principal hired a bilingual librarion who also
holds a certification in ESL. The bilingual librarian is starting a Book Club for parents with books
available in a variety of languages (e.g., Spanish, Chiese, Bengali).With the support of a TBE planning
grant, we opened a TBE Chinese class and a TBE Spanish class for students with autism. Through
aggressive recruitment and outreach to institutes of higher education (IHEs) with bilingual and ESL
teacher preparatory programs, to individuals in professional organizations (e.g., NYSABE, TESOL),
and with the support of the to the OELL, we expanded our pool of certified bilingual teachers from two
(2) to five (5) and our certified ESL teachers from two (2) to thirteen (13). We now have five
transitional bilingual education (TBE) classes, 12 self-contained ESL only classes, a certified ESL
teacher who is our librarian and provides ESL instruction across ratios, and 1 push-in/pull-out ESL
program. In addition, 721Q was just awarded funds for a proposal that we wrote for an Arts grant for
ELLs with disabilities. A private Arts organization (Marquis Studio) will work with two of our TBE
bilingual classes (one Chinese and one Spanish) and with two of our ESL classes Project BRAVO
(Building Rigorous Academic and Vocational Opportunities through the Arts) will involve ELL SWD
building their literacy and oral communication skills by planning, producing, and performing a musical
and creating written materials related to that activity (e.g., coffee table book chronicling the process,
playbills, posters). 721Q also has a well-attended Title III Saturday program for ELLs and their parents.
Several non-ELL students and their parents join our ELL students and their parents in special activities
and Title III culminating events. Were we to open a dual language (DL) education program, DL
students and their parents would be invited to participate in the Title III supplemental instructional
program. 721Q has the dedication and infrastructure to open and sustain a dual language (DL)
education program. 721Q is committed to:

providing culturally relevant bilingual and ESL services to our ELLs

providing all students access to learning and to the general education curriculum via
Individualized Education Program-based (IEP) supports and services (in the home language and

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in English via ESL methodologies for ELLs)

aligning instruction to the Common Core Learning Standards (CCLS) via: the New York State
Alternate Assessment (NYSAA) Extensions to the ELA and mathematics CCLS, to the Career
Development/Occupational Studies (CDOS) standards via the NYSAA CDOS crosswalk, to the
Home Language Arts Progressions (HLAP), and to the New Language Arts Progressions

(NLAP),
creating opportunities for ELL SWD to develop skills needed to become civic-minded,

productive members of our multicultural and linguistically diverse community and society,
teaching functional bi-literacy skills to ELL SWD that leads to better opportunities for

competitive employment, supported employment, and day-habilitation

affording all students in our organization the opportunity to make connections, build and bridge
diverse ethnic and linguistic communities, and celebrate the rich diversity of our students

better citizens, civic focus

building multicultural competence in our staff of teachers, paraprofessionals, counselors,
occupational therapists, physical therapists, speech teachers, vision specialists, and hearing

teachers. (and secretaries, school aides, nurses, parent coordinator)

engaging teachers in professional learning communities that includes training on educational
pedagogy, standards-based teaching, literacy instruction, sheltered instruction, high standards for
all students, parental & community involvement, and an exploration of the dual language model,
and the theories and philosophies that are at its foundation (Howard, E. R.; Sugarman, J.,

Christian, D., Lindholm-Leary, K. J., and Rogers, D., 2007).

encouraging meaningful parent participation
creating a welcoming learning environment that embraces a diverse community (ELL families
and their monolingual counterparts)

Currently, staff participate in professional development (PD) offered by OELL (e.g., Dual Language
Symposium), and by District 75 OELL (e.g., New teacher Series, Bilingual teacher Series offered by the
D.75 OELL), and our TBE and ESL teachers attend content-specific PDs (e.g., NYSAA math, science,
& social studies), CDOS, SANDI, technology, and Title III professional development). In addition, all
monolingual teachers received 10 hours of Jose P. training.
In addition to meeting with a larger cohort of teachers, ESL and TBE teachers meet regularly (once a
week) as a Professional Learning Network ELL cohort group to collaborate on issues specific and
pertinent to ELL teaching and learning. Teachers use Lexia and OpenBook English with native language
Page 17 of 43

support in Spanish and Chinese. OpenBook English is research-based literacy software that combines
high-quality real life images, digital sound and voice recording, video, animation, and interactive pointand-click screen control and provides basic phonics instruction, vocabulary, grammar, pronunciation
and writing lessons (www.openbooklearning.com). In addition, TBE classes have content-area bilingual
books (Spanish & Chinese) and Chinese content-area posters. Staff also modifies other materials to
make them accessible for our ELLs with severe cognitive impairment. 721Q is guided by best practices
in bilingual general education and the school modifies, adapts, and employs methods and strategies
recommended for typically developing ELLs for our ELLs in 12:1:1 programs. We will also need to do
this for our ELL SWD and native English-speaking SWD in the Dual Language education program, if
we receive Dual Language (DL) planning funds.

RESEARCH:
Students who have a dual classification of English Language Learner (ELL) and a disability
classification of intellectual disability face significant challenges in acquiring and building their
language/communication skills. Important issues regarding the assessment and instruction of ELL
students with mild to moderate disabilities were raised decades ago by Baca and Cervantes (Baca, L.M.,
and Cervantes, H.T., 2003). Relatively recently McCauley and Fey researched ELL students with speech
disorders (McCauley, R., & Fey, M.E., 2006), and Johanne Paradis conducted in-depth research
documenting how ELL students with communication disabilities were able to approach native-speaker
competence in the second language (Paradis, J., Genesee, F., & Crago, M.B., 2011). Yet the scarcity
of research on students with a dual classification of severe intellectual disability and limited
English proficiency (English language learner) is well documented in the literature (Rodriguez, D.,
2009; Zionts, L.T. & Zionts, P. 2003; Albers, C. Hoffman, A. & Allison Lundahl, 2009; Davis Mccray,
A. & Garcia S.B., 2002). However, substantial research exists in the discrete fields of bilingual
education (A. Ortiz, 2001; K. Hakuta & E. Garcia, 1989, J. Cummins, 1984; S. B. Garcia, 2009; C.
Arreaga-Mayer, 2009; Howard, E. R.; Sugarman, J., Christian, D., Lindholm-Leary, K. J., and Rogers,
D., 2007; Reyes Adelman, S., & Kleyn, T., 2010) and special education (Foxx, R.M., 1882, Durand, V.
M., 1990, Horner, R. H., Albin, R. W., & O'Neill, R. E., 1991; Pellicano, E., 2010, J.P. McGee, C. Lord,
2001; M. Rutler & E. Schopler, 1978; DeMyer, Hingtgen, & Jackson,1981; Herbert, Sharp, &
Page 18 of 43

