Note to presenter: You should have the following HANDOUTS -Copy of power point (Optional for classroom teachers-Everything on the ppt is on the Instructions for Completing the ELD Section !) -ELD Section of the report card: K-1, 2-3 or 4-5 (according to grade levels of ELD teachers) -ELD MATRIX OF GRAMMATICAL FORMS (Can be copied on backside of one of report card ELD sections) -Instructions for Completing the ELD Section of the Report Card -Instructions for Entering ELD Student Classroom Assignment Information in Data Director (2012-13) -Copy of ELD Assessment Checklist
Student progress in ELD must be monitored, just like any other core subject Parents want to and should know how their child is progressing in English The ELD section includes some key ELD skills that ELs need to learn by the end of the school year; therefore it is less subjective than the LALAR. The ELD Section of the SBRC will replace the LALAR FOR ALL K-5 TEACHERS ! K-5 Teachers will no longer submit LALARs.
1. We are in a transitional year: By 2014, all SFUSD teachers will use the Common Core Standards as their instructional guide. We are also waiting for the new ELD standards to be approved, We expect the new version to be approved and released no later than the beginning of 2013. Because we are in a transitional year, we anticipate that the ELD section of the report card will need to be modified to reflect the new ELD standards.
ELD indicators for each proficiency level are based on… 1. Language functions, which are consistent with the essential elements of ELD, ELD lessons on sharepoint (and English Now used by the Mission Zone.) 2. They are aligned with CA ELD Standards, yet are more specific in what we want students to be able to do at a certain proficiency level. We didn ’t use the current CA ELD standards because we wanted to use more specific indicators that more closely represent the new ELD standards.
ELD section includes some key skills in English we want ELs to be able to do at specific proficiency levels. Obviously, the ELD indicators identified on the ELD section are only a fraction of what teachers will teach in ELD; however they are key skills ELs need in order to move to the next English proficiency level.
You will take about 5 minutes to review the ELD section for one grade span. As you review, be prepared to share your thoughts with a colleague. When you hear the signal, you will discuss your reaction. Keep in mind that teachers will ONLY fill out one level/column per trimester! Now, review the ELD section individually. Remember, when you hear the signal share your reactions with a colleague.
I ’m sure you have a lot of questions about the ELD section of the report card. I’m going to answer those questions as we walk through how to complete the ELD Section. PLEASE hold your questions until after we walk through the instructions! At the end will will have time to answer anything I didn’t cover. Let’s get started!
The CA ELD standards are divided into K-2 and 3-5: however the ELD section is divided into three grade spans. This is due to the similarities in the CA ELD reading and writing standards for these grade spans. Reading and writing standards are more similar in K-1 in ELD than they are in grades 1-2. Likewise, the reading and writing standards in ELD are more similar in 2-3 than in 3-4. We did not want to make the ELD section specific to grade level; because the listening and speaking standards are so similar K-5 for each proficiency level. It made the most sense to cluster K-1, 2-3, and 4-5.
As you noticed, each grade span includes four instructional levels. The early advanced and advanced are grouped together because these are the levels on the CELDT that the State considers “CELDT” proficient. In other words, if students score an overall 4 or 5 on the CELDT, with no subsection less than a 3, students are considered “CELDT proficient.”
You will notice that there are more ELD indicators in the Listening and Speaking section than in the Reading and Writing section . We did this purposefully for two reasons: As you know, there is an emphasis on oral language development in ELD. All students, including ELs, are monitored in reading and writing in English on the ELA section of the report card. For students in an Immersion or Biliteracy Pathway; the focus of LA in the early grades is in the primary language; however by the fourth and fifth grades, the report card includes both primary language arts and ELA. You will also notice that the reading and writing section does not include standards on the ELA section of the report card. The ELD indicators are different and focus on language development in reading and writing.
You will also notice at the bottom is the performance key. We purposefully did not use scale scores of 1-4 for the ELD section. This is because ELs are receiving instruction at their proficiency level. If the same scale scores were used, all ELs would be measured by the highest proficiency level, the early advanced/advanced level. Most likely, beginning ELs would consistently score 1 ’s, early intermediate 2’s and so forth. This scoring system would not capture student growth in language.
