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Tech-Enhanced Literacy (TEL): Supporting District 11’s Newcomer Multilingual Learners in Early Literacy Development
Mission of the grant
Mission of the grant
This grant proposes to leverage high-quality, rigorous, technology-based learning opportunities to provide comprehensive language and literacy development in English to our Entering and Emerging ML/ELLs at 11x083 and 11x106.
Our Goals:
Goal 1: Build fluent readers and writers by providing K-8 Entering and Emerging MLs/ELLs with high-quality, technology-based learning through a universal screener progress monitor and digital reading and news libraries. By incorporating technology-based learning, this goal aims to close our reading and writing gaps and support students in achieving language proficiency, which is essential for their academic success and progression out of ELL services.
Goal 2: Strengthen the listening and speaking skills of grades K-8 Entering and Emerging MLs/ELLs through digital media project-based learning. This goal is particularly crucial for students at the earliest stages of language acquisition, who need need a comprehensive approach to develop the oral language skills. The integration of multimedia projects will support students in synthesizing and presenting information. These projects address the need for holistic language development by ensuring that students not only improve their reading and and writing, but also become proficient in speaking and listening, which is vital for overall language proficiency and effective communication in diverse settings. By engaging in multimedia activites, students will develop essential communication skills that are crucial for academic and real-world success. This comprehensive approach ensures that CSD 11's ML/ELLs make progress in all language modalities, thereby providing a well-rounded educational experience.
Goal 3: Provide ongoing, sustained professional learning opportunities to targeted administrators, ENL teachers and ELA teachers that will help minimize the gap between early language development needs and scaffolded supports for the core ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, by focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create instructional points of entry into the core curriculum. Goal 3 and its objectives emphasize the importance of sustained professional learning opportunities for administrators, ENL, and ELA teachers. This goal addresses the identified need for consistent professional support to bridge the gap between early language development and scaffolded support for the core ELA curriculum (EL education). By focusing on grade-level content planning and the use of high-leverage scaffolds and differentiation strategies, this goal ensures that educators are equipped to meet the diverse needs of ML/ELLs and provide them with the instructional points of entry necessary for success in both Standalone ENL and Integrated ENL/ELA classrooms.
Goal 4: Develop and disseminate exemplar instructional materials as regional and state-wide public resources. This goal addresses the broader need for high-quality, accessible instructional materials that can support the language and literacy development of ML/ELLs beyond the immediate district, fostering a collaborative approach to improving educational outcomes for this population.
Overview:
Located in the vibrant, northeast section of The Bronx, New York, Community School District 11 (CSD 11) comprises of 44 schools serving roughly 22,000+ students in grades PreK-8. Among them, 3,614 are ML/ELLs and 635 are Former ML/ELLs, making up about 15% of the total student population. This diverse group includes 19% of students with an IEP, almost 3% who are Students with Interrupted Former Education (SIFE), and 78% who are Newcomers with 0-3 years of language services. The top ten home languages in our district are Spanish, Arabic, Bengali, French, Albanian, Urdu, Fulani, Vietnamese, and Wolof. The ML/ELL population reflects a wide range of ethnicities, with 21.8% American Indian or Alaskan Native, 12/2% Asian, 17.8% Black, 1.7% Multiracial, 6/1% Native Hawaiian or Other Pacific Islander, and 40.4% White.
Tech-Enhanced Literacy (TEL) proposes to leverage high-quality, rigorous technology-based learning opportunities to provide comprehensive literacy and language development in English to ML/ELL students, and supportive collaborative planning opportunities for teams of English as a New Language (ENL) and English Language Arts (ELA) teachers to deliver scaffolded instruction in both Standalone ENL instruction and Integrated ENL/ELA instruction. By doing so, CSD 11 can create inclusive and supportive learning environments that empower our ML/ELL students to become fluent readers, writers, and orators.
Year 1: 2024 - 2025
Year 1: 2024 - 2025
Take 2 Film Academy
Goal 2: Strengthen K-8 ML/ELLs' listening and speaking skills through digital media project-based learning.
Objective 2.1: Integrate short film and/or podcast creation into curciculum to support English language development.
Tasks: Students will engage in all aspects of filmmaking from pre-production to production to post-production. In Year 1, students at both P.S./M.S. 83 and P.S. 106 created welcoming videos in different languages for incoming students who do not speak English.
PS 83 [FINAL].mov106 Welcome Video.mp4MadeManifest
Goal 3: Provide ongoing, sustained professional learning opportunities to targeted administrators, ENL teachers and ELA teachers that will help minimize the gap between early language development needs and scaffolded supports for the core ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, by focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create instructional points of entry into the core curriculum.
