English as a New Language

Our ENL program spans K-12 and every English Language Learner is involved in this program. This program serves students from many different home/primary language backgrounds and who are all learning English. The goal is to support students as they progress to English proficiency. 

Instruction in this program, formerly known as English as a Second Language (ESL), emphasizes English language acquisition. In an ENL program, language arts and content-area instruction are taught in English using specific ENL instructional strategies. Some content area classes are integrated classes.  Students receive core content area and English language development instruction, including the use of the home/primary language as support and appropriate ELL instructional supports to enrich comprehension. Integrated ENL classes are taught by a teacher dually certified in the content area and ENL or are co-taught by a certified content area teacher and a certified ENL teacher. In a stand-alone ENL class, students receive English language development instruction taught by a NYS-certified teacher of English to Speakers of Other Languages (ESOL) in order to acquire the English language needed for success in core content areas. 

We also have an additional program at the high school for Students with Interrupted Formal Education (SIFE). The Bridges to Academic Success program provides a curriculum for newcomer students who enter US schools with limited academic skills, including low levels of literacy. Currently, we offer the entire Bridges program in ELA, ENL, HLA, and Math. 

Identification 

When students are enrolled in a district, families complete a Home Language Questionnaire. This document indicates if a language other than English is spoken at home. This information is given to our ENL and Bilingual teachers to interpret, and then they evaluate students for the program. Once a student is evaluated, they are placed in the program and given the appropriate amount of service needed for the level of English language acquisition demonstrated in the evaluation. The levels are as follows: 

Entering (Beginning):
A student at the Entering level has great dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).

Emerging (Low Intermediate):
A student at the Emerging level has some dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).

Transitioning (Intermediate):
A student at the Transitioning level shows some independence in advancing academic language skills, but has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).

Expanding (Advanced):
A student at the Expanding level shows great independence in advancing academic language skills and is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).

Commanding (Proficient):
A student at the Commanding level has met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings). He or she is not an ELL.

New Families

Part of the English Language Learner (ELL) identification process involves informing parents about the different program types offered in our district. Please watch the Parent Orientation Video below which is available in English and Spanish. After, please scroll down to the Parent Orientation Form, sign it, and return it to the ENL teacher in your student's building. Please reach out to your ENL teacher or the ENL specialist with any additional questions. We are excited for you to join us!

• Parent Orientation Video: English  Spanish

Parent Orientation Confirmation Form

Exit Criteria

In order to exit the program, students must take and pass the NYSESLAT exam. This exam is given every spring and measures the amount of English language acquisition that has taken place over the course of the school year. Once a student scores Commanding on this test, they exit the program. However, they are still entitled to 2 years of transitional support. 

Dual Language (DL) programs seek to offer students the opportunity to become bilingual, biliterate, and bicultural while improving their academic ability.  In the majority of dual language programs, the students receive half of their instruction in their primary or home language, and the remainder of their instruction in the target language, the language that they are learning. Students learn to speak, read, and write in two languages, and also learn about other cultures while developing strong self-esteem and diverse language skills. 

Our Program

We are very excited to be building our Dual Language program at the elementary level here at Brewster. With the shift in population over the past 10 years, we now have the ability to provide a program that supports bilingualism. Bilingualism is a 21st century skill that is much needed in today's world.  

Model: Converting one-way to two-way

Currently, we have a one-way model, which only includes native Spanish speakers, in grades 2-5. As we continue to grow our two-way program, which includes native Spanish speakers and native English speakers, we will convert from a one-way class into two-way zones.

Method of delivery: 50/50

50% of the instruction throughout the course of the year is delivered in English and 50% in Spanish. We currently have a weekly rotation between the two languages. This was chosen based on research and to support our current curriculum models. No content is re-taught as the languages change from week to week. Students will continue with the curriculum along side their English-only peers, but will just learn it in both languages. 

Transitional Bilingual Education (TBE) programs offer students of the same home language the opportunity to learn to speak, understand, read, and write in English while continuing to learn academic content in their home language. The students’ home language is used to help them progress academically in all content areas while they acquire English.

The goal of a TBE Program is to provide students with the opportunity to transition to a monolingual English classroom setting without additional supports once they reach proficiency. Even though the amount of English instruction students receive will increase over time, in a TBE program, there will always be home language instruction/supports allowing students the opportunity to develop bilingually. These students also receive ENL classes to aid in the acquisition of English. 

Our Program 

Currently, we have the TBE program at the secondary level for our Spanish speakers. Students receive bilingual content instruction in Math and Science at Wells Middle School. At Brewster High School, students receive bilingual content instruction in select Science and Social Studies Regents classes. Students then receive ENL support through Stand Alone classes and integrated ELA classes. 

Seal of Biliteracy

Another requirement of the TBE program is the Home Language Arts class. This class is very similar to an English Language Arts class, but in Spanish. It focuses on the teaching and learning of reading, writing, speaking, and listening in Spanish. There is a specific progression of classes at the secondary level that leads to advanced credits and the Seal of Biliteracy. 

The Seal of Biliteracy is an award given by a school, school district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. Our vision is to help students recognize the value of their academic success and see the tangible benefits of being bilingual. In order to receive the Seal of Biliteracy, students must complete a certain amount of coursework and demonstrate proficiency in two languages. Please visit our separate page about the Seal of Biliteracy to learn more. 

Exit Criteria

This program is a support given to students in order for them to learn content while acquiring English. This program is subtractive, in that as students gain English proficiency, they do not need the content in their native language. Exit from the program is fluid and depends on the progress of each individual student. Students at levels Entering, Emerging, Transitioning, and Expanding can all access the TBE program. Commanding students demonstrate proficiency in English and do not need this type of support.