Now, we ’re going to answer some basic questions so when teachers want to get started documenting progress, they can. There is a handout called “Instructions for Completing the ELD Section of the Report Card.” Please, ask teachers to take this out and follow along. We are starting on p.1, Section I titled, Getting Started . The ELD section has been translated into Chinese and Spanish. All three versions will be available: -on Data Director. We ’re working with Assessment and Accountability to ensure it is available well before the first marking period, which is Oct. 29 - Nov. 2nd. (Parent Teacher conferences are the weeks of 11/13-11/19.) Instructions on how to input information on data director will be communicated to schools as soon as everything has been set up. -MPD sharepoint- The ELD Section is posted on MPD sharepoint. -SFUSD website- posted on the parent page as well.
The student ’s ELD teacher is responsible for completing the ELD section. If the ELD teacher does not have the student in his/her “home room” and needs input on an indicator, he/she can consult with the student’s classroom teacher. For this reason, Multilingual Pathways recommends grade level teams meet before each marking period to complete the ELD section. If you are not certain if a student is an current EL, consult the school’s list of EL students.
Now let ’s look at leveled ELD instruction. As you know, these are the guidelines under the District Lau Plan.
Now we ’re going to review student placement into leveled ELD groups because teachers need to know this in order to complete the ELD section each trimester. Teachers obviously need to know which level/column of the ELD section they will use for their students.
Leveled Groups are based on a variety of data. The CELDT score is only the starting point for grouping. Caution teachers that the CELDT is dated at the beginning of the school year, so students most likely have advanced. Other language placement assessments include: *ADEPT- CRLP assessment. Teachers need to be trained on and provided a manual before they can administer it. *EXPRESS- E.L. Achieve assessment. Teachers receive the test when trained in Systematic ELD training. *QIA- is available upon request through our office. Teachers can easily administer it without being trained. *IPT- Ballard and Tiegh Publisher- comprehensive placement exam that schools can purchase. Teachers can also rely on student performance on formal or informal assessments across subject areas. Student writing samples also provide a lot of information about a student ’s language development.
Teachers complete only ONE level/column per section each trimester for each EL in their ELD grouping; the level/column that represents the student ’s current level of English proficiency.
Teachers complete the level/column that represents the student ’s current level of English proficiency ; however if the EL is at a different level in listening and speaking than in reading and writing , teachers fill out a different level/column for the listening and speaking section than the reading and writing section. Here is a sample of an EL at the overall proficiency level of intermediate. Based on the student’s performance during the first trimester, the teacher fills out the intermediate column for listening and speaking and the early intermediate column for reading and writing.
Teachers will fill out different levels/columns for ELs at different proficiency levels . For example, if a teacher has intermediate and early advanced ELs in his/her ELD group, he/she fills out the Intermediate level for the intermediate ELs and the Early Advanced/Advanced level for the early advanced ELs. Each EL will have one column per section completed for each marking period.
Take a few minutes to read through section III on page 3.
Basically, teachers will complete different levels or columns for different trimesters in which they teach at different proficiency levels.
How does a teacher know if he/she is accurately documenting a student ’s performance? Teachers will use the student samples on the ELD Section and the ELD Matrix of Grammatical Forms. Teachers also need to use a variety of assessments, not only for their documentation purposes, but also to show to parents. Let’s take a look at what those assessments can be.
When teachers went through the EEELD training, they received an ELD checklist of oral language they can use to monitor oral language during Structured Language Practice. MPD is also revising the ELD Units/Lessons on sharepoint to include some short lesson assessments. Vocabulary and reading comprehension assessments are also a good indicator of language progress. Writing samples also tell a lot about a child ’s language development.
As mentioned earlier, teachers can use the ADEPT, A Developmental English Proficiency Test, as both a placement assessment and to monitor student progress. Teachers need to be trained on this to administer the test and receive the testing manual. There are CELDT – like assessments put out by publishers. Schools can buy these using EIA-LEP funds. ELD Unit Assessments: There are ELD Units/lessons on SharePoint. English Now! also includes unit assessments.
Allow participants a few minutes to read. Let principals know that as a rule of thumb, we expect ELs to advance one proficiency level per school year. If students do remain at a level on the CELDT for an additional year or do not progress on the ELD section, this should not prevent advancement to the next instructional level.
Once students have been officially reclassified, teachers no longer need to document the student’s progress on the ELD section. Teachers can refer to the general criteria for reclassification to see the qualifications students need to be reclassified.
Section 7 provides teachers some guidelines for reviewing the ELD section with parents during parent teacher conferences. It starts with general information regarding ELD instruction.
Teachers will be asked to provide a copy of the completed ELD section, the ELD Parent Information handout and the handout on helping ELs Succeed before reviewing the ELD Section. This will provide parents with some background information about the ELD section.
