Dear Colleagues,

As we welcome the dawn of 2026, we extend deep gratitude and solidarity to educators who serve English Language Learners—professionals who stand at the intersection of hope, justice, and learning. These are challenging times in education, marked by a visible disconnect between today’s political climate and the enduring promise etched on the Statue of Liberty: a vision of dignity, opportunity, and refuge for all. Yet, within our classrooms, you continue to honor that promise daily by affirming students’ identities, languages, and humanity. Your work is an act of courage and belief in the democratic ideals that bind us together.

As educators, we stand firmly grounded in the laws and protections of the United States Constitution, which guarantees equal protection and access to education for every child, regardless of language, national origin, or immigration status. In New York State, this commitment is further strengthened by Commissioner’s Regulation Part 154, which affirms the rights of Multilingual Learners to equitable, high-quality instruction. These are not symbolic gestures; they are legal, moral, and professional obligations. New York State, through the New York State Education Department (NYSED), continues to uphold its commitment to immigrant communities by ensuring that multilingualism is recognized not as a barrier, but as a powerful asset.

Central to this work is New York State’s emphasis on the Science of Reading for Multilingual Learners, which serves as an anchor for instructional excellence. Grounded in research and responsive to linguistic diversity, this approach affirms that multilingual learners deserve explicit, systematic, and culturally sustaining literacy instruction. By aligning evidence-based reading practices with students’ home languages and lived experiences, we are not only teaching children how to read; we are building a community of literate young adults prepared to navigate, question, and shape the world around them.

As we step into 2026, let us do so with renewed resolve and collective hope. The future leaders of our communities are sitting in our classrooms today, learning to read, write, think, and dream in more than one language. Despite uncertainty and division, education remains a powerful act of faith in tomorrow. May this new year bring strength to your advocacy, clarity to your purpose, and joy in the transformative impact of your work. Together, we move forward rooted in law, guided by research, and united by an unwavering belief in possibility.

Yours in Solidarity,

Elisa Alvarez

VOICES UNITED CONFERENCE 

OBEWL and NYSED proudly hosted the third annual Voices United Conference – Sounds to Stories: Addressing Linguistic Diversity and Cultural Landscapes on October 23, 2025, at the Empire State Convention Center in Albany, New York. The conference brought together 233 participants, including presenters, school and district administrators, classroom teachers, university faculty, RBERN and BOCES staff, and New York State Education Department employees, all united by a shared commitment to supporting multilingual learners.



The day began with welcoming remarks from Associate Commissioner Elisa Alvarez of the Office of Bilingual Education and World Languages, who set the tone for a day centered on equity, language, and opportunity. She then introduced Regent Brian Krist, who delivered a compelling address highlighting the vital role of multilingualism in education and society. The morning keynote was followed by an inspiring presentation by Dr. Emma Otheguy, an award-winning author of more than a dozen children’s books, whose reflections resonated deeply with the audience.

Participants then engaged in six dynamic breakout sessions covering a wide range of timely and impactful topics. These included Stories in Clay and Canvas: Art as Language for Multilingual Learners with Disabilities; Assessing Home Language Academic Skills: A Multilingual Tool for Newcomer Students; Weighing Our Words: Empowering Multilingual Learners Through Asset-Based Discourse; The Power of Immigrant-Centered Stories: A PK–12 Literature Guide for Educators and School Leaders; Equity by Design: Leveraging AI to Support Multilingual Learners; and Rights of Migrant and Immigrant Families in New York.

The afternoon keynote, The Power of Language and the Language of Power: Protecting the Educational Rights of Bilingual Students during a Period of Uncertainty, was delivered by Dr. Pedro Noguera, Dean of the Rossier School of Education and Distinguished Professor of Education at the University of Southern California. The day concluded with an interactive workshop led by Dr. Socorro Herrera, professor in the College of Education and director of the Center for Intercultural and Multilingual Advocacy at Kansas State University, who guided participants through the Science of Reading as it applies to linguistically diverse learners.