Gaudiano, 2002; ) respectively regarding best practices for instructing students in either of the two
categories (ELL status/significant disabilities such as autism and severe intellectual disabilities).
A review of literature in these two fields shows some alignment between best practices in bilingual
instruction and in special education (Rainforth, B. & York-Barr, J., 1997; Reichle, J. & Wacker, D.P.,
1993; Hoover, J.J., Klingner, J.K., Baca, L.M., & Patton, J.R., 2007; C. Collier, 2010; Hingtgen &
Bryson, 1972; Kahng, Iwata, & Lewin, 2002; Matson, Benavidiz, Compton, Paclawskyj, & Baglio,
1996; Sturmey, 2002; O'Kelley, S., Karnes, F.A., Griffith, E. Klinger, L.; McCurry, S.; Stephens, K.R.
2009).
Research supports the notion that students with disabilities and ELLs learn best when instruction is
multisensory, reflects students cultures and learning styles, is differentiated, motivating, functional, is
done collaboratively, and when students can practice learning, using, and applying their skills across
environments, and with a diversity of people and materials (B. Harry, 1992; J.Cummins, 1999; Orelove
& Sobsey, 1996; E.Bellovin, 2011). Instruction in our DL program will incorporate those features.
There are no published studies documenting bilingual proficiency in students with severe intellectual
disabilities (Buckley, S.J., 2002). However, there is anecdotal evidence that many children and adults
have achieved a functional level of competence (Buckley, S.J., 2002) in speaking, reading, and
writing a second language. ELL SWD at 721Q have improved their English language skills, while
retaining their abilities in their native languages. It is important for ELL students with severe disabilities
to maintain their native language skills, as many of them will remain at home with their home languagespeaking caregivers after graduation. In addition, acquiring proficiency in Spanish not only broadens the
native English-speakers cultural and social horizons but also provides native English-speakers with a
marketable skill.
Researchers (Howard, E. R.; Sugarman, J., Christian, D., Lindholm-Leary, K. J., and Rogers, D., 2007)
who authored the document Guiding Principles for Dual Language Education Programs identified
seven essential elements of an effective dual language program. They are:
1. assessment and accountability
2. curriculum
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3. instruction
4. staff quality and professional development
5. program structure
6. family and community, and
7. support and resources
Were we to be granted assistance to open a dual language program for students with severe intellectual
disabilities, we would apply the aforementioned guiding principles to our planned Dual language
program at 721Q as follows:
1. Assessment & Accountability:
Assessment for students in our planned Dual Language (DL) program will be conducted in Spanish and
English. All students in the school, including ELLs, have alternate assessment mandates on their IEPs
and are assessed via the ELA, mathematics, science, and social studies New York State Alternate
Assessment (NYSAA). The NYSAA is a datafolio-type assessment that includes student work, videos,
photographs, and/or data collection sheets that document the students accuracy in performing tasks
that are aligned to content standards, via Extensions to the Common Core Learning Standards (CCLS)
in ELA and mathematics and via Alternate Grade Level Indicators (AGLIs) in science and social
studies for the particular content area and grade level. All students who met the age-range criteria for
participation in the Spring 2014 NYSAA took the assessment. All ELLs in that group met the NYSAA
standards in ELA and mathematics (aligned to the CCLS), and the science and social studies standards
aligned to the NYS learning standards, via the alternate grade level indicators (AGLIs) in those content
areas. Mastery of ELA, mathematics, science, and social studies content will be assessed via the New
York State Alternate Assessment (NYSAA) and mastery of IEP goals is assessed via the Student
Annual Needs Determination Inventory (SANDI). Math, science, social studies, and CDOS will be
instructed and assessed in Spanish and English. Teachers in our DL program will have experience
administering bilingual assessments. Assessments for our ELLs in TBE programs are conducted in
Spanish, Chinese, and English (e.g., the NYSAA in math, science, and social studies are administered
in English, Chinese, and Spanish; the BRIGANCE and ABLLS-R are administered in Spanish and
English). Informal assessments and rubric-based assessments are conducted in English and the native
language(s). Assessments for students in our planned Dual Language program would also be conducted
Page 20 of 43

in Spanish and English.

Accountability: In order to ensure the success (Lindholm-Leary & Hargett, G. 2007) of our proposed
program, 721Q already has an infrastructure in place to support the assessment and accountability of
our proposed DL program that consists of a data manager who is responsible for collecting,
maintaining, and analyzing data on our students and their progress. Our data manager also works with
the director of the District 75 Office of English Language Learners. In addition, 721Q has a testing
coordinator who works closely with our data manager and with the certified bilingual assistant
principal who oversees our ESL and TBE bilingual programs. Under this structure, 721Q will establish
a data management system for students in our DL program to track their progress over time.
2. Curriculum: Annually, 721Qs curriculum committee that consisted of special education, bilingual
special education, and ESL teachers, transition linkage coordinator, school-based coach, an
administrators, and related service providers (e.g., bilingual school social worker, bilingual speech and
language provider), create a curriculum for the school that is theme-based and aligned to: the Common
Core Learning Standards (CCLS) in ELA and mathematics via the New York State Alternate
Assessment (NYSAA) ELA and math Extensions to toe CCLS, the Career Development Occupation
Studies (CDOS) standards, to the Hone language arts progressions (HLAP), to the New Language Arts
Progressions (NLAP), and to IEP goals and access skills via the Student Annual Needs Determination
Inventory (SANDI). We will incorporate features germane to Dual language education programs into
our curriculum and ensure that our curriculum for our ELLs and native English- speakers continues to
be aligned to the State content standards via the NYSAA, to CDOS, to the HLAP standards and the
NLAP standards, and to IEP goals, and thus extending them to reflect the needs of our ELL SWD and
native English-speaker SWD, their cultures, and their languages. In developing the curriculum for our
DL education program, we will begin with the standards and use them in a systematic way to guide
curriculum development for both languages of instruction, and to safeguard that the curriculum
promotes the development of bilingual, biliterate, and multicultural competencies for all students
(Howard, E. R.; Sugarman, J., Christian, D., Lindholm-Leary, K. J., and Rogers, D., 2007).
3. Instruction:
Our dual language education program will follow the 50/50 design. All students in our DL education
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program will receive half of their instruction in Spanish and the other half in English. All participating
students are expected to acquire both languages. The 50/50 language allocation ratio will remain
constant throughout the program. As each cohort of students move up a grade each year, they will
continue to receive 50/50 language instruction until they graduate at age 21.
The way in which a student acquires a second language is similar to the way in which we all acquired
our first language. Receptive language is acquired, and then expressive language emerges (Cummins, J.,
1984, Krashen, S., 1991). Additionally, Cummins identifies two types of language: Basic Interpersonal
Communicative Skills (BICS) and Cognitive/Academic Language Proficiency (CALP). BICS is
developed relatively quickly in typical people (1-3 years), whereas CALP takes from 5 to 7 years to
develop in typical students. That is because BICS is context-embedded, and the individual can glean
meaning from context (e.g., gestures, pictures, watching the speaker, judging the environment and/or
situation). CALP, on the other hand, is context-reduced (e.g., a text book with no pictures), where a
learner cannot derive meaning outside of what is written or from the environment. It is the cognitively
demanding language needed for academic success. Once an individual develops BICS and CALP in
his/her first language, those skills can transfer to the second language, and there is a common
underlying proficiency (CUP) that develops, that benefits the learner, and strengths the language skills
in both languages of the bilingual individual. (Cummins, J., 1994). Virginia Colliers study suggests an
even longer time for ELLs with disabilities to acquire the second language (Collier, V., 1987). (This
phenomenon is reflected in 721Qs long term ELL population. There are 122 long term ELLs in our
school.) Moreover, Stephen Krashen identified conditions which support the acquisition of a second
language (e.g., comprehensible input, low anxiety environment, communication focus, etc.) and a
natural order of language acquisition and stages (i.e., pre-production, early production, speech
emergence, intermediate fluency, etc.) (Dulay, H. & Krashen, S., 1982) and reaffirmed by a variety of
other researchers (e.g., Lilly Wong Fillmore, Catherine Snow) Robertson, K. & Ford, K., 2008). A
content-based native language and ESL curriculum helps build academic proficiency (Brown, C. L.,
2004; Chamot, A. U. & OMalley, J.M., 1994). For ELLs with severe disabilities, this means modifying
content-based texts, pairing objects with photographs, photographs with symbols, and symbols with
content-based words on communication boards, Smartboards, AAC devices, posters, etc. to provide
context-embedded information. It also means supporting ELL students development and use of their
first language, (Cummins, 1994; Krashen, 1991; Thomas & Collier, 1997) using a multisensory
Page 22 of 43

