• Pre-K registration will begin March 1. Full day slots will be available for district residents who will turn 4 by Dec. 1. For more details, visit our pre-k registration page.
  • We are conducting surveys to provide feedback about perceptions of Liberty’s schools and learning environment. Links have been sent to staff, families and students. If you haven’t received the link, please reach out to Marianne Serratore, Interim Assistant Superintendent of Schools, at 845-292-5400, ext. 2063, or mserratore@libertyk12.org.
  • A temporary traffic pattern is in effect at Liberty Elementary School. Please see details of new traffic pattern here.

ELL Educational Philosophy

At the center of our educational philosophy is the belief that every student, regardless of linguistic background or academic history, has the right to a high-quality, equitable education. We are committed to fostering an environment where all students, particularly English Language Learners (ELLs) and their subpopulations, feel respected, supported, and empowered to succeed.

We recognize the diverse needs of ELLs and value the cultural, linguistic, and academic assets they bring to the classroom. We strive to provide differentiated, culturally responsive instruction, ensuring that all students, including SIFE, students with disabilities, newcomers, developing ELLs, long-term ELLs, and former ELLs, have access to a rigorous curriculum and the support they need to achieve academic success.  See the District Comprehensive Improvement Plan

Our philosophy is grounded in the following key principles which align with LCSD Strategic Plan 

  1. Equity and Access: Every ELL, regardless of their background or subpopulation, deserves equal access to high-quality education that supports both language development and academic achievement.
    1. By 2027, Liberty Central School District will have a comprehensive MTSS model that equitably supports ALL students, including those at-risk academically, students needing language acquisition, and students needing enrichment, based upon serving a community of diverse cultural and socio-economic needs
    2. By June 2027, 100% of PreK-12 curriculum will be vertically and horizontally aligned to meet all New York State standards for all content areas as evidenced by improved student outcomes (in all subgroups) on NYS and local assessments and an increased graduation rate
  2. Culturally Responsive Teaching: We recognize the importance of connecting students’ cultural backgrounds with the curriculum to increase engagement, promote understanding, and enhance learning outcomes.
    1. Recognize and encompass the cultures and diversity of all stakeholders in district events, instruction, and communication
  3. Collaboration and Support: Teachers, administrators, and families must work together to create a support system that helps ELLs thrive. This includes collaboration between general education teachers, ESOL teachers, special education staff, and other school-based professionals.
  4. Holistic Development: Language acquisition should be viewed not only as a means of communication but also as a critical tool for cognitive, social, and emotional development. We support ELLs in building both language skills and academic confidence.
  5. Inclusive Practices: Instructional practices should be inclusive, not only meeting the academic needs of ELLs but also acknowledging and addressing potential challenges related to language barriers, disabilities, and educational interruptions.

Research-Based Goals for ELL and Subpopulations

  1. Goal 1: Foster Language Acquisition Across All Domains
    • Objective: Implement evidence-based language development programs that emphasize listening, speaking, reading, and writing to ensure ELLs develop proficiency in academic English.
    • Research-Based Strategies:
      • Utilize scaffolding techniques to support language learners, such as visual aids, sentence starters, and peer collaboration.
      • Integrate content-based language instruction, where students learn English through meaningful academic content, which increases retention and engagement (Gottlieb, 2016).
      • Implement the use of formative assessments to measure language growth and adjust instruction as needed (Abedi, 2014).
  2. Goal 2: Support ELL Subpopulations with Tailored Interventions
    • Objective: Address the specific needs of each ELL subpopulation through targeted support.
      • For SIFE: Provide individualized instruction to address gaps in formal education, utilizing project-based learning and differentiated instruction.
      • For ELLs with Disabilities: Ensure co-teaching models meet both language and special education needs.
      • For Newcomers: Offer intensive language immersion programs and social integration strategies, such as peer mentorship
      • For Developing ELLs: Focus on academic language development through specialized ESOL classes
      • For Long-Term ELLs: Implement targeted, high-impact academic interventions to address language and content deficits
      • For Former ELLs: Provide ongoing academic support, particularly in advanced language development and college/career readiness, to ensure continued academic success.
    • Research-Based Strategies:
      • Use data-driven instruction and tiered support to ensure each subpopulation receives appropriate services (Gersten, 2007).
      • Create a mentorship program for newcomers that pairs them with culturally competent peers who have successfully navigated language acquisition and integration.
  3. Goal 3: Integrate Culturally Responsive Pedagogy
    • Objective: Incorporate students’ home languages and cultures into the learning environment to increase engagement, retention, and achievement.
    • Research-Based Strategies:
      • Include multicultural literature, bilingual materials, and culturally relevant themes in the curriculum to promote inclusivity and build students’ sense of belonging (Ladson-Billings, 1995).
      • Ensure professional development for educators to enhance their cultural competence and understanding of language acquisition theories.

Conclusion

This educational philosophy emphasizes the importance of supporting all ELLs through a lens of equity, cultural responsiveness, and differentiated instruction. By implementing the research-based goals outlined above, we commit to providing ELLs and their subpopulations with the necessary tools and opportunities for language and academic success. This approach not only fosters language development but also encourages a holistic educational experience that addresses the needs of the whole child.