Teacher toolkit: ENL and special education
🤝 The full co-teaching guide now lives in the Teacher Center: open the co-teaching guide · 8 worked examples · optional real-book example: a high-school ELA novel unit.
🌙 See co-teaching in action: a full high school ELA + ENL co-taught unit (The Midnight Library) with roles, levels Entering to Commanding, scaffolds and minute-by-minute plans. Open the teacher guide · Open the student course
🆕 Important change (2026-27): New York is joining the WIDA Consortium. The last NYSESLAT was in spring 2026. Starting spring 2027, English learners take the WIDA ACCESS (or Alternate ACCESS) test each year instead. The NYSITELL (the first English test for new students) continues until the WIDA Screener replaces it in fall 2027. Where this guide says "NYSESLAT", read it as "the yearly English test" (NYSESLAT before 2027, WIDA ACCESS from 2027). How students exit ELL status with WIDA ACCESS scores has not been published yet. Source: NYSED: WIDA Consortium and NYSED (checked Nov 7, 2026).
Same high goal for every student. Different roads to reach it.
Co-teaching models, scaffolds by English level, IEP-at-a-glance, accommodations vs. modifications, progress monitoring, printable data templates, a parent-meeting script, a documentation checklist, and who does what. Rules cite NYSED and NYS regulations (checked Nov 7, 2026).
Privacy: student IEPs and ELL records are confidential (FERPA, NY Education Law 2-d). Print these templates and fill them by hand, or use your district's approved systems. Do not type student names into this site or any unapproved online tool. [source]
Co-teaching models (for Integrated ENL and ICT)
These are widely used co-teaching structures. Rotate them by lesson goal; avoid letting one teacher always “assist.”
| Model | How it looks | Best for | Watch out for |
|---|---|---|---|
| One teach, one assist | One leads; the other circulates, gives quiet support, checks work. | Short new-content segments; checking IEP accommodations in real time. | Second teacher becoming an aide. Switch roles often. |
| One teach, one observe | One leads; the other collects data on chosen students or skills. | Progress monitoring, behavior data, language-use data. | Decide the focus and the tally sheet before class. |
| Parallel teaching | Class split in half; both teach the same content at once. | More talk time per student; ELLs practicing academic language. | Noise; plan the same objective and check. |
| Station teaching | Groups rotate through 2-3 stations (one per teacher, one independent). | Small-group IEP goals; vocabulary; targeted ENL language work. | Independent station must be truly independent. |
| Alternative teaching | One teacher works with a small group (pre-teach, re-teach, extend) while the other leads the class. | Pre-teaching vocabulary for ELLs; re-teaching to mastery. | Rotate who is in the small group so no one is always pulled. |
| Team teaching | Both lead together, trading the lead, modeling dialogue. | Modeling academic conversation; showing two ways to solve. | Needs shared planning time. |
Integrated ENL co-teaching: the facts
- Integrated ENL is taught by a teacher dually certified in ESOL and the content area/common branch, or by an ESOL teacher co-teaching with a certified content or elementary teacher. [source]
- Students earn content-area credit for integrated ENL (grades 9-12); stand-alone ENL earns elective credit. [source]
- Grades K-8 minutes: Entering 360 and Emerging 360 (part stand-alone, part integrated), Transitioning 180, Expanding 180, former ELLs at least 90 for 2 years. [source] [source] [source]
- ENL groups span no more than two contiguous grades (except ELLs in special education classes), during the school day. Home-language supports are part of all ENL classes. [source]
Integrated Co-Teaching (ICT): the facts
- At least one special education teacher and one general education teacher teach the class together. [source]
- No more than 12 students with disabilities in an ICT class, unless a variance applies. Other staff cannot replace the special education teacher. [source]
- Every teacher and provider responsible for the student must have a copy of (or access to) the IEP before it is implemented. [source]
- A bilingual ICT class can deliver ENL/Bilingual services and special education together, when the CSE finds it appropriate. [source]
Scaffolds by English level
Keep the thinking at grade level; change the language support. NYSED level descriptions from the NYSESLAT brochure. [source]
| Level | Listening and speaking | Reading | Writing | Sentence frame example |
|---|---|---|---|---|
| Entering | Visuals, gestures, yes/no and either/or questions, partner in home language, extra wait time. | Picture-supported text, pre-taught key words, home-language preview. | Label pictures, word bank, copy-and-complete. | “This is a ___.” “I see ___.” |
| Emerging | Turn-and-talk with frames, model then repeat. | Short chunks, guiding questions, glossary. | Sentence starters, paragraph frame. | “First ___, then ___.” |
| Transitioning | Academic talk moves, partner roles. | Annotate with a purpose, graphic organizer. | Organizer to paragraph, transition word list. | “I think ___ because the text says ___.” |
| Expanding | Debate and explain, precise vocabulary. | Grade-level text with selective support. | Revise for precision and complex sentences. | “Although ___, the evidence shows ___.” |
| Commanding / former ELL | Monitor academic language in new topics. | Grade-level text; check new domain words. | Feedback on nuance and style. | Student-generated frames. |
Every-lesson moves
- Post a content and a language objective.