approach and allowing for wait time before expecting a response. In addition, our 12:1:1 dual
language (DL) education program teachers will utilize learning experiences (NYSED publication The
Teaching of English Language Arts to Limited English Proficient/English Language Learners: A
Resource Guide for All Teachers) and other forms of integrated thematic units (e.g., UNIQUE) to
instruction ELLs and native English-speakers in the program, to promote student initiation of
communication, and to help students increase their accuracy and independence in communicating in
Spanish and English, and performing academic tasks. UNIQUE Learning System is an online,
standards-based curriculum specifically designed for students with significant disabilities. Each month,
teachers download monthly thematic units that contain 29 lesson plans. Lesson plans contain three
levels of differentiated tasks to accommodate the diverse learning needs of students with significant
disabilities (Staugler, K., 2008). Providing students with Spanish and English language instruction,
under a 50/50 model for a minimum of six years will help students become bilingual and biliterate.
4. Staff Quality & Professional Development:
721Q has five certified bilingual special education teachers, 13 certified ESL teachers, and over sixty
paraprofessionals who are bilingual in various languages. Teachers in our DL program will be recruited
from a pool of dually certified bilingual special education teachers who have experience assessing and
instructing ELL SWD in our TBE classes. Staff in the proposed DL education program will be fully
certified bilingual and ESL teachers, have knowledge and experience in special education, bilingual
education, second language acquisition, multicultural matters, curriculum and content area expertise,
facility with integrating technology into instruction, classroom management strategies, and proficiency
in Spanish and English.
Because such a large percentage of our student population is ELLs, and this population is growing, we
are constantly looking for certified bilingual and ESL staff. Our goal is to eventually have all of our
teachers dually certified in either bilingual special education or in special education and ESL. To this
end, we have outreached to institutes of higher education (IHEs) and are recruiting certified bilingual
special education teachers and certified ESL teachers. We encourage our teachers to avail themselves of
loan forgiveness programs and the Intensive Teacher Institute (ITI) tuition assistance program.
5. Program Structure:
Page 23 of 43

Two Self-contained Classrooms:

One 12:1:1 classroom with one bilingual teacher with 6 ELL students and 6 native English students
and one classroom with another bilingual teacher or a certified ESL teacher with 6 ELL students and 6
native English students. Students rotate for some subjects and are integrated for part of the day.
Students will participate in our Dual Language education programs and be instructed in Spanish and in
English for a minimum of 6 years (from age 14 through 21). An administrator who also holds bilingual
certifications will oversee the program. Technical support and assistance with coordination of parent
participation and parent/student activities will also be provided by other certified bilingual staff with
expertise in this field (e.g., bilingual school social worker).

6. Family and Community:

Researchers have identified a strong link between meaningful parent participation and student success,
regardless of parents level of education, socioeconomic status, or race/ethnicity (Henderson, A.T. &
Mapp, K.L., 2002). 721Q is committed to maintaining and growing our strong partnerships with parents
and the community. We offer regular parent trainings with interpreters and materials translated into a
variety of languages. Our parent coordinator, transition linkage coordinator (TLC), and counselors
(bilingual school social worker, bilingual school psychologist, bilingual guidance counselor,
monolingual English counselors) plan and collaborate to organize and conduct parent workshops. TLC,
bilingual support staff and teachers also collaborate with community-based organizations to provide
parents with information on the Front Door process and supporting their youngsters learning through
home-based, literature-focused activities. The Front Door is a NYS OPWDD mechanism for people
with developmental disabilities to access services in NYS. The bilingual school social worker works
with parents of ELLs to help them understand the assessment process and their youngsters IEPs, to help
them gain the tools to advocate for the needs of their children. Our bilingual librarian will also work
with our parents in the DL program to help them support their youngsters acquisition, development,
and mastery of biliteracy skills, through work with informational texts and authentic literary texts in
Spanish and English.

Page 24 of 43

7. Support and Resources: Support for the DL program from administration and staff is critical for the
programs success (Freeman, D.E., Freeman, Y.S. and Mercuri, S., 2005). The schools commitment to
the success of bilingual instruction and bilingual language development in our students is evident from
the opening of transitional bilingual classes in Spanish and English, the hiring of certified bilingual
special education teachers (5), the hiring of thirteen certified ESL teachers, the hiring of a bilingual
administrator, bilingual counselors, bilingual paraprofessionals, and a bilingual office aide (who was a
former ELL student at our school), and from the support given by the principle to staff to participate in
conferences, symposiums, and other learning activities that focus on the instruction and assessment of
ELLs. Last month, the principle, bilingual assistant principle, bilingual school social worker, former
ELL SWD who now works as a bilingual school aide in our school, and the students parents attended
the Lau vs. Nichols 40th Anniversary: Embracing the Victories to Shape a Better Future Forum at St
Johns University.
During the planning phase we will:

seek advice and recommendations from the OELL regarding appropriate Spanish-language
assessment tools).

provide PD to teachers on best practices for instructing and assessing ELLs and native English
students with a severe intellectual disability

purchase assessment tools in Spanish, English (e.g., ABLLS-R, MAS)

purchase materials to create age-appropriate, high interest/low readability books, enhanced

eBooks, magazines, novels, posters, coffee table books, and other forms of literature in Spanish
and English. The content would include informational texts, math, science, and social studies
themes, tied to the Common Core Standards and Extensions/Alternate Grade Level Indicators
(AGLIs) in the various content areas.

purchase and program assistive technology (e.g., AAC into Spanish and English

purchase multilingual interactive and literacy-based software (e.g., Boardmaker)

adapt and modify materials (schedules, SuperSymbols, core storyboards, books, posters, etc. in
Spanish and in English

create supplemental, universally designed materials such as core language boards, symbols, and
schedules in Spanish and English

Page 25 of 43

translate the materials for parents and students into Spanish

create a curriculum that is aligned to the Common Core Standards and to the ELA and
mathematics Extensions and science and social studies Alternate Grade Level Indicators at the
high school, to the home language arts progressions (old NLA standards), and to the new
language arts progressions (NLAP) (old ESL standards)

purchase Velcro, laminators and lamination paper, foam board, laptop, and iPads to create
enhanced eBooks, to adapt and modify authentic literature so that our ELLs and native Englishspeakers with significant disabilities can access literature in Spanish.

create parent surveys, information packets, and other materials in Spanish for parents

plan and launch a three-day parent conference (in May)

review IEP goals, NYSESLAT results and NYSAA scores of potential candidates for the new
programs

work together in a Bilingual Study Group to explore issues, materials, and information to
develop and implement best practices in the dual language classrooms at 721Q.

Since our students graduate with a Skills and Achievement Commencement Credential (which they earn
when they master the CDOS standards) and participate in vocational work training programs, we would
like to bring the bilingual, biliteracy instruction of the dual language (DL) education program into the
work field. Our schools long-term vision and goal is to establish a dual language vocational work
training program to prepare native English-speaking students and English language learners to be
bilingual and biliterate, to equip them for work with Spanish-speaking clients and customers in the
hospitality, food, custodial, retail, nursing home, and service industries.
II.