Science of Reading Toolkit Launch

The Science of Reading for Multilingual Learners Toolkit is the latest resource to be released as part of NYSED’s Literacy Initiative to ensure that teachers are equipped with the knowledge and skills to provide effective instruction to all students that is grounded in research, culturally responsive, and aligned with evidence-based practices. The Science of Reading for Multilingual Learners Toolkit compiles leading research in teaching literacy to ELLs and MLs, and provides direct guidance on how to put these ideas into practice for educators and school administrators.

The Science of Reading for Multilingual Learners Toolkit and its resources were created for NYSED’s Office of Bilingual Education and World Languages (OBEWL) by Dr. Socorro Herrera, professor in the College of Education and director of the Center for Intercultural and Multilingual Advocacy at Kansas State University; Dr. Kathy Escamilla, professor of education in the division of social, bilingual and multicultural foundations at the University of Colorado Boulder, and Dr. Robin Cabral of Kansas State University.

The Science of Reading for Multilingual Learners Toolkit was officially launched on November 24, 2025, at a special statewide conference held in partnership with the New York State Staff/Curriculum Development Network (SCDN). The event was hosted by Associate Commissioner for OBEWL, Elisa Alvarez, and included a presentation by the lead author of the toolkit, Dr. Socorro Herrera, as well as remarks from Chancellor Young, Regent Aramina Vega Ferrer, and Deputy Commissioner for P-12 Instructional Support Angelique Johnson-Dingle. The full-day hybrid event included local breakout activities supported by Regional Bilingual Education Resource Network resource specialists. The toolkit was universally well-received by the nearly 1,700 participants from across every part of New York State, and they agreed it was an important and needed resource to advance and support the literacy efforts for our ELLs.

Initially, the Science of Reading for Multilingual Learners Toolkit was previewed at the 3rd annual OBEWL’s “Voices United Conference” on October 24, 2025, by more than 266 ELL educators statewide. Subsequently, the Toolkit was formally introduced to the NYS Board of Regents at its November 4, 2025, meeting. Dr. Herrera delivered presentations at both events. Board of Regents Chancellor Lester W. Young, Jr. and Commissioner Betty A. Rosa both lauded the Science of Reading for Multilingual Learners Toolkit. 

Board of Regents Chancellor Lester W. Young, Jr. said, “I firmly believe that excellence without equity is incomplete and equity without excellence is insufficient. This toolkit embodies both, demonstrating that they do not have to be competing goals but can instead be guiding principles for every classroom. For students, it represents empowerment, affirming that their cultural and linguistic identities are valued. For educators, it provides a roadmap for championing diversity and honoring the brilliance of all learners by holding them to the highest standards of achievement.”

Commissioner Betty A. Rosa said, “Literacy instruction is not a one-size-fits-all endeavor—particularly for the growing number of English language learners and multilingual learners in New York State’s schools. Every student deserves, and is entitled to, an education that meets their unique needs, and supporting educators in this work is essential. This toolkit offers exceptional, practical guidance that reflects the realities of the multilingual learning experience while fostering a learning environment that better serves all students.”

GLOBAL TALES STORYTIME

In the small town of Hornell, a beautiful movement is taking shape inside the public library. Global Tales, a multilingual story time for young children, began with a simple conversation between new neighbors. Elizabeth Rosales, a recent arrival from Peru, shared with a friend that she felt isolated and longed for a space where her children could hear their home language spoken. Inspired by this need, she and a friend who spoke Italian envisioned hosting a multilingual story time at the library. As word spread, so did the excitement. Soon, community members stepped forward to add Japanese, Portuguese, and ASL to the growing list of languages offered.

During the first season, Global Tales featured The Very Hungry Caterpillar at every session, read in a different language each week. Families returned again and again, delighted to hear a familiar story through new linguistic and cultural lenses. In the second season, the program expanded its approach by selecting a set of books connected by a shared theme.

As interest grew, so did the organizers’ vision. They first secured a $500 grant from the Southern Tier Library System’s Coordinated Outreach Services Advisory Council, allowing them to purchase bilingual books for circulation. Hoping to place books directly into the hands of children, they applied for the American Library Association’s Building Library Capacity Grant. Hornell was one of just 16 libraries nationwide to receive this $10,000 award. These funds enabled them to acquire books representing all 18 languages spoken within the local school community. They are looking forward to adding a second library site to host a Global Tales story time in the new year.