- Pre-teach 5-7 key words with a picture and a gesture.
- Allow home-language talk to plan ideas.
- Use bilingual word-for-word glossaries in class (they are allowed on most NYS tests). [source]
- Check understanding often with whiteboards or hand signals.
For students with IEPs
- Read the IEP before the first lesson; list each student's class accommodations on a private card.
- Chunk tasks; give a checklist for multi-step work.
- Offer choice in how to show learning when the goal allows.
- Give the same accommodations in class that the IEP lists for tests, so students practice with them. [source]
IEP-at-a-glance (one page per student; print and keep secure)
| Item | Notes (fill by hand) |
|---|---|
| Student initials · grade · case manager | |
| Disability category (on IEP) | |
| ELL status and NYSESLAT level (if ELL) | |
| Strengths and interests | |
| Annual goals (short form) | |
| Program and services (minutes, group size, location) | |
| Class accommodations / supplementary aids | |
| Program modifications (if any) | |
| Testing accommodations | |
| Behavior plan (BIP)? Health plan? | |
| Progress report dates | |
| Annual review date · reevaluation due | |
| Family language and interpreter needed? |
Items follow the IEP contents listed by NYSED. [source]
Accommodations vs. modifications
| Accommodation | Modification | |
|---|---|---|
| Changes | How the student learns or shows learning | What the student is expected to learn, or what a test measures |
| Standard | Same grade-level standard | Different or reduced expectation |
| Examples | Extended time, separate location, tests read (limits on reading comprehension), scribe, word processor, breaks | Fewer or different goals, alternate grading, shortened content |
| Where written | IEP or 504 plan (testing accommodations in their own section) | IEP only (program modifications) |
| State tests | Only accommodations listed in the IEP/504 plan; ELL accommodations for ELLs and former ELLs | Not allowed on standard NYS tests; NYSAA is the alternate for eligible students |
Progress monitoring: a simple cycle
- BaselineWeek 1Measure where the student is on each IEP goal (and language goal for ELLs).
- PlanBefore teachingPick the measure the IEP names and a set schedule (for example, weekly or every two weeks). [source]
- CollectOn scheduleSame task type, same conditions, record date and score.
- GraphEach timePlot points against the goal line so trends are easy to see.
- DecideAfter several pointsOn track: keep going. Flat: change one part of instruction and note the date.
- ReportIEP datesShare progress with families on the dates in the IEP, in their language. [source] [source]
Printable data templates
1 · IEP goal progress log
| Date | Goal # | Task / probe | Score | Accommodations used | Initials |
|---|---|---|---|---|---|
2 · Accommodation use log
| Date | Class / test | Accommodation | Used? (Y/N) | Student response | Notes |
|---|---|---|---|---|---|
3 · ELL language observation (four modalities)
Write what the student did with English, not just the content score.
| Date | Listening | Speaking | Reading | Writing | Next scaffold |
|---|---|---|---|---|---|
4 · Behavior ABC record (for FBA data)
| Date / time | Antecedent (before) | Behavior (what was seen) | Consequence (after) | Setting / activity | Initials |
|---|---|---|---|---|---|
5 · Family contact log
| Date | Method | Language / interpreter | Topic | Follow-up | Initials |
|---|---|---|---|---|---|
6 · Co-teaching weekly plan
| Day | Lesson objective | Language objective | Model | Teacher A role | Teacher B role |
|---|---|---|---|---|---|
Parent-meeting script (plain words, kind tone)
1 · Welcome. “Thank you for coming. You know your child best, and we want to hear from you. Would you like an interpreter? It is free.” [source]
2 · Purpose. “Today we will talk about [what your child is doing well / the evaluation results / the IEP]. We will finish with next steps and who to call.”