PLANNED INSTRUCTIONAL PRACTICES

Describe research-based planned instructional practices that will promote rigorous,
sustainable, and engaging quality classroom interactions. Description should include
how:
content area instruction will be delivered in both English and the native language
native language arts instruction will be incorporated
students will be assessed in both languages
data will be used to guide instructional practices
alignment to the NYS CCLS

English as a New Language (ENL), ELA and Home Language Arts (HLA) units of study are
determined by CR Part 154-2 (9-12) requirements for English as a New Language (ENL) and
Transitional BIlingual Education (TBE) programs. These levels are designated

Page 26 of 43

based on the student scores on the NYSITELL and NYSESLAT exams. There are five (5) profciency
levels; Entering, Emerging, Transitioning, Expanding, and Commanding. For the English as a New
Language (ENL) model, students receive the following (minimum) ENL instructional time (units of
study) per week for the following proficiency levels, grades 9-12: (A) Entering - 3 units (540
minutes), (B) Emerging - 2 units (360 minutes), (C) Transitioning - 1 unit (180 minutes), (D)
Expanding - 1 unit (180 minutes), and (E) Commanding - 0.5 unit (90 minutes) of integrated ENL in
ELA/Core Content Area for an additional two (2) years. These units of study are also allocated into
Stand-Alone ENL and Integrated ENL as per the NYS CR Part 154-2 (9-12) breakdown. Students in a
Transitional Bilingual Education program receive the following units of study per week in Language
Arts and Bilingual Instruction for the following proficiency levels, grades 9-12: (A) Entering - 3 units
of ENL (540 minutes), 1 unit of HLA (180 minutes), and a minimum 2 units of Bilingual Content Area
Subjects (360 minutes), (B) Emerging - 2 units of ENL (360 minutes), 1 units of HLA (180 minutes,
and a minimum of 2 units of Bilingual Content Area Subjects (360 minutes), (C)Transitioning - 1 unit
of ENL (180 minutes), 1 unit of HLA (180 minutes), and a minimum of 1 unit of Bilingual Content
Area Subjects (180 minutes), (D) Expanding - 1 unit of ENL (180 minutes), 1 unit of HLA (180
minutes, and a minimum of 1 unit of Bilingual Content Area Subjects (180 minutes), and (E)
Commanding level - 0.5 unit (90 minutes) of integrated ENL in ELA/Core Content Area for an
additional two years.
Content Area Instruction follows the P79M Blueprint for Teaching and Learning, the NYS Alternate
Assessment (NYSAA) Frameworks (Common Core aligned extensions for ELA and Math and State
Learning Standards/Alternate Grade Level Indicators for Science and Social Studies), the NYS
Career Development and Occupational Studies Standards (NYSCDOS), other State Learning
Standards. The following curriculum programs are implemented across classroom to support
instruction, promote rigor, and provide access are: Unique Learning System (N2Y), Attainment's,
SMILE, and Equals. The bilingual teachers assigned to these classes are NYS certified and provide
instruction in all content areas using the home language and ENL methodology with age
appropriate materials and resources. English as a New Language (ENL) instruction follows the New
Language Arts Progressions (Bilingual Common Core Initiative) and incorporates language
development strategies (e.g., Total Physical Response, Language Experience Approach, Whole
Language, Cooperative Learning), scaffolding techniques, Universal Design for Learning (UDL)
principles, realia and manipulatives, information technology resources, community-based
instruction, work-study programs, and Title III activities. The use of technology (AAC devices,
adapted switches, Smartboards) paired with Mayer Johnson symbols, software programs, and
manipulatives are incorporated to give ELLs additional instructional support. Multisensory and
multicultural materials are also infused throughout all aspects of instruction. Literacy and language
development in English is also reinforced through the arts, social emotional programs and events

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(PBIS), and parent and community partnerships. Students whose IEP indicates TBE services, but
who are placed in alternate placement (monolingual classes with ENL support) are provided with
the services of an Alternate Placement Educational Assistant proficient in the student's home
language and English. ELLs entitled to receive ENL-only services, receive ENL instruction
according to the NYS CR Part 154-2 mandates for ENL Programs at the high school level. All ELLs
placed in TBE classes are at the Entering level and receive a 25/75 ratio of Spanish to English
instruction. By providing the recommended units of ENL instruction to ELLs in TBE classes
performing at the Entering Level (High School), we ensure that they meet the Common Core
Learning Standards (CCLS) and State Learning Standards, and attain Levels 3 and 4 in the State
Alternate Assessment (NYSAA). The Transitional Bilingual Education (TBE) program at P79M is
composed of six (6) bilingual-Spanish classes: Two (2) in the 12:1:4 cohort, two (2) in the 6:1:1
cohort, and two (2) in the 12:1:1 Alternate cohort. The main focus of the TBE program at P79M is
to provide ELLs with the linguistic support needed in content area instruction to accelerate English
language development (Cognitive Academic Language Proficiency) and literacy proficiency needed
to address the expectations of the Common Core Learning Standards for transition readiness,
including communication, self-advocacy, positive choice-making (social emotional), self-regulation,
and independence.
Formative assessments are conducted to ensure tht ELLs are appropriately evaluated in their home
languages throughout the year. Formative assessment include teacher made materials aligned to
the Home Language Arts (HLA) progressions (Bilingual Common Core Intiative), rubrics, teacher
observation, and language inventories.
Formative and summative assessments are conducted to ensure that ELLs are appropriately
evaluated in all four modalities of English acquisition throughout the year. Formative assessment
include teacher made materials aligned to the New Language Arts (NLA) progressions (Bilingual
Common Core Intiative), rubrics, SANDI/FAST, Level One Interest and Preference Survey, IEP
records, teacher observation, and report cards. Summative assessments include NYSITELL,
NYSESLAT, and NYSAA testing programs
The instructional design for all groups (SIFE, Newcomer, Developing, Long Term, and Former)
include the use of flexible grouping, multi-sensory materials (e.g., manipulatives, realia,
pictures), rigor (Depth of Knowledge) differentiation of instruction and access (Universal
Design for Learning), and technology support (Smartboards, IPads, computers, software)
to promote conceptual understanding and procedural knowledge of the Common Core
Learning Standards (CCLS) and State Learning Standards, with the required adaptations
and modifications. Also, included in the instructional design are the implementation of
specially tailored curriculum for students in alternate setting (e.g., Blueprint for Teaching
and Learning, Unique Learning Systems, SMILE, Equals, Attainment, etc.) with the use of
visual strategies and graphic organizers (including charts, tables, and graphs) and

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language development methodology (Total Physical Response, Language Experience

Approach, Cooperative Learning, etc.). The same services available to Newcomers (0-3
years) are also afforded to our SIFE population and our ELLs who are receiving an
extension of services, (4 - 6 years) and Long-Term ELLs. For these students (4-6 and 6+
years) school and community-based work study programs facilitate the acquisition of
knowledge and skills required for post-secondary success in all areas of transition (e.g.,
community integration, independent iiving, education/trainig, and employment). Former
ELLs, students who have been identified as ELLs and subsequently exited from ELL status,
for at least two years following the school year in which the student is exited from ELL
status, receive at least 0.5 unit of study (90 minutes per week) of English as a New
Language.
As mentioned before, our program models consist of ungraded, heterogeneous, and block
schedule groupings. Because of this, teachers adapt and differentiate curriculum,
resources, and materials according to students' chronological age, proficiency levels (IEPs,
teacher made materials, rubrics, Level 1 Vocational Assessment, SANDI/FAST, NYSESLAT,
NYSAA, etc.) As stated in the School Comprehensive Educational Plan (CEP), ENL
instruction for ELLs must follow elements of the P79M Blueprint for Teaching and Learning
(our current curriculum map), the NYS Alternate Asessment Frameworks (NYSAA), State
learning standards (including CDOS), Home Language Arts and New Language Arts
Progressions, and NYS Performance Plan Indicator 13.
The use of multi-sensory materials, realia, instructional strategies, and informational
technology resources enhances and supports the acquisition of cognitive academic
language proficiency (CALP) in English, and related literacy skills, including expressive
and receptive communication for students with special needs across service
categories/cohort. Rigorous activities (DOK) are refined (UDL) and extended throughout
the curriculum and content areas by combining the interdisciplinary/ thematic approach
with language development strategies (e.g., Language Experience approach, Whole
Language, Cooperative Learning, Emotional Literacy, etc.), multi-sensory materials
(manipulatives, realia), infusion of the Arts, flexible grouping, and the use of technology
(e.g., AAC devices, Smartboards, IPads, switches, etc.). School and classroom libraries are
equipped with books in English and languages other than English (e.g., Spanish), including
those adapted by teachers to address the academic needs of students with multiple,
intellectual, and social-emotional challenges.