Objective 3.1: Tailor a Multilingual Learner Institute (MLI) for LTG participants by using District 11 ELL Data to determine student instructional needs and participant professional development needs.
Objective 3.2: Research and compile related ELL tools/manipulatives, instructional materials and resources, and technology to ensure implementation of efficacy of LTG program course (MLI) by planning for professional development series.
Tasks: Create two full-day Live Translation and Digital Tools workshops with coaching; one AI for Differentiation webinar focused on utilizing generative AI tools to scaffold instruction for multilingual learners. Hands-on training included practice with 1:1 conversation mode in Microsoft Translator to support real-time instructional exchanges and student-led activities. Introduction of Google Lens to support students in identifying unknown words, accessing translated instructions, and engaging visually with content across subjects. These tools contributed to increased student participation in discussion-based and project-based tasks by reducing language barriers and allowing learners to access content more independently.
Each session emphasized practical strategies for integrating digital tools into classroom instruction to support language development and student output. Key elements included:
Creating AI-generated vocabulary lists, visual cues, and sentence frames for students at varying English proficiency levels.
Using SchoolAI Spaces to simulate low-stakes, one-on-one conversations in English across multiple content areas. These AI-powered chatbot tutors offered multilingual learners the opportunity to practice language with built-in translation support, scaffolded prompts, and personalized feedback.
Applying tools like Adobe Express, Canva, and Google Gemini to support student-driven projects through multilingual prompts, visual writing supports, and differentiated task models.
Renaissance
Renaissance
Goal 1: Build fluent readers and writers by providing K-8 Entering and Emerging MLs/ELLs with high-quality, technology-based learning through a universal screener progress monitor and digital reading and news libraries.
Objective 1.1: Utilize Renaissance's Star Early Literacy and Reading assessment, myON and myON News programs to develop reading comprehension, critical-thinking, and writing skills in English.
Objective 1.2: Monitor English language development and literacy skills via Renaissance program assessments, usage data, educator feedback, student surveys, and writing evaluations.
Tasks:
Train ENL and ELA teachers on Star Early Literacy and Reading programs.
Conduct MOY assessments (January)
Conduct EOY assessments (June)
Teacher Created Materials
Teacher Created Materials
Goal 4: Develop and disseminate exemplar instructional materials as regional and state-wide public resources.
Objective 4.1: Teacher leaders (grant participants) will generate materials, resources, and videos to create an online library of lesson plan exemplars that wil be published on the district website to be shared and piloted across schools.
Year 2: 2025 - 2026
Year 2: 2025 - 2026
Take 2 Film Academy
Goal 2: Strengthen K-8 ML/ELLs' listening and speaking skills through digital media project-based learning.
Objective 2.1: Integrate short film and/or podcast creation into curciculum to support English language development.
Tasks: Students will engage in all aspects of filmmaking from pre-production to production to post-production. In Year 1, students at both P.S./M.S. 83 and P.S. 106 created welcoming videos in different languages for incoming students who do not speak English.
P.S. 106 First Grade Films
Students in first grade created silent films based on the book Kitten's First Moon.
Students choose an animal that sees the moon for the first time and imagines it as something else.
PS106_1st_G1_Final.mp4PS106_1st_G3_Final.mp4P.S. 106 Second Grade Films
Students in second grade created documentaries about different dinosaurs.
PS 106_2nd_G4_Final.mp4PS 106_2nd_G6_Final.mp4PS 106_2nd_G1_Final.mp4P.S. 106 Third Grade Films
Students in third grade made documentaries about frogs.
PS 106_3rd_G1_Final.mp4PS 106_3rd_G3_Final.mp4P.S. 106 Fourth Grade Films
Students in fourth grade made documentaries about different animal defense mechanisms.
PS 106_2026_4th_G3_Final.mp4Butterfly 4th Grade.mp4PS 106_2026_4th_G4_Final.mp4P.S. 106 Fifth Grade Films
Students made documentaries about rainforests and biodiversity.
PS 106_5th_G2_Final.mp4PS 106_5th_G4_Final.mp4PS 106_5th_G3_Final.mp4P.S./M.S. 83
Students in fifth grade made short narrative films.
The Low Taper Fade.movCannibal Potato.movMadeManifest
Goal 3: Provide ongoing, sustained professional learning opportunities to targeted administrators, ENL teachers and ELA teachers that will help minimize the gap between early language development needs and scaffolded supports for the core ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, by focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create instructional points of entry into the core curriculum.
