Bilingual Education and World Languages

East Rochester is committed to ensuring English Language Learners attain academic success and language proficiency. The identification of English Language Learners (ELLs) has been and will be completed within ten days after initial enrollment. Instructional units of study are provided based on students’ qualifying levels on the NYSITELL or NYSESLAT. 

A portion of the day on Wednesday is dedicated to students who remain solely on virtual instruction, in order for teachers to connect directly with students. Wednesdays also provide additional time for ENL teachers to co-plan and coordinate learning efforts with other general education teachers, special education teachers and related service providers to deliver quality in-person, hybrid, and remote instruction. 

All students are provided with a Chromebook to support in person, hybrid, and remote instruction. Support has been provided and will continue to be provided to families who need support accessing wifi. In addition to language acquisition, scaffolds, vocabulary development and content instruction, students who are in person, virtual or using a hybrid model have continued instruction in how to access technology tools so that students become more independent and autonomous in their use of technology. Additionally instruction has continued to focus on the development of language skills and content coursework through with a significant emphasis on scaffolding vocabulary and language concepts.

East Rochester will continue to collaborate with families to support meaningful engagement. Documents, meetings, and phone conferences will continue to be interpreted in each family’s preferred language and mode of communication.

East Rochester currently does not have students identified with Interrupted/Inconsistent Formal Education. However, if a SIFE student enrolls, individual plans would be developed to meet each student’s unique needs in collaboration with their family. SIFE students have already experienced significant interruption to formalized education and each may require different instructional and social emotional resources in order to engage in a hybrid or remote learning model. 

For information about regular communication and engagement with parents/guardians of English-language learners, visit the Communication/Family and Community Engagement section of our reopening plan.