Prior to the opening of our dual language classes during the planning phase, we will explore the various
dual language strategies for allocating language of instruction (such as pre-view/review and alternating
content area instruction), and separating languages by specific portion of the day (e.g., time/scheduling,
subject/content area, and one teacher presenting or modeling a particular language, while another
teacher models/presents the other language).
Content area instruction in our dual language (DL) education program will be delivered in Spanish and
English and native language arts will be incorporated into instruction (via the Home Language Arts
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Progressions HLAP standards replaced the old NLA standards) (see Chart 4). In addition to the
mandated English language proficiency assessment (NYSESLAT) and the state-mandated NYSAA,
students in the DL program will also be assessed using summative and formative annual assessments,
portfolio and oral and written assessments (based on tasks taken from the CDOS alternate performance
indicators and the NYSAA academic area assessments that are aligned to the extensions and AGLIs).
Teachers will use the ELA, mathematics, science, and social studies New York State Alternate
Assessment (NYSAA) to assess students progress towards mastering the CCLS ELA and mathematics
standards and the NYS learning standards in science and social studies. Science, social studies, and
mathematics will be assessed via the NSAA Extensions and AGLIs in Spanish and English. Math will
also be assessed in Spanish via the Spanish Brigance. Language will be assessed in English and Spanish
via the NYSAA ELA Extensions, the Evaluacin de Habilidades de Lenguaje y Aprendizaje Bsicos
(ABLLS-R, Spanish edition), the Brigance Diagnostic Assessment of Basic Skills (Spanish), Brigance
Comprehensive Inventory of Basic Skills II (English), and the Assessment of basic Language and
Learning Skills Revised (English). As part of their classroom management tools, DL teachers will use
the Escala de Evaluacin de la Motivacin (EEM) and the Motivation Assessment Scale (MAS) to
assess the needs of students with behavior challenges. Bilingual teachers will also use informal
assessments, check lists, and rubrics. Data gleaned from these assessments will be used to inform
instruction, make improvements and modifications, and train staff on the administration, interpretation,
and application of student performance to improving teaching and learning.
At 721Q, our dual language program will include a variety of instructional techniques that address
different learning styles, ability levels, social and communication needs of ELL SWD and native
English-speaker SWD, and student interests will be employed, as suggested in the Guiding Principles
for Dual Language Education (Howard, E. R.; Sugarman, J., Christian, D., Lindholm-Leary, K. J.,
and Rogers, D., 2007). Language arts and content area instruction will be integrated into most lessons
and teachers will use sheltered English strategies such as using visual aids such as symbols, pictures,
charts, graphs, and semantic maps, modeling instruction, providing ample opportunities for students to
act as mediators and facilitators, providing comprehensible speech through the use of high and lowtech materials: aided language stimulation (ALS), Picture Exchange Communication System (PECS),
augmentative and alternative communication (AAC) devices, single message voice output devices,
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portable devices with touch screen capability, dynamic display devices, communication systems such
as communication books, topic boards and choice boards, supplemental multisensory materials, and
scaffolding, cues, and prompts. Technology is essential for students with disabilities who have sensory
and intellectual challenges. Very little Spanish or English reading material that is on a low level but
whose content is culturally relevant, age-appropriate AND academically appropriate is available
commercially. Bilingual special educators must consistently adapt and modify materials for their
students. Technology provides a way of opening up new avenues for building biliteracy and bilingual
skills for ELL students with disabilities. Enhanced e-books, APPs that allow multisensory input,
devices with audio and touch-screen capability and language programming capability allow students
who have intellectual, language processing, and/or physical challenges to access literary and
informational texts in both English and the partner language (i.e., Spanish for our DL program) that are
culturally relevant, content-rich, and age-appropriate. Technology used throughout the content areas
provides students with disabilities (SWD) and ELL SWD a means of improving their listening,
speaking, reading, and writing skills in both English and Spanish. Students can work at their own pace,
monitor their own progress, and receive immediate feedback on their performance. Students can create
and use data to inform their instruction and practice tackling challenging tasks that are aligned to the
CCLS (e.g., using a computer/software, creating and interpreting data on a histogram or dot plot).
Students need skills in using and applying technology in order to compete in this technological age. If
approved, our dual language (DL) education program for ELL SWD and native-English-speaker SWD
will incorporate the use of technology by students and staff across the curriculum, in all content areas,
and in Spanish and English.
Teachers will encourage students to use instructional language in order to help them attain highly
developed oral language skills. ELL SWD and their monolingual counterparts are able to develop
skills in biliteracy when given the appropriate instruction (Paradis, 2011) and students with language
impairments are no more language impaired when learning two languages than when learning one
(Leonard, L.B. in Paradis, Genesee & Crago, 2011). During cooperative learning activities, students
will give opportunities to practice producing extended discourse. These activities will be conducted in
Spanish and English, using assessment tasks from the NYSAA that are aligned to the Speaking and
Listening (SL) CCLS strand grade-specific (grade 8) standard 6 via an extension and task from 8th
grade ELA NYSAA (e.g., extension 4 842221 Maintain an appropriate conversation with another
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person.).
Instruction for ELLs and native English-speaking students in our DL education program will be aligned
to:

the New Language Arts Progressions (NLAP) (replaced the ESL standards),
the Home Language Arts Progressions (HLAP) (replaced the NLA standards),
the Common Core Learning Standards and ELA and math Extensions to the CCLS,
the NYS Learning Standards in science, and social studies and their alternate grade level

indicators (AGLIs),
the Career Development/Occupational Studies (CDOS) Learning Standards via the NYSAA
CDOS Crosswalk.

Dual language teachers will address students second language and disability-related learning needs by
providing students with instruction that: is differentiated, integrates principles of universal design for
learning, (UDL), respects and supports students learning styles and culture, includes effective native
language strategies and ESL methodologies such as the natural approach, the language experience
approach, and total physical response (TPR), is scaffolded, and that fades cues, prompts, and scaffolds,
when appropriate, to encourage and reinforce students independence and choice-making abilities,
infuses technology into instruction, utilizes cooperative learning techniques, and is communicationfocused. All ELLs will receive the minimum required units of ESL required by C.R. Part 154, based on
their NYSESLAT scores, and native English speaking students and ELLs will be instructed in
accordance with their IEP mandates. Our dual language program will follow a 50/50 model where
instruction will be conducted in Spanish 50% of the time and in English the remaining 50% of the time.
The Center for Applied Linguistics (CAL) researchers point out that effective dual language (DL)
program to be effective use instructional strategies must be in place that enhance the development
of bilingualism, biliteracy, and academic achievement. If approved, we plan to create a dual
language program in which language arts and content area instruction will be integrated into most
lessons. In addition, teachers will use sheltered English strategies such as:

using visual aids such as symbols, pictures, charts, graphs, and semantic maps,
modeling instruction,
providing ample opportunities for students to act as mediators and facilitators,
providing comprehensible speech through the use of high and low-tech materials: Picture

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Exchange Communication System (PECS), augmentative and alternative communication

(AAC) devices, single message voice output devices, portable devices with touch screen
capability, dynamic display devices, communication systems such as communication books,

choice boards, supplemental multisensory materials, and scaffolding, cues, and prompts
using a wide range of presentation strategies (e.g., aided language stimulation (ALS), computerbased audio/visuals, using the Smartboard, computer APPs, topic boards, and interactive

presentations
using datafolios (e.g., alternative assessments such as NYSAA Extensions and Alternate Grade
Level Indicators (AGLIs)), rubrics, portfolios, e-folios, to check comprehension

Other research-based approaches to teaching ELLs and SWD will be employed in our DL program
such as: process writing (Caulkins, L., 1994) modified using graphic organizers and rubrics paired with
visuals for ELL SWD and native English SWD, content-based language instruction approach (Crandall,
J.A., 1990), and theme-based instruction.
The dual language program at 721Q will address the needs of the whole student: disability, language
acquisition, culture, community, preparing ELLs and native English-speaker students with disabilities
for total integration into their home communities (e.g., teach ability to travel, read signs, known what is
safe and unsafe, to use money to make purchases, to vote, to read a map, use the search engine on a
computer, access 311 and 911, enjoy recreation and leisure activities, communicate with others, etc.).
III.

