English Language Learners

• From Port Chester, J. F. Kennedy Elementary (55% ELL in 2009-10) and the Middle School (14% ELL in 2005-6). Both have turned around performance to support their diverse student population to succeed.
• From New Rochelle, Columbus Elementary (31% ELL in 2009-10) and George M. Davis Elementary (10% ELL in 2003-4). In both schools regular and ESL teachers collaborate to serve the needs and ensure the success of all students, including English learners.
• From Roosevelt UFSD, Centennial Avenue Elementary (30% ELL in 2009-10) and Ulysses Byas Elementary (19% ELL in 2003-4), a districtwide approach to ensuring that all students, regardless of special needs, have access to and support for learning the curriculum. 
• From Utica, which has a large refugee center in the city, Dr. M. L. King Elementary (11% ELL in 2009-10) and J. F. Kennedy Middle (10% ELL in 2005-6) set high expectations to serve students with multiple needs.
• In Westbury, the Middle School (14% ELL in 2005-6) uses a community school model and focuses on teacher collaboration to meet needs.
• In White Plains, the High School (11% ELL in 2005-6) holds high standards for all students, including ELLs, analyzes data to spot trends and anticipate needs, reaches out to ELL families, and provides a mentoring program specifically for ESL students.

Other specifics about best practice for ELLS can be found in:

• What Works for Diverse and Special Needs Students:Best Practices from Higher-Performing Elementary Schools
• Using Data to Support Performance of Critical Needs Students, presentation, 10/7/2011

                                                                                                                   Last updated or reviewed 8/24/2012