Roosevelt Union Free School District

English as a New Language (ENL), formerly known as English as a Second Language (ESL), is a specialized instructional program for students whose first language is not English. In an ENL program, trained and certified teachers use methods, techniques and materials designed to meet the needs of English Language Learners (ELLs).

ELL Identification Process and Eligibility

When a new student registers for school at Roosevelt Union Free School District (UFSD) and the parent/guardian indicates that there is a language other than English spoken in the home on the Home Language Questionnaire (HLQ), the registrar refers the student to an ELL teacher for oral and written screening.

The ELL teacher contacts the family and schedules a meeting for the student to be assessed for ENL services. The New York State Identification Test for English Language Learners (NYSITELL) is the assessment used by all districts in New York State to determine a student’s level of English proficiency and determine eligibility for ENL services.  There are five levels of English proficiency: Entering (Beginning), Emerging (Low Intermediate), Transitioning (High Intermediate), Expanding (Advanced) Commanding (Proficient).  

Students testing at Entering, Emerging, Transitioning, and Expanding Levels will receive ENL supports and services, including local and New York State testing accommodations.

All ELLs in New York State are assessed annually to determine continued eligibility for ENL.  Each year, generally in May, ELLs take the New York State English as a Second Language Achievement Test (NYSESLAT).  The NYSESLAT score determines the student’s level of English proficiency and level of service for the following school year.  When a student achieves the level of “Commanding,” he/she will receive ESL monitoring and supports (including testing accommodations) for two more years before exiting the ESL program.

Program Philosophy and Goals

We believe that the entire school community is responsible for the education of English Language Learners.  We recognize that ELLs have their own language and culture which are assets to their academic achievement and to the school community.  We believe that cultural diversity can add to the curriculum and broaden the educational experience of all students.

Effective ELL instruction incorporates quality curriculum that addresses ENL and Common Core Learning Standards, well-trained and certified teachers who utilize the best practices in the field of second language acquisition.  ENL teachers work closely with classroom and content teachers, as well as administration, support staff and community organizations. The ENL teacher develops individualized instruction for language acquisition and cognitive academic language skills through the use of sound instructional techniques.   

The goals for our ELL students in Roosevelt are:

• To use English to communicate in academic and social settings
• To achieve in the classroom/content areas while learning English
• To use English in socially and culturally appropriate ways
• To develop the language skills necessary to be successful students and members of society
• To effectively meet our goals, ENL instruction and supports address the following objectives:
• To provide instruction that builds on students’ previous education, cognitive abilities, and English language proficiency.
• To develop knowledge and experience in the four domains of language learning: listening, speaking, reading and writing, as well as pronunciation.
• To work with small groups of ELLs with similar needs.
• To collaborate with the classroom teachers so that students acquire the vocabulary and learn language structures needed to understand the instruction in the content areas and to integrate ENL supports in the classroom.
• To provide instruction and school activities that reflect respect for diversity and show understanding of students’ varied cultural backgrounds.
• To evaluate English Language Learners with appropriate and valid assessments that are aligned with state and local standards and take into account language proficiency and students’ cultural backgrounds.
• To provide opportunities that build and strengthen the home-school connection.
• To honor and respect various cultures and languages by drawing upon students experiences as well as teaching many aspects of the culture of the United States of America. 

Curriculum and Program Requirements

Our ENL curriculum is guided by the New York State English as a Second Language Learning Standards as well as the Common Core English Language Arts Standards.

Our ENL program follows the New York State regulations and consists of two types of instructional ENL time: Stand-Alone and Integrated.

Stand-Alone ENL is an ENL class for Entering, Emerging, and Transitioning ELLs.  The students receive instruction in order to acquire English language needed for success in the core content classes.  Stand-Alone ENL is typically held in the ENL classroom with the ENL teacher and ELL students.  Students are not taken out of core classes to receive Stand-Alone ENL.

Integrated ENL is for ELLs of all levels of English proficiency (Entering, Emerging, Transitioning, Expanding and Commanding).  Integrated ENL is provided in the ELL students’ grade-level classrooms.  The ENL teacher and classroom teacher co-teach during ELA or a content area class.  The ENL teacher will work closely with the classroom teachers to provide language supports during classroom instruction.

We have ENL programs at all schools in the Roosevelt UFSD.

Please contact one of our ELL teachers if you have specific questions about our program.