PROFESSIONAL DEVELOPMENT PROGRAM

Describe how the proposed program includes professional development activities with a
focus on bilingual education (e.g., symposiums, study groups, visits to existing
programs, Office of ELLs professional development sessions).

P79M's professional development plan includes training on topics pertaining to the education of
ELLs, such as: SESIS; Writing Quality IEPs; NYS PP #13; Common Core Learning Standards (NYSAA
Frameworks) and the Instructional Shifts; ADVANCE Teacher Evaluation and Development System;
Danielson Framework for Teaching; Emotional Literacy/PBIS programs; Attainment; Balanced
Literacy; Unqiue Learning System (n2y); Smile curriculum program; Equals curriculum program;
SANDI/FAST assessments; CFI Inquiry Cycle and Data Analysis protocols; Student Centered
Planning; Technology Integration; NYS CR Part 154; Bilingual Arts Progressions; Language
Development Methodology; Differentiation of Instruction; Univesal Design for Learning; Depth of
Knowledge; TEACCH/Structured Teaching; Quality Review Compliance; etc. In addition, the Office of
English Language Learners at District 75 Office hosts a series of professional development courses
for teachers of ELLs and school staff is encouraged to register for these courses using the online

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D75 Professional Development catalog. After teachers attend these trainings, the information is
disseminated to all staff through faculty, team, and professional assignment meetings. The
purpose is for all school staff who are involved with ELLs, to be aware of curriculum programs,
assessment tools, resources, materials, and teaching strategies that will support Ells meet their IEP
goals and achieve transition readiness, i.e. literacy and language skills, self-advocacy,
independence, self-regulation, positive choice-making, and increased communication to achieve
post-secondary success. In addition, all new teachers are required to complete ten (10) hours of
mandated Jose P. training. Teachers and educational assistants serving ELLs will also be supported
through professional development provided by coaches from the District 75 Office of Ells. In
addition, given the opportunity and availability of funds, P79M will promote and encourage
attendance of staff to National , State, and City conferences (NABE, SABE, TESOL) focusing on the
education of ELLs. Classroom teachers, ENL providers, and other related services (Speech, OT, and
PT) provide support and gather quantitative and qualitative data as students transition from middle
school to high school (e.g., IEP; SANDI/FAST; NYSESLAT; NYSAA; rubrics, teacher made materials,
etc.). Additional support will be provided by professional development opportunities based on the
Title III after-school program.
P79M's professional development for teachers of ELLs includes training on topics pertaining to the
education of ELLs, such as: SESIS; Writing Quality IEPs; NYS PP #13; Common Core Learning
Standards (NYSAA Frameworks) and the Instructional Shifts; ADVANCE Teacher Evaluation and
Development System; Danielson Framework for Teaching; Emotional Literacy/PBIS programs;
Attainment; Balanced Literacy; Unqiue Learning System (n2y); Smile curriculum program; Equals
curriculum program; SANDI/FAST assessments; CFI Inquiry Cycle and Data Analysis protocols;
Student Centered Planning; Technology Integration; NYS CR Part 154; Bilingual Arts Progressions;
Language Development Methodology; Differentiation of Instruction; Univesal Design for Learning;
Depth of Knowledge; TEACCH/Structured Teaching; Quality Review Compliance; etc
Supports include but are not limited to providing professional development and trainings on a wide
range of instructional topics, opportunities for teacher collaboration and Inquiry, a supportive
environment and a school culture based on high expectations and respect, opportunities for
establishing strong family and community partnerships, opportunities for leadership and
participation in the decision-making process to affect change.
Our school district sponsors Professional Development trainings to all teachers and administrators
that specifically addresses the needs of or ELLS. A minimum of 1% of the reqired professional
development hours for all teachers prescribed by NYS CR Part 80 is dedicated to language
acquisition. For all bilingual and ENL teachers a minumum of 5% of the required professional

Page 34 of 43

development hours is dedicated to language acquisition in alignment with core content area
instruction. Professional development includes but is not limited to; Jose P. Training, Promoting
English Language Acquisition for ELLs with Disabilities, Fostering Independent Living Skills for ELLs
with Disabilities, Nuts and Bolts for ENL and BIlingual teachers with 2 years of service or less, Using
Teaching Collaboration to support the Needs of ELLs with Disabilities, and Nuts and Bolts of Home
Language Arts. Professional assignments are formated to support implementation and refinement
of Common Core Learning Standards (CCLS) initiative for transition readiness and language and
literacy development. Records are kept by the archieving of agendas, sign-in sheets, and any
handouts that may have been provided at the training.

721Qs proposed dual language (DL) education program will include professional development
activities delivered through:
1. study group activities with bilingual, ESL, bilingual speech teachers, bilingual school social worker,
and bilingual paraprofessionals;
2. Bilingual and ESL teacher collaboration, planning, learning and sharing strategies and materials
during regular Bilingual Professional Learning Network cohort meetings;
3. Inter-class visitations and visits to existing dual language programs;
4. attending symposiums and conferences offered by the OELL, the New York State Association for
Bilingual Education (NYSABE), and TESOL. (our TBE and ESL teachers also attended these
conferences last year);
5. attending PD offered by the District 75 Office of English Language Learners and by Central OELL.
6. participation in Title III professional development activities
The content focus of professional development activities that DL staff will attend will be: on bilingual
education, best practice in dual language instruction, multicultural and cross-cultural issues, working
with parents of ELL SWD and native English SWD, and instruction and assessment of ELL students
with disability and native English students with disability. Our DL staff will attend the DELLSS
Professional Development workshops for middle schools and high schools (either February 10, 2015,
March 10, 2015, or April 21, 2015, depending on the dates offered in Queens, when dates are
announced).
Staff who will work in our Spanish dual language (DL) educational program will participate in
professional development activities that focus on language education pedagogy, theory, practice in the
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dual language program, working with parents, accessing and creating multicultural and bilingual
materials, cross-cultural competencies, bilingualism and bi-literacy, assessment, teaming, and other
topics identified by researchers (Howard, E. R.; Sugarman, J., Christian, D., LindholmLeary, K. J., and Rogers, D., 2007) as being appropriate and necessary for building a successful
DL program. Bilingual paraprofessionals receive PD 721Q recognizes that it is imperative that teachers
have the skills and knowledge to address not only our native English-speaking and ELL students
second language learning needs, but also to address the disability that is impeding that students access
to the curriculum, to the NYS Common Core Learning Standards, and to learning. Teachers must have
a theoretical framework and a working knowledge of effective strategies, methods, and approaches for
working with these students (Paradis, J., Genesee, F., & Crago, M.B., 2011; Howard, E. R.;
Sugarman, J., Christian, D., Lindholm-Leary, K. J., and Rogers, D., 2007). Staff must
understand and know that students with disabilities can become bilingual and biliterate. There are no
published studies documenting bilingual proficiency in students with severe intellectual disabilities
(Buckley, S.J., 2002). However, there is anecdotal evidence that many children and adults have achieved
a functional level of competence (Buckley, S.J., 2002) in speaking, reading, and writing a second
language. Staff also need to be aware of the disability culture and its support of self-determination
(Brown, S.E., 2001). Educators must also be sensitive to issues that influence ELL parent participation
in their youngsters education (e.g., language barrier, stigma re: disability, immigration status,
poverty, illness, etc.).
Currently, staff participate in professional development (PD) offered by OELL (e.g., Dual Language
Symposium), and by District 75 OELL (e.g., New teacher Series, Bilingual teacher Series offered by the
D.75 OELL), and our TBE and ESL teachers attend content-specific PDs (e.g., NYSAA math, science,
& social studies), CDOS, SANDI, technology, and Title III professional development). In addition, all
monolingual teachers received 10 hours of Jose P. training.
In addition to meeting with a larger cohort of teachers, ESL and TBE teachers meet regularly (once a
week) as a Professional Learning Network ELL cohort group to collaborate on issues specific and
pertinent to ELL teaching and learning. Teachers use Lexia and OpenBook English with native language
support in Spanish and Chinese. OpenBook English is research-based literacy software that combines
high-quality real life images, digital sound and voice recording, video, animation, and interactive pointand-click screen control and provides basic phonics instruction, vocabulary, grammar, pronunciation
Page 36 of 43