3 · Strengths first. “Here is what [name] does well…” Share one real work sample.
4 · What we see. Describe facts and data, not labels: “On our weekly reading checks, [name] read 3 of 5 passages correctly.” Avoid jargon; explain any acronym.
5 · Ask. “What do you see at home? What are your hopes and worries?” Pause and listen.
6 · Plan together. “Here is what we suggest… What do you think?” Write down the family's ideas.
7 · Rights. “You will get a copy of the IEP and the Procedural Safeguards Notice. Here is who to call with questions.” For ELL families, mention the ELL Parent Hotline. [source] [source]
8 · Close. Recap decisions, dates and names. “Next time we meet is ___.”
Words to use: “not yet,” “next step,” “growing,” “needs support with.” Describe skills and next steps, never labels for the child.
Documentation checklist
Special education
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ENL
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Roles and responsibilities
| Who | Main responsibilities |
|---|---|
| General education teacher | Teaches grade-level content; gives IEP and 504 accommodations; CSE member when the student is or may be in general education; shares class data. |
| Special education teacher | Designs specially designed instruction; tracks IEP goals; co-teaches in ICT; CSE member; often case manager. |
| ESOL / ENL teacher | Teaches stand-alone ENL; co-teaches integrated ENL; tracks English growth; advises the CSE on language needs. |
| Bilingual teacher | Teaches content in the home language and English in Bilingual programs. |
| Related service providers | Speech, OT, PT, counseling and others as written in the IEP; report progress. |
| School psychologist | Evaluations; explains results; CSE member. |
| CSE chairperson | Runs CSE meetings; ensures timelines, notices and consent. |
| Language Proficiency Team | For students with IEPs at enrollment: decides if the NYSITELL is given. |
| Principal | Oversees identification and placement timelines, testing accommodations, staffing. |
| Family | Equal CSE member; shares knowledge; chooses ENL or Bilingual program; gives or refuses consent. |
| Student | Takes part when appropriate; always invited when transition is discussed. |
| Interpreter | Interprets meetings so families fully understand (free to families). |
Teacher FAQ
Can I refer a student for special education?
Teachers and other professional staff may submit a written request for referral with reasons, interventions tried, and parent contact. The district then acts within 10 school days. [source]
Should an ELL wait a few years before being referred?
Can the CSE stop ENL for a student with a disability?
No. ENL/Bilingual services continue until exit criteria are met. [source]
Can I give tests read aloud on a reading test?
Check the IEP and NYSED's guidance: tests read is usually recommended except on tests that measure reading comprehension, and the guide explains limits and exceptions. [source]
What do former ELLs get?
At least .5 unit (90 minutes) a week of integrated ENL or other approved support, plus testing accommodations, for 2 years. [source]
Official sources
Every rule on this page comes from these official pages (checked Nov 7, 2026). Rules can change. If a link and this page ever disagree, the official page wins.
- NYSED: CR Part 154-2 (K-8) ENL Units of Study and Staffing table
- NYSED: Units of Study Glossary
- NYSED: NYSESLAT Parent Information Brochure
- NYSED: Former ELL/MLL Services and exit criteria
- 8 NYCRR §200.6 Continuum of services (official text via Cornell LII)
- NYSED: 8 NYCRR §200.4 (referral, evaluation, IEP, placement, review)
- NYSED OBEWL + Office of Special Education joint memo (Jan 2024): Bilingual and ENL services for ELLs who are students with disabilities
- NYSED: ELL/MLL Assessment and Testing Accommodations
- NYSED: Testing Accommodations for Students with Disabilities (updated Sept 2025)
- NYSED: Special Education in New York State, A Parent's Guide (2025)
- NYSED: Procedural Safeguards Notice, Rights for Parents of Children with Disabilities
- NYSED: Parents' Bill of Rights for ELL/MLL families and ELL Parent Hotline
- NYSED: ELL Identification Chart Guidance (CR Part 154)
- 34 CFR §300.322 (IDEA): parent participation, interpreters, free copy of the IEP
- NYSED: Graduation Requirements and Exiting Credentials for Students with Disabilities
This is general information, not legal advice.
We explain New York State and federal rules in plain words so families can make informed choices. For a decision about your child, talk with your school, a Family and Community Engagement (FACE) Center, or a lawyer.
Facts checked Nov 7, 2026.