Objective 3.1: Tailor a Multilingual Learner Institute (MLI) for LTG participants by using District 11 ELL Data to determine student instructional needs and participant professional development needs.
Objective 3.2: Research and compile related ELL tools/manipulatives, instructional materials and resources, and technology to ensure implementation of efficacy of LTG program course (MLI) by planning for professional development series.
Tasks: Provided professional learning sessions for teachers, administrators, and support staff on AI, translation technologies, and instructional strategies to enhance accessibility, differentiation, and support for multilingual learners. Training included the use of Gemini, SchoolAI Spaces, Microsoft and Google translation tools, Canva, AI prompting techniques, and ENL instructional planning resources to strengthen teaching, family engagement, and student outcomes.
Delivered staff training on live translation and digital communication tools, including Microsoft PowerPoint Captions, Microsoft Translator Converse Mode, Google Translate (Conversation and Camera/Lens modes), and translation of documents and family-facing materials using Google Translate and Canva.
Facilitated professional learning sessions on AI tools for educator productivity and differentiation, focusing on new Gemini features, AI prompting strategies, reusable Gemini Gems, and AI applications for instruction.
Trained teachers in the creation and implementation of SchoolAI Spaces to support student practice and multilingual learner engagement.
Provided hands-on support and coaching for the use of technology tools to enhance multilingual family outreach and communication, including translation tools for hybrid PTA meetings.
Led workshops on instructional supports for MLLs/ELLs, including integrated ENL push-in lesson planning, ENL differentiation strategies, and the use of an ENL differentiation matrix.
Supported administrators, AIS teachers, cluster teachers, and ENL educators in leveraging AI and digital tools to improve instruction, analyze data, differentiate learning, and increase accessibility for multilingual students and families.
Literacy Support Systems
Goal 3: Provide ongoing, sustained professional learning opportunities to targeted administrators, ENL teachers and ELA teachers that will help minimize the gap between early language development needs and scaffolded supports for the core ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, by focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create instructional points of entry into the core curriculum.
Objective 3.1: Tailor a Multilingual Learner Institute (MLI) for LTG participants by using District 11 ELL Data to determine student instructional needs and participant professional development needs.
Objective 3.6: Participants will attend and complete the MLI by participating in 4 half-day PD trainings faciliated by Literacy support Systems.
Objective 3.7: Participants will engage in coaching cycles with embedded PD by attending virtual trainings.
Objective 3.8: Participants will engage in informal instructional walkthroughs using the district's ELL Indicator Walkthrough Checklist
Objective 4.1: Participants will generate materials, resources, and videos to create an online library of lesson plan exemplars that will be pushed on the district website to be shared and piloted across schools.
Tasks:
Multilingual Learner Institute (MLI), presenter Dr. Rosa Alcalde Delgado. Objective: Provide ongoing, sustained professional learning opportunities via Professional Development and small group coaching to targeted administrators, ENL teachers and ELA teachers to help minimize the gap between early language development needs and scaffolded supports for the core and or supplemental ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create instructional points of entry into the core curriculum. PD Participant ENL teachers to create Exemplar Lesson Blueprints stored in LTG Google folder as well as the LTG platform.
Multilingual Learner Institute (MLI), presenter Dr. Rosa Alcalde Delgado. Objective: Provide ongoing, sustained professional learning opportunities via Professional Development and small group coaching to targeted administrators, ENL teachers and ELA teachers to help minimize the gap between early language development needs and scaffolded supports for the core and or supplemental ELA curriculum both in the Standalone ENL program and Integrated ELA classrooms, focusing on grade-level content planning and using high-leverage scaffolds and differentiation to create intructional points of entry into the core curriculum. PD Participant ENL teachers to create Exemplar Lesson Blueprints stored in LTG Google folder as well as the LTG platform.
Renaissance
Renaissance
Goal 1: Build fluent readers and writers by providing K-8 Entering and Emerging MLs/ELLs with high-quality, technology-based learning through a universal screener progress monitor and digital reading and news libraries.
Objective 1.1: Utilize Renaissance's Star Early Literacy and Reading assessment, myON and myON News programs to develop reading comprehension, critical-thinking, and writing skills in English.
Objective 1.2: Monitor English language development and literacy skills via Renaissance program assessments, usage data, educator feedback, student surveys, and writing evaluations.
Tasks:
Train ENL and ELA teachers on Star Early Literacy and Reading programs
Conduct MOY assessments (January) and EOY assessments (June)
Use Star data to recommend books for students
Monitor students' reading (time spent, books read)
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