Each story time session begins with a map. New families are invited to mark their place of origin, visually affirming the global richness of the community. A welcome song, sung in the target language of the day, invites children to learn simple phrases such as “hello” and “my name is.” Movement activities help little ones settle in, while a shared snack keeps the space calm and inviting. After the story, children engage in a hands-on craft that extends the learning. Folding origami animals to accompany a Japanese tale or making tacos after reading The Gato Taco are just two examples of activities they have done.

Perhaps the most meaningful part of Global Tales happens after the formal session ends. Families stay to talk, build relationships, arrange playdates, and sign up for library cards. What began as a small act of connection has become a vibrant hub of community-building.

Global Tales offers a powerful reminder that public libraries are on the front lines of welcoming newly arrived families. By creating warm, inclusive, and culturally sustaining spaces, libraries can help families feel seen, supported, and connected, one story at a time.

CLINICALLY RICH INTENSIVE TEACHER INSTITUTE (CR-ITI)

The Clinically Rich Intensive Teacher Institute (CR-ITI) Program was established to ensure English Language Learners (ELLs) and Multilingual Learners (MLs) have access to highly qualified and certified teachers in Bilingual Education (BE) and English as a New Language (ENL). The figure above highlights all participating Institutes of Higher Education (IHEs) that offer BE and/or English to Speakers of Other Languages (ESOL) programs across various terms and regions. These IHEs partner with local school districts to provide extended certification opportunities for teachers committed to supporting ELLs and MLs.

In the 2024-25 school year, four (4) CR-ITI IHEs serve NYC schools, and seven (7) serve schools across the rest of the state, offering a total of six (6) BE programs and eight (8) ESOL programs. Beginning with an enrollment and needs survey, OBEWL holds biannual meetings with each IHE to review their strengths, needs, and challenges, with the goal of maximizing student enrollment and enhancing program quality. Meeting summaries are used to document effective strategies, identify issues, and recommend actions for improvement. In addition, interim and final reports from IHEs are evaluated to assess progress, highlight evidence of improvement, and inform the following year’s work plan. There are 169 graduates this year, with 131 in the ESOL program and 38 in the BE program.

To further strengthen collaboration, reciprocal involvement is emphasized. OBEWL staff participate in program orientations, graduations, and class visits, while IHEs contribute to OBEWL conferences, newsletters, and social media platforms, showcasing their programs and teacher reflection and performance.

2026 WORLD LANGUAGE WEBINARS

 The Office of Bilingual Education and World Languages (OBEWL) of the New York State Education Department (NYSED) is proud to present the winter/spring 2026 lineup of world language webinars, which are offered free of charge for educators and administrators working and studying in New York State educational institutions. 1 hour of CTLE credit can be earned for each webinar by meeting the attendance requirements. Webinars are conducted on Tuesday afternoons from 4:00-5:00pm via Zoom. Registration is required. All 1-hour webinars are recorded for future on-demand viewing. For more information on these webinars, please visit our professional learning webpage.

Tuesday, January 27^th - Perspective-Making in World Language Classrooms: Intercultural Learning Across NYS Checkpoints by Dr. Erin Kearney and Dr. Tasha Austin

Encouraging the development of learners’ intercultural competence is more than teaching about cultural products and practices. It is deeply rooted in helping students appreciate target culture perspectives by more fully recognizing their own. Ultimately, intercultural learning in the world language classroom has the potential to reshape students' and teachers’ perspectives. In this webinar, the presenters will draw on their research and the NYS Learning Standards for World Languages to illustrate how perspective-making can guide language instruction at all proficiency levels. Participants will be invited to pause and reflect as they model ways to connect language, identity, and perspective across Checkpoints A, B, and C. Teachers will leave with concrete ideas for designing lessons that expand learners’ interculturality and communicative depth.

Tuesday, February 10^th - Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint B (Classical Languages) by David Pellegrino

In this session, the presenter will explain the general principles and protocols outlined in the NYSED-OBEWL document, Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint B (Classical Languages). This document provides guidance to Local Educational Agencies and regional and statewide consortia for the creation of Checkpoint B Benchmark Assessments for Classical Languages aligned to the revised NYS Learning Standards for World Languages. Successful performance on a Checkpoint B Benchmark Assessment in tandem with passing the Checkpoint B course sequence fulfills the world language requirement of the Regents Diploma with Advanced Designation.