and writing lessons (www.openbooklearning.com). In addition, TBE classes have content-area bilingual
books (Spanish & Chinese) and Chinese content-area posters. Staff also modifies other materials to
make them accessible for our ELLs with severe cognitive impairment. 721Q is guided by best practices
in bilingual general education and the school modifies, adapts, and employs methods and strategies
recommended for typically developing ELLs for our ELLs in 12:1:1 programs.
Planning time is needed so that staff can have age-appropriate/culturally-appropriate literature and
literacy-based materials for students with severe intellectual disability prepared and available for the
students in Spanish and English. Augmentative and Alternative Communication (AAC) devices,
computer software, and other materials must be available in L1 and L2 and used with the students. DL
staff will create and prepare these materials during PD after school.
We will also need to do this for our ELL SWD and native English-speaking SWD in the Dual Language
education program, if we receive Dual Language (DL) planning funds.
We will use the following texts for our Dual Language Study Group and other PD initiatives:

120 Content Strategies for English Language Learners: Teaching for Academic

Success in Secondary School by Jodi Reiss

Dual Language Instruction from A to Z: Practical Guidance for Teachers and

Administrators by Else Hamayan, Fred Genesee, and Nancy Cloud

Dual Language: Teaching and Learning in Two Languages by Sonia Soltero
Reading, Writing and Learning in ESL (6 th Edition) by Suzanne F. Peregoy and Owen

F. Boyle
50 Strategies for Teaching English Language Learners by Adrienne L. Herrell and

Michael L. Jordan
Assessing English Language Learners by Margo Gottlieb
Teaching in 2 Languages: A Guide for K-12 Educators by S. Adelman Reyes & T.

Kleyn
Schoolwide Approaches to Educating ELLs: Creating Linguistically and Culturally
Responsive K-12 Schools by Sonia W. Soltero

IV.

PARENT/COMMUNITY INVOLVEMENT PRACTICES

Describe the parent/community engagement activities for the proposed program (e.g.,
brochures, open-houses, ongoing communications with parents, flyers).
We offer parents/guardians training through the NYSABE Parent Institute and District 75
Parent Conferences with the support of a translator, if needed. Parents also participate in
the School's Leadership Team where issues are bought forth concerning the academic well-

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being of all students at P79M. Parents and students meet with teachers during scheduled
IEP conferences, parent workshops, school events, and Title III after-school programs.
Parents/guardians also learn how to use data reports to monitor students' progress.
Parents/guardians attend a Title III orientation meeting prior to the initiation of the program
to receive information about the goals of the program and the curriculum materials being
used. The School Messenger system and parent newletter allow for continuing
communication between the school and parents/guardians. School staff is encouraged to
maintain ongoing communication with parents/guardians to provide them with up-to-date
information about students and to get them involved in school activities and events. In
order to evaluate the needs of parents/guardians, the following tools are currently being
implemented: School Survey, IEP conferences, parent-teacher conferences, informal
surveys, professional development, School Leadership Team (SLT) meetings; school events,
etc. The qualitative and quantitative data resulting from these assessment tools is analyzed
to inform next steps for increasing parental involvement. The school community is
constantly problem-solving solutions for increasing parental involvement through activities
that will develop a strong sense of community and partnership, and will provide
parents/guardians with needed information, resources, technical assistance, and emotional
support and guidance.
Records of individual meetings are recorded as follows; parent call logs are kept for calls
made home to parents in the main office, sign in sheets are kept for in-person meetings
and copies of parent/guardian outreach letters are kept on file by our Parent Coordinator,
Carmen Reyes Qiniones and our Compliance Coordinator Cindy Valentin.
ELL parents/guardians of the P79M community are invited to attend town hall meetings,
participate in school leadership team meetings, school safety meetings, and parent
association meetings. During the course of the school year parents/guardians are invited to
participate in various classroom activities, school PBIS events, as well as participate
throughout our Title III after-school program and culminating event. We have a Parent
Coordinator, Carmen Reyes Quiniones, that works to support parents with any assistance
they need regarding day-to-day needs that may arise, agency support as well as
transitional services (along side our Transition Coordinator Michelle LeFaivre).
P79M partners with community-based organizations such as AHRC, Lifespire, Esperanza
Center, FEGS, CHDFF, Include NYC (formally Resources for Children with Special Needs),
and OPWDD, to provide workshops and services to our students.
The needs of our parents/guardians are evaluated through orientation sessions, surveys,
formal and informal conferences and meetings (1-on-1 and in-teams). Needs are also
determined based on formal and informal meetings with our Parent Coordinator, Carmen
Reyes Quiniones as well as with the classroom teacher or supporting staff such as
theTransition Coordinator and Job Developer.
At P79M the Parent Coordinator, and Guidance Counselors assist parents and guardians in
understanding the culture of the school, with possible recommendations that will help
students' academic, English language development, and literacy proficiency, and with
extending courtesies such as finding services, answering questions, explaining community
resources, and making themselves available for translations. Our parental involvement
activities allows us to foster a collaborative environment where together we work to impact
student achievement and assist our students in making gains to close the achievement gap
for transition readiness and post-secondary success. Our activities also allow parents to
transfer methodologies learned within the learning community to that of the home

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environment. It helps the parents with reinforcing the learning that is taking place in school
and creating structures at home for consistency of support.

Parent participation is a top priority in 721Q. Our school has a very high rate of ELL parent
participation. We have a diverse student and staff population and all materials and documents for
parents are translated into a variety of languages (e.g., Spanish, Chinese, Russian, Bengali, Punjabi,
Arabic, Haitian-Creole, and Polish). Our bilingual paraprofessionals also provide oral interpretation for
parents. Over 75 parents of ELLs attend our annual Title III culminating activity, approximately 60
parents and youngsters attended our annual Chinese New Year celebration, and approximately 30
parents attended our African American Heritage celebration.
For the past eight years an average of 36 ELL students along with their parents (and some siblings and
grandparents) have attended our weekly Title III Saturday supplemental instructional programs. Our
ELL parents also attended the NYSABE parent institute and the OELL Parent Institute held last Spring.
Most students with severe disabilities have ties to the Office of People with Developmental Disabilities
(OPDD) and receive respite, in-home support, and other forms of assistance from community based
organizations. It is important to assist parents in negotiating these systems, to ensure that their ELL
youngsters with disabilities and native English-speaking youngsters will be prepared for life after
graduation (e.g., guardianship issues, supported employment, day habilitation, medical assistance,
human sexuality training, and immigration issues). The bilingual school social worker and TLC will
assist parents in the DL program in making these connections.
At 721Q, native English-speaking students with disabilities and English language learner students with
disabilities and their parents participate in multicultural celebrations, activities, and learning events
throughout the school year. Some native English-speakers and their parents joined ELL SWD and their
parents in our Saturday Title III Sports and Games around the World program. Through these
activities and through engagement in the Parent Association (PA), native English-speaking parents and
parents from other-than-English languages have forged friendships and partnerships in a natural helping
network. The PA president who is Spanish-dominant collaborates with native English-speaking parents
on activities that provide essential information to parents (e.g., on guardianship, community-based
programs, etc.), support school initiatives, and bridge our multicultural, multilingual communities (e.g.,
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through cultural celebrations, bake sales, family-night events, etc.). Our parents also attend the annual
Queens Family Support Conference that is held each Fall. Interpreters work with parents at this
conference and parents are provided with information in their native languages. Topics and information
includes: health, recreation programs, parenting supports, immigration issues as they pertain to ELLs
with disabilities, guardianship, and other issues related to supports for individuals with disability
challenges.
We plan to continue and expand this parent/community engagement not only for parents of students in
the DL program but also for all parents in the school. This will raise awareness of our new dual
language program and will also serve as a platform and means for recruiting new students to the
program. We will do this by:
1. inviting parents to a series of information and orientation activities to inform them of the DL program
2.

