Agency Meeting 11/6 English Learner

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  • 1. Los Angeles Unified School District Beyond the Bell Branch Master Plan and English Language Development in the After School Program
  • 2. Objectives • Understand English Leaner identification & assessment • Identify different program options for English Learners • Understand the criteria used to reclassify English Learners • Differentiate between SDAIE and ELD
  • 3. Home Language Survey Home Language Survey The purpose of the The purpose of the Home Language Home Language Survey (HLS) is to Survey (HLS) is to determine if a determine if a language other than language other than English used in the Englishisis used in the student’s home. Student’s home. Handout51
  • 4. Home Language Survey English Only (EO) •If the answers to the four questions on the HLS are “English”, the child is classified as English Only Possible English Learner (EL) •If the answers to any of the first three questions on the HLS indicate a language other than English, or a combination of English and another language, the child is assessed to measure his or her level of English proficiency
  • 5. CELDT • • • • 4 domains (listening, speaking, reading & writing) Also an overall score On a scale of 1-5 If a student scores a 4 or 5 overall with nothing lower than a 3 on any domain on their first time taking the test, they are classified as Initially Fluent English Proficient (IFEP) • If a student scores lower than a 4 overall then they are classified as Limited English Proficient (LEP)
  • 6. Initial Language Identification Initial Language Identification H om L a ng e u a ge P os s i bl e E ngl i s h Lear ner E ngl i s h S peaker Cal i for ni a E ngl i s h Language Devel opment Tes t E ngl i s h L e ar ne r Ini ti al ly Fl uent E ngl i s h P rofi ci ent (IFE P ) 10
  • 7. LEP = English Learners E nglis h Learners ! S tudents who are E nglis h Learners have a double tas k Res ource: S ec ondar y P rogram Options
  • 8. Five Instructional Program Options Five Ins tructional P rogram s
  • 9. Program Options Brochure
  • 10. Sample Newcomer Program Schedule Period Traditional 1 Math A 2 History A 3 PE A 4 Science A 5 ELD 1/2 6 ELD 1/2 Sample SEI Program Schedule Period Traditional 1 Math A 2 History A 3 PE A 4 Science A 5 ELD 3/4 6 English A
  • 11. Sample Long Term English Learner Schedule Period Traditional 1 Math A 2 Science A 3 PE A 4 History A 5 English A 6 LTEL Elective
  • 12. Long Term English Learner LTEL
  • 13. Long-Term E ngl is h Lear ner s ! Who are they? ! In LAUS D, we define LTE Ls as s tudents who have not reclas s ified after 5 years in US s chools . ! What will we do for them ? ! In addition to their grade-level E nglis h cours e, LTE Ls will have one additional s uppor t clas s for intens ive E LD and literacy s uppor t. • Literacy and Language for Englis h Learners , or • Advanced ELD ! S tudents who have s ucces s fully com pleted 3 or 4 years of E LD cours es and not yet reclas s ified m ay not technically m eet the “years ” requirem ent to be cons idered LTE Ls , but they do s till require additional s uppor t s o they can reclas s ify. They will be enrolled in Advanced E LD or Literacy and Language for E Ls .
  • 14. What the data tel l s us … • The vas t majority of 6-12 grade E Ls in LAUS D are LTE Ls • LTE Ls have difficulty m eeting the CE LDT and CS T targets for reclas s ification Middl e S chool E Ls High S chool E Ls LTE Ls (83.3%) LTE Ls (82.3%) Other E Ls (16.7%) Other E Ls (15.7%)
  • 15. What is Reclassification? Reclas s ification is the proces s us ed by s chool dis tricts to determine if an E L has acquired s ufficient proficiency in E nglis h to perform s ucces s fully in core academic s ubjects without E nglis h language development (E LD) s uppor t.
  • 16. Recl as s ification Criteria 1. California English Language Development Test (CELDT) 2. ELA Semester Grade 3. California Standards Test (CST) or California Modified Assessment (CMA) or California High School Exit Exam (CAHSEE) 4. Parent Notification
  • 17. Students who meet all the criteria for reclassification are known as: RFEP Reclassified Fluent English Proficiency
  • 18. SDAIE vs ELD SDAIE Specially Designed Academic Instruction in English ELD English Language Development
  • 19. Double Bubble Map Activity There isis a There a linguistic & & linguistic conceptual conceptual context for context for allall instruction instruction Content Content learning is is a learning a by-product by-product ofof learning learning English English Goal is is to Goal to teach grade teach grade level level content content defined by defined by grade level grade level standards standards Tap into Tap into prior prior knowledge knowledge & & build build background background Goal is is Goal English English language language development development asas defined by defined by the ELD the ELD standards standards Learning Learning English English language is is language a a by-product by-product ofof learning learning content content ELD ELD SDAIE SDAIE Uses rich Uses rich content content through through grade grade appropriate appropriate text text Provides Provides many many opportunities opportunities to to practice practice and apply and apply new learning new learning Instruction in English but can Include primary language support Teacher Teacher delivery is is delivery differentiated differentiated according toto according ELD levels ELD levels Use realia, Use realia, visuals, visuals, graphic graphic organizers, organizers, Thinking Thinking Maps, etc. Maps, etc. Access toto Access core core through through intentionally intentionally planned planned scaffolds toto scaffolds ELD levels ELD levels