Tuesday, March 10^th - The Place of World Languages in the School Curriculum Part I by Dr. Joanne O’Toole, Bill Heller, and Dr. Lori Langer de Ramirez

Engaging and vibrant instruction aligned with the NYS Learning Standards for World Languages is at the heart of the overall school curriculum. In the first part of a two-part webinar series, the presenters will illustrate how the process of developing proficiency in a world language integrally aligns with the goals of nearly every component of the school curriculum. This webinar will focus on the alignment between the NYS Learning Standards for World Languages and the traits outlined in the NYS Portrait of a Graduate. In addition, participants will see how the NYS Learning Standards for World Languages map to the Next Generation ELA Standards, as well as to standards of other instructional disciplines. Understanding these connections will enable teachers to engage in compelling advocacy for sustaining and growing our programs in world languages.

April 14^th - Voices Across Time: Using AI to Amplify Presentational and Interpersonal Communication in Classical Language Classrooms by Maureen Lamb

How can artificial intelligence help Latin and Ancient Greek students not just translate, but communicate meaningfully? In this webinar, the presenter will demonstrate how AI tools can support and enhance Presentational and Interpersonal Communication aligned to the NYS Learning Standards for Classical Languages. Participants will explore classroom-tested strategies using AI to help learners present ideas to describe, narrate, explain, and persuade, while also exchanging information, negotiating meaning, and expressing opinions in authentic communicative tasks. These approaches connect directly to performance indicators such as creating simple sentences, strings of sentences, and connected paragraphs. Practical classroom models include AI-powered dialogues, interactive storytelling, persona-based roleplay, cultural comparisons, and scaffolded interpretive-to-interpersonal tasks using authentic texts. Educators will leave with adaptable templates, AI-prompting strategies, and clear alignment to NYSED standards and themes for Classical Languages.

April 21^st - The Place of World Languages in the School Curriculum Part II by Dr. Joanne O’Toole, Bill Heller, and Dr. Lori Langer de Ramirez

Engaging and vibrant instruction aligned with the NYS Learning Standards for World Languages is at the heart of the overall school curriculum. In the second part of a two-part webinar series, the presenters will illustrate how the process of developing proficiency in a world language integrally aligns with the goals of nearly every component of the school curriculum. This webinar will focus on the ways that World Language curricula intimately align with the goals of the NYS Culturally Responsive-Sustaining Framework (2021). In addition, the presenters will demonstrate alignment of the NYS Learning Standards for World Languages with the NYS Social-Emotional Learning Benchmarks (2022) and the SPLC Social Justice Standards (2022). Understanding these connections will enable teachers to engage in compelling advocacy for sustaining and growing our programs in world languages. Click here for more information.

May 19^th - Teaching the Standards for Mixed Second and Heritage Language Learner Second Language Classes: Strategies for Inclusive and Effective Standards-Aligned Instruction by Dr. Kristen D’Alessandro

In today’s linguistically diverse classrooms, second language educators must increasingly meet the needs of both second language (L2) and heritage language (HL) learners, a situation that presents both challenges and opportunities, as HLs may bring vastly different linguistic and cultural experiences to the second language classroom. This webinar explores how the NYS World Language Standards can be effectively implemented in mixed-level classrooms to support equitable, rigorous, culturally and linguistically responsive instruction. Participants will examine the unique profiles, strengths, and challenges of a mixed L2 and HL classroom and gain a clear understanding of how the NYS World Language Standards can be implemented in mixed second language classrooms while exploring differentiated instructional strategies that align with the standards and ongoing research, and honor students’ diverse language backgrounds. Whether you are new to teaching mixed classes or seeking to refine your approach, this session offers practical tools and insights to help you create inclusive, standards-aligned instruction that empowers every student to thrive.

