Several of the higher-performing schools in our study serve an expanding group of English language learners. They include:
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Ullysses Byas Elementary School (Roosevelt, 18.6% ELL in 2004) employs a consistent and whole school approach to meeting the needs of all students. Its goals and evaluation plan include specific references to who is responsible for meeting each learning goal for students.
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Westbury Middle School (Westbury, 14% ELL in 2006) uses a community school model and focuses on teacher collaboration to meet needs (see especially, pp. 2, 6, 7-8).
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Port Chester Middle School (Port Chester, 14% ELL in 2006) focuses on literacy across the subject areas.
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White Plains High School (White Plains, 11% ELL in 2006) holds high standards for all students, including ELLs, analyzes data to spot trends and anticipate needs, reaches out to ELL families (see strategic plan, p. 10), and provides a mentoring program specifically for ESL students (see pp. 4, 9, 10-12 of its case study).
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The George M. Davis Elementary School (New Rochelle, 10% ELL in 2004) has several program to serve ELLs and to ensure that ESL and regular teachers collaborate to serve their needs (pp. 4-5). As outlined in its description of differentiated instruction, ESL teachers are considered integral to the academic program.
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The Gotham Avenue Elementary School (Elmont, 9.3% ELL in 2004) uses heterogeneous groupings, differentiation of instruction, and other practices to meet the needs of every student.
Last updated on September 22, 2009 by the Webmaster.
Please send questions or comments to:
Sharon Wiles, Project Coordinator at swiles@uamail.albany.edu.
Just for the Kids - New York, School of Education B9
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