and to enlist their participation and support

planning and conducting a Dual Language kick-off event to introduce the program to the greater

school community to encourage school-wide ownership, enthusiasm, and support for the program
3. Accompanying our parents to the DELLSS parent workshop to be held in Queens on May 13, 2014
V.

BUDGET NARRATIVE
Explain how each one of the proposed expenditures is aligned to the proposed program.

How Planning Funds will be Used:

721Q would like to use the planning funds for our proposed dual language program for ELLs and native
English-speaker students with severe intellectual disability to:
STUDY GROUP:
1. Provide professional development to staff who will work with our dual language program (bilingual
teachers, ESL teacher, paraprofessionals, bilingual related service providers (e.g., bilingual speech
teacher, bilingual school social worker), administration, secretarial staff, bilingual family worker, and
bilingual school aide on the nuts and bolts of dual language programs (e.g., dual language models,
purpose to develop bilingualism in participants, on-going, sustained, capacity-building, class open on
every grade for cohorts to move up, theory, philosophy, effective instructional strategies and assessment
in the DL program, cross-cultural and multicultural competencies, family engagement).
CURRICULUM DEVELOPMENT:
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2. Create a curriculum for our dual language education program that is aligned with the CCLS, with
bilingual language learning theory and practice, and with IEP driven disability-related needs. The
curriculum that we create will connect to that of the greater school community, be infused with
technology and strategies to build multicultural competencies, biliteracy, and bilingualism in
participating students, and incorporate best practices for assessing ELL SWD and native Englishspeaking SWD. Develop and create thematic units and instruction for the new program that is linked to
the curriculum.
CREATION OF BILINGUAL INSRUCTIONAL MATERIALS:
3. Create e-books, enhanced e-books in Spanish and English, and other texts that are ageappropriate, reflect multiculturalism, high interest/low readability, with content connected to academic
(math, science, social studies), social, and work-world-related (CDOS) themes, that are accessible to
students who are cognitively young,
4. Plan activities and orientation and create bilingual materials for parents to inform them of the new
dual language program
Hold Six Parent Orientation Meetings (First will be the Dual Language Kick-Off)/ Support
Staff Orientation:
5. Bilingual School Social Worker will organize and conduct 6 parent orientation meetings to share
information on the dual language (DL) program and to garner parent participation and support for the
DL program. BSSW will act as facilitator and presenter at these parent meetings.
6. Support staff (i.e., school aides, family worker, secretaries) will attend two days of orientation (will
join parents) to learn about the dual language program

Proposed Budget
Category

Supervisor - Per session

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Expenditures

Study Group: 2 days per week x 1 hr per day x 5 weeks x

$53.84 per hr = $538.40
Curriculum Development: 1 days per week x 1 hr per day x
10 weeks x $53.84 per hr = $538.40
Material Creation: 4 days x 2 hrs x $53.84 = $430.72
Total: $1,508.40

Teacher - Per session

Paraprofessionals Bulk rate

Bilingual school Social Worker - Per

session

School Aides (1 supervising school

aide and 1 school aide)
Family Worker

Secretaries
Total Personnel Services:

Instructional materials

Library books

Study Group Books

Software/Hardware

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Study Group: 4 teachers x 2 days per week x 2 hr per day x 5

weeks x $50.50 per hr = $4,040.
Curriculum Development: 2 teachers x 1 days per week x 2
hr per day x 10 weeks x $50.50 per hr = $2,020.
Material Creation: 2 teachers x 4 days x 2 hrs x $53.84 =
$861.44
Total: $6,921.44
Study Group: 2 paras x 2 days per week x 2 hr per day x 5
weeks x $29.05 per hr = $1,162.
Material Creation: 2 paras x 4 days x 2 hrs x $29.05 =
$464.80
Interpret for Parent Meetings: 2 paras x 2 hrs x 6 meetings
x $29.05 = $697.20
Total: $2324.
Study Group 1 BSSW x 2 days per week x 2 hr per day x 5
weeks x $54.29 per hr = $1, 085.80
Curriculum Development: 1 BSSW x 1 days per week x 2 hr
per day x 10 weeks x $54.29 per hr = $1, 085.80
Material Creation: 4 days x 2 hrs x $54.29 = $434.32
Parent Orientation: 6 days x 2 hrs x $54.29 = $651.48
Total: $3,257.40
Support Staff Orientation: 1 x 2 days x 2 hrs per day x
$21.67 = $86.68; 1 x 2 days x 2 hrs per day x $17.52 = $70.08
Total: $156.76
Support Staff Orientation: 1 x 2 days x 2 hrs per day x
$22.83 = $91.32
Total: $91.32
Support Staff Orientation: 2 x 2 days x 2 hrs per day x
$31.12 = $248.96
Total: $248.96
$14,508.28
Velcro ($100.), markers ($50), lamination paper
($100), 2 laminators ($200), manipulatives
($100), poster board ($84.72), poster paper
($100)
Total: $734.72.
24 Informational texts in Spanish and English @
$50 each = $1200, 24 literary texts in Spanish
and English @ $50 each = $1200
Total: $2,400.
Books for Study Group: 4 books per participant x
8 participants @ $140 for *bundle of 3 bks =
$1120.
Total: $1,120.
2 Boardmaker software programs (to create
symbols in Spanish and English) @ $400. each

Parent involvement

Other Assessment tools:

Total Other Than Personnel

Services (OTPS):
TOTAL
(cannot exceed $25,000.00)

($800), 4 iPads (for students to read e-books,

enhanced e-books, to create visuals and audio
materials, to navigate and access the Internet) @
$500. each ($2000), 2 MacBook Pro with Retina
laptops (for teachers - needed to create bilingual,
age and culturally appropriate e-books and
enhanced e-books, to use with the Smartboard,
to access the Internet) @ $1,300. each ($2,600),
2 external drives (for teachers to store and
transport data and materials) @ $100. each
($200),
Total: $5,600.
(See PS section: interpreters,
facilitator/presenter)
1 BRIGANCE ABS R, Spanish Version ($329), 2
MAS (1 Spanish & 1 English version) 2 @ $79.
each ($158), ABLLS-R (Spanish and English) 2 @
$75. each ($150)
Total Assessment Tools: $637.

$25,000.

The deadline for proposal submission is close of business, November 21, 2014
*Bundle:

120 Content Strategies for English Language Learners: Teaching for Academic Success in
Secondary School by Jodi Reiss ($31.22)
Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators by
Else Hamayan, Fred Genesee, and Nancy Cloud ($28.66)
Reading, Writing and Learning in ESL (6th Edition) by Suzanne F. Peregoy and Owen F. Boyle
($62.75)

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