June 9^th - Implementing Standards-Based Grading: Aligning Assessment with Proficiency by Sarah Woodward-Jones

What do grades represent in your class? Are you grading behaviors, abilities, effort, proficiency levels, or some combination of these? How can grades align with students' ability to clearly communicate with families, counselors, administration, etc.? If you’re curious about equitable grading or standards-based grading, whether you’ve incorporated these practices or are just starting out, this is the webinar for you! In this webinar, we will explore how standards-based grading shifts the focus from accumulating points to demonstrating proficiency in relation to specific learning standards. We will walk through how to design and implement a standards-aligned grade book, use proficiency scales, and develop assessments and feedback practices that reflect true student learning. Participants will examine concrete strategies for separating academic performance from behaviors, providing actionable feedback, and allowing students multiple opportunities to show growth over time. Whether you are piloting standards-based grading in a single classroom or moving toward district-level adoption, this session will offer practical guidance, sample rubrics, and tips to communicate the meaning of proficiency-based grades to students and families.

World Languages Standards Initiative Awards

ELL LEADERSHIP COUNCIL

The ELL Leadership Council (ELC) serves as a statewide professional community for district-level leaders responsible for English Language Learners (ELLs) and Multilingual Learners (MLLs). The Council provides guidance, collaborative problem-solving, and timely updates that help districts strengthen compliance, instructional quality, and family engagement in alignment with Part 154 and statewide priorities.

From September through December 2025, ELC Business Meetings covered a wide array of pivotal topics to support district planning. Members reviewed the new Science of Reading for Multilingual Learners Toolkit, discussing field feedback and strategies for supporting teachers, school leaders, and boards of education. The Council also examined the 2025–26 Comprehensive ELL Education Plan (CEEP) requirements—including updated submission expectations, additional evidence needs, and increased specificity—while preparing for the February deadline.

Certification updates were another key spotlight, including revised supplementary certificate pathways, changes to NYSTCE exam options, and reminders regarding the updated Child Abuse Identification Workshop requirements. Leaders reviewed the state’s transition to WIDA, exploring timelines for the 2026 NYSESLAT sunset, the 2027 rollout of WIDA assessments, and the continued use of Academic and Linguistic Demands (ALDs) as New York’s standards anchor. Discussions also included immigration-focused supports, including updates on the Immigrant Legal Resource Center’s Red Cards, recent state legislation affirming educational rights, and NYSED’s guidance on federal executive orders impacting DEI.

Beginning January 2026, the Council launches a focused professional learning series to deepen statewide capacity. Sessions are slated to include:



• January 13: ALDs Showcase
• March 10: WIDA Implementation and Assessment Readiness
• May 12: Author Session with Areli Morales
• June 9: Author Session with Emma Otheguy

These sessions build on fall learning and provide concrete tools for instructional leadership, assessment preparation, and culturally responsive practice.

New members are always welcomed, and we encourage interested administrators to join our growing community. District-level ELL administrators may join the ELL Leadership Council when formally recommended, in writing, by their school superintendents. A letter of interest may be sent to sara.vann@nysed.gov. 

Peekskill Parent Resource Center

The Teacher Leadership Consortium (TLC) launched in January 2025 as part of the Office of Bilingual Education and World Languages’ commitment to advancing culturally responsive and sustaining education across New York State. Created in partnership with Susan Lafond of NYSUT, the TLC offers a meaningful forum for educators to engage directly with one another, elevate the voices of practitioners, and collaboratively address the complex realities facing multilingual learners. In a shifting political landscape, this educator-driven space affirms the importance of honoring students’ identities, experiences, and ways of knowing.



Since its launch, the TLC has taken up topics such as equitable assessment practices, using data to support rather than sort students, and broadening access to the New York State Seal of Biliteracy as a pathway that recognizes and celebrates the linguistic assets of English Language Learners.

Our most recent session centered on Culturally Responsive Holidays, a timely opportunity to examine how classroom practices can either sustain or silence students’ cultural identities. Educators explored the differences between assimilation and acculturation, and affirmed pluralism as a core principle that guides us to embrace, not merely accommodate, the full diversity of our classrooms. By intentionally learning from students and positioning their cultural knowledge as a resource, educators strengthen relationships, cultivate belonging, and enrich learning for all.

