A Consistent, Effective ENL Schedule

                                    Note: This is a link to the NYSED ENL Units of Study .  RBERN ENL Toolkit.   Resources for New Teachers (Ms. Knapp)

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With the continued efforts of the Common Core’s rigorous standards, there is a marked difference in the way that we are creating classroom schedules. Schools have increased the amount of minutes required for English Language Arts and Mathematics instruction, while interweaving Social Studies and Science content to maximize exposure to Literacy through the content areas. Student expectations are higher, and the time within the school day remains the same. This has posed a great challenge for students who require additional academic services such as Speech and Language, Resource or other Special Education services, OT/PT, RTI, AIS, and English as a New Language.

Although New York State regulations state that Kindergarten through sixth grade Beginner and Intermediate English Language Learners (ELLs) require 72 minutes of ESL services every day, and Advanced ELLs require 36 minutes of ESL services every day, it is becoming increasingly difficult to meet those requirements. NYS regulations also state that only Advanced ELLs should be placed in an ELA block, but that is rarely the case in the K-6 setting. The question then remains, how do we create a schedule in the K-6 setting that is consistent and effective? How do we meet the needs of the ELLs in our schools by providing services for the required amount of time?

One of the greatest challenges in a K-6 building is looking not only at the number of ELLs in your building, but the amount of cumulative minutes an ESL teacher should be providing to the students. Twenty-five Advanced students is much different than twenty-five Beginners; not only in the amount of minutes of ESL services that the students require, but in the extra support Beginner and Intermediate ELLs need (i.e. testing accommodations, support with the nurse, help in the lunch room, co-planning, busing, and more). It is vital that an ESL teacher’s caseload be analyzed very carefully to ensure that there are actually enough minutes in the school day to successfully support each ELL. After all, they are expected to meet the same rigorous standards as all students. Since there is no regulation stating a ‘cap number’ of students for ESL teachers, this has remained a continuous problem.

There are ways to maximize the number of minutes within each school day, such as cross-grade level groupings based on proficiency level. This is a practical model in schools where there is a block-type schedule, but it is not effective in a K-6 building. It is quite difficult to create a schedule that does not interfere with lunch, recess, RTI blocks, and ‘uninterrupted’ ELA blocks across seven grade-levels. It is quite common to find teachers meeting with students for 15 minutes here, 20 minutes there, or simply not meeting the mandated minutes.

In order for a building to successfully meet the needs of their ELLs, there needs to be a shift in thinking. ENL services should be a part of the permanent building schedule, set at the beginning of the year. So districts have found it beneficial to schedule ENL first. ENL services should be regarded on the same level as ELA instruction, an ‘uninterrupted’ time, if you will. This way the ENL teacher and classroom teacher are able to co-plan and conference about the content of the mainstream classroom, therefore allowing the ENL teacher the ability to scaffold and support the material for his/her ELLs. It also provides the required time to allow the ELLs in the K-6 building to be successful in the classroom setting, and meet the academic demands of the grade level. This model would also allow students to not miss classroom activities, important whole-group lessons, and other events. ENL services are not effective if they are broken up, rushed, and simply not regarded as a vital component of a student’s day. Consider how a change in scheduling could really increase the success of the ELLs you work with each and every day.

Integrating School & Community with Katie Knapp 

Resources for New Teachers (padlet)  Katie Knapp