The final page of the document provides teachers with some background information on the link between oral language development and reading and writing just in case the parents ask why the listening and speaking section includes more ELD indicators than the reading and writing section. This page also includes a copy of the EL language and academic growth expectations that parents will have in their handout. This is particularly important for students in grades 4-5, when parents ask why their child has not been reclassified.
Now I ’m going to open this up to any unanswered questions you may have.
If questions arise regarding how to complete the ELD Section, please contact our office, MPD, or the TSA assigned to your site. If you have questions regarding data director AFTER receiving information on how to upload information electronically, please contact the Assessment and Accountability Department.
Please complete your site ELD plans electronically by Sept. 7 th . We also have lists of students eligible for reclassification here, so you know who your students are that are eligible for reclassification. The pre-slugged forms have been sent to your sites. Any teacher who has not had The EEELD PD, we have two more opportunities to sign up. The announcement and flyer were posted in the WAD. Thank you and good luck!!!!
ELD Sectionof the Standards Based Report Card Fall 2012
PurposeWhy add an ELD section to the standards based report cards? ELD is a core subject for all ELs Parent notification Teacher request to replace the K-5 LALAR2
Background on ELD Section 2012-2013 Year of Transition 2014 shift to Common Core Standards New ELD standards Modifications will be made3
Background on ELD SectionELD indicators for each proficiency level are based on… Language functions Aligned with CA ELD Standards4
What does it document? Listening and Speaking Oral language comprehension Speaking fluency and accuracy Reading and Writing Reading comprehension and fluency Writing fluency and accuracy5
Let’s Take a Look! Think- Pair-Share 3 mins.- Review ELD section for a grade span 5 mins.- Share with a colleague Teachers only complete ONE column/level per trimester!6
LayoutFour “Instructional” Levels Beginning Early Intermediate Intermediate Early Advanced and Advanced9
LayoutTwo sections for each level Listening and Speaking Reading and Writing10
Layout Performance Key P = proficient N = needs more time to develop / = not assessed yet11
Getting Started English, Chinese, Spanish Where? Data Director (by Oct. 29) MPD SharePoint SFUSD Website: Parents12 P. 1, Section I (1 & 2)
Getting Started Who completes? Student’s ELD Teacher How many levels/columns? ONE P. 1, Section I (3 & 4)13
Leveled ELD Instruction Minimum of 30 consecutive minutes All ELS, including ELs who receive Special Education Services P. 2, Section II14
Leveled ELD InstructionStudent placed into leveled groups by English proficiency levels Two proficiency levels per group Grade level or grade spans (flexible) P. 2, Section II (1)15
Leveled ELD Instruction Language assessments: CELDT, ADEPT, EXPRESS, QIA and IPT Vocabulary, reading comprehension, writing, oral language assessments Teacher evaluation Date of entry into U.S. schools16 P. 2, Section II (1)
Completing the ELD Section In general, which level/s of instruction? ONE column/level for each EL EL’s current level of English proficiency P. 3, Section III (1)17
Completing the ELD SectionDifferent Listening/Speaking than Reading/Writing18 P. 3, Section III (2)
Completing the ELD Section Different levels/columns for different ELs19 P. 3, Section III (3)
Completing the ELD Section What happens when students change to another proficiency level? Briefly read through P. 3, Section III (4)20
Completing the ELD SectionStudent Movement EL advances EL was initially misplaced ELD teacher’s ELs actual level is higher than assessments indicateComplete different levels/columns for different trimesters!21 P. 3, Section III (4)
Assessing and Documenting Documenting Performance ELD Section student samples ELD Matrix of Grammatical Forms Variety of assessments P. 4, Section IV (1)22
Assessments Informal/Performance-Based ELD Checklist of Oral Language ELD Lesson Assessment/Wrap up Vocabulary and reading comprehension Writing samples P. 4, Section IV (2)23
Assessments Formal ADEPT (A Developmental English Proficiency Test) CELDT-like assessments ELD Unit Assessments P. 4, Section IV (2)24
Student Advancement Take 3 minutes to skim through questions 1-5 on p. 5 Section V Student Advancement and Placement25
Reclassification No longer need to document progress on ELD section General criteria - #2, p. 6 Pp. 5-6, Section VI (1-2)26
Parent Teacher Conferences Guidelines for Conferences Information on ELD P. 6, Section VII (1)27
Parent Teacher ConferencesProvide Parents Completed ELD section with student work samples ELD Parent Information Helping ELs Succeed Pp 6, Section VII (2)28
Parent Teacher Conferences P 7, Section VII (2)29