The session concluded with the collaborative creation of a Padlet filled with shared resources, providing teachers with practical tools to design holiday experiences that reflect, respect, and sustain the cultures of every learner.

If you would like to join the TLC for our future dates, please register here.

BRIDGES: SUPPORTING SIFE AND NEWCOMERS IN NYS

Bridges to Academic Success at the Graduate Center, CUNY serves immigrant students who have recently entered public middle and high schools, are new to English, and who may have had interrupted and/or inconsistent schooling in their home country. These include:

• All Newcomer multilingual learners, particularly those students in their first year in the country;
• Students with Limited/Interrupted or Inconsistent Formal Education (SIFE), or students with literacy or math skills two years below grade level
• SIFE with Developing Literacy (SDL), SIFE who are new to print or have a reading level below the third grade in their home language.

Bridges offers a variety of programs to support MLL students’ academic and social-emotional learning. Through a partnership with NYSED’s Office of Bilingual Education and World Languages (OBEWL), Bridges offers the following programs to New York State educators.

Co-Teaching Teams Course

Every year, Bridges offers a 6-module NYSED-sponsored online course to school teams across New York State. This fall, we had an outpouring of interest and increased our capacity to welcome 72 dedicated educators from 19 districts across all New York State regions.

Teacher teams were composed of ENL teachers and content-area co-teachers in ELA, Science, Social Studies, History, Math, and Spanish as a world language. Participants engaged in peer collaboration through applied learning activities in each module. As one Math teacher said after a Math workshop, “It was exactly what I needed.”

Visit the Bridges website for more information on the course.

Math Program

The Bridges Math program has two different program streams that support SIFE and Entering Newcomers to become better mathematicians. All instructional materials are digitized and downloadable so that teachers can use them in Google Classroom and other platforms.

The Bridges-CUNY Foundational Unit of Study focuses on building the essential skills that SIFE and newcomer students need to access mathematical content. This unit serves as a model for learning by connecting math to everyday life, helping students understand the relevance of mathematical concepts in practical contexts.

The Bridges-NYSED Math program is a year-long program that uses a Guided Math approach with 8 units on operations with decimals and fractions, rates and ratios, integers, the coordinate plane, expressions, and equations. Students are assessed to determine their skill level and are grouped for teacher-led and independent work based on their needs. Teachers progress monitor student skills using program-embedded assessments. The program focuses on mathematical vocabulary and problem-solving strategies, with integrated social-emotional learning targets and virtual materials to support remote learning. While it is designed to be centers-based, the program can be implemented in a more traditional heterogeneous setting, and can be implemented as a Tier 1 newcomer program or for students who need it as a Tier 2 intervention.

Learn more and view a Bridges Math class in action.

ENL Companion Program

The Bridges ENL Companion program has two different courses that work together to support language development, foundational literacy, and academic content, and reinforce their specific strengths, such as often being multilingual and motivated to learn, and having acquired much life experience and pragmatic knowledge.

The program is based on the Science of Reading for MLLs, and can be used to teach code-based and language-based skills. All instructional materials are digitized and downloadable so that teachers can use them in Google Classroom and other platforms.

Visit the Bridges website for more information on the ENL/ELA Program.

Spanish Home Language Arts (HLA) Program

The Spanish HLA program is targeted to the needs of newcomer multilingual learners at 6th grade Spanish or below. The four-unit Spanish HLA program fosters and develops students' home language literacy by exploring the theme of identity and is aligned to the Bridges ELA-ENL program in order to promote biliteracy and bilingualism for Spanish-speaking SIFE and Entering/Emerging newcomers. All instructional materials are digitized and downloadable so that teachers can use them in Google Classroom and other platforms.

Watch a video of a Bridges Spanish HLA classroom in action at Brentwood High School.

Our RBERNs (Regional Bilingual Education Resource Network) support OBEWL’s mission as key providers of guidance, technical assistance, and support to New York State Districts, Charter Schools, Religious Schools, and Independent Schools in the development of programs for Multilingual Learners.

Statewide RBERN

Capital District Region

Hudson Valley RBERN

Long Island RBERN

Mid-State RBERN

Mid-West RBERN

New York City RBERN

West Region RBERN