This will be very interesting for all TESOL students: Angelica Infante Associate Commissioner for the Office of Bilingual and Foreign Language Services to discuss Recent Changes to Part 154 and their effects on Statewide Bilingual Education Programs December 1, 2014 1:00-2:30 PM Rosenthal Library, President’s Conference Room #2 Please RSVP: [email protected] Feel free to distribute handout to your students and please remind them to RSVP. en.elmensajerorochester/tasks/sites/em_en/assets/Image/rcsd-fair-259%20copy.jpg Angélica Infante Green, Associate Commissioner, Office of Bilingual Education and Foreign Language Studies Angélica Infante Green is the first Associate Commissioner of the Office of Bilingual Education and Foreign Language Studies (OBE-FLS). Formerly, she was the Executive Director of the Office of English Language Learners in the NYC Department of Education. In her new role, Ms. Infante Green is responsible for the education of 214,378 students considered English Language Learners across the State. Ms. Infante Green’s goals for the education of ELLs are delineated in the Blueprint for English Language Learners Success (usny.nysed.gov/docs/blueprint-for-ell-success.pdf), and in the recent changes made to the Commissioner’s Regulations, Part 154, which governs the education that ELL are entitled to receive, (p12.nysed.gov/biling/bilinged/CRPart154.html). Ms. Infante Green was also a key participant in the signing of a Memorandum of Understanding between NYS Commissioner John King and New York City School’s Chancellor, Carmen Fariña, with the purpose of ensuring better outcomes for English language Learners (nysed.gov/news/2014/memorandum-understanding-between-state-education-department-and-nyc-department-education). The key principle that guides these changes is that All teachers are teachers of English Language Learners. Some factors that need to be taken into account in planning for ELL instruction require: · Designing and delivering instruction that is culturally and linguistically appropriate for all diverse learners, including those with Individualized Educational Programs (IEP). · Providing integrated language and content instruction to support language development through language-focused scaffolds. Bilingual, ESL, and other content-area teachers must collaborate purposefully and consistently to promote academic achievement in all content areas. · Utilizing materials and instructional resources that are linguistically, age/grade appropriate, and aligned to the Common Core Learning Standards (CCLS).
Posted on: Tue, 18 Nov 2014 21:10:18 +0000
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