Elementary English LearnersElementary AdministratorsJuly 31, 2014

Let’s Review!

1. What is the dual obligation educators have to English Learners?

Provide meaningful access to grade-level academic content via appropriate instruction (Integrated ELD)Develop students’ academic English language proficiency (Designated ELD)

2. What are the CA ELD Standards designed to do?

Amplify critical knowledge about English language skills in the CCSS

for ELA/Literacy that English learners need to be successful in

school

3. Who should be using the CA ELD Standards to support our EL students?

CA ELD Standards are to be used by content area teachers as well

as ELD teachers to ensure support for our EL students.

4. What are the three areas of instructional focus for EL students this year?

Providing daily, high quality ELD instruction without fail.Focus on developing and citing daily language objectives that frame opportunities for student discourse (collaborative conversations) and developing academic vocabulary.Using genuine formative assessments to guide instruction frequently.

5. What are the new Proficiency Level Descriptors?

EmergingExpandingBridging

Integrated and Designated ELD: Working in Tandem

Integrated ELD: All teachers with

English learners in their classrooms use

the CA ELD Standards in tandem with the CA CCSS for

ELA/Literacy and other content

standards.

Designated ELD: A protected time

where teachers use the CA ELD Standards as the focal standards

in ways that build into and from

content instruction.

What should we see in the classrooms?

ELDLanguage objectiveAcademic vocabularyFocus on language structures and functionsOpportunities for oral practiceCollaborative ConversationsVisual CuesGraphic Organizers

Sheltered Content and related language objectiveAcademic vocabularyFocus on language structures and functionsOpportunities for oral practiceCollaborative conversationsVisual CuesGraphic Organizers

What is the difference between the content objective and language objective?

Content Objectives: Academic focus of the lesson (What the student should know and be able to do)

Language Objectives: What language do students need to complete the assigned task? (How the student will use language to show understanding of the content)

“What language do students need to complete the assigned task?” past tense? vocabulary?

lab report? text type? sequence? narrative? cause-effect?

“Where are the learners relative to the language expectations?” Emerging? Expanding? Bridging?

“What strategies will help make this language accessible?” advance organizers cognatescooperative groups think/pair/share

Language Objectives consider the following…

Language Objective Frame 1

Function• describe differences

between…• explain…• discuss the steps

in/for…• negotiate solutions…• Justify….

Language Tools• compare and contrast

vocabulary• past tense verbs• should, might, could, etc.• sequencing words• citation verbs

Students will ______________ using ___________________. (function) (language tools)

Partner Activity

• Pick a partner at your table

• Open the envelope and find the pairs of matching content and language objectives

• Be ready to share one if called on.

What should we see EL students doing in ELD and Sheltered/SDAIE classrooms?

• Engaging in productive oral discourse and written group work with peers that incorporates academic vocabulary tied to the lesson or unit of study.• Participating in effective oral discourse and

written communication with teachers. • Explaining and demonstrating their knowledge

using emerging complex language, academic vocabulary and other communicative strategies in different settings.• Extracting meaning from complex written texts.

Let’s practice – Sheltered

https://www.teachingchannel.org/videos/analyzing-text-brainstorming

Registration Process Game

Part 1• Open the envelope at your table.• As a group, put the steps in order for registration,

identification, assessment and programming of English Learners.

Part 2• Pick two team members to take a poster sized version of one

of the steps to line up according to the steps in the process at the front of the room.

EL Program OptionsProgram Description

Structured English Immersion (SEI) Elementary K-6

• Daily English Language Development (ELD)• Instruction in English with differentiated scaffolding

according to English proficiency. • EL students are clustered in designated classrooms

Alternative Setting: Transitional Bilingual Education (TBE) Spanish K-3

• Daily English Language Development (ELD)• Instruction in English and Spanish with differentiated

scaffolding according to English proficiency and academic need.

• Parents must complete a parental exception waiver for students to participate.

Alternative Setting: Dual language Immersion (DLI) Spanish K-6

• Daily English Language Development (ELD) for EL’s and daily Spanish Language Development for Spanish learners.

• Participating cohorts of 50% Spanish-speaking EL’s and 50% Spanish learners begin program in kindergarten.

• Instruction begins primarily in Spanish in the early grades, with English instruction gradually increasing each year until a 50-50 English and Spanish is reached for grades 4-6.

CELDT Level

Beginnin

g

EarlyIntermed

iate

Intermed

iate

EarlyAdvance

d

Advance

d

RFEP

TimelineEach year represents the number of years in the English learner program(Based on the CELDT

Level at time of Initial Enrollment)

1st

Year 2nd

Year 3rd

Year4th

Year5th

Year6th

Year

1st

Year2nd

Year3rd

Year4th

Year5th

Year

1st

Year2nd

Year3rd

Year4th

Year

1st

Year2nd

Year3rd

Year

1st

Year2nd

Year

Expected Progress on CELDT

ReclassificationCELDT CELDT overall score of Early

Advanced (4) or Advanced (5) with no score lower than an intermediate (3) at any level.

Writing Sample Score of 4 or 5 on the ELD essay test

Teacher Evaluation Score of 20 or more on the SOLOM, completed by the classroom teacher.

Parent Consultation Parents must be told about the process of reclassification and their child’s status, and have an opportunity to ask questions, etc.

Normed Grade Level Test

This requirement establishes that the EL student can perform as well or better than native English grade level peers on a statistically normed assessment. Former requirement was 325 on the ELA CST. Will use the SBAC for 2015-16, but for this transitional year, since there was no CST for 2014, we will have to have a substitute test.

EL Students with IEP’s

All identified EL students must receive ELD

• How an EL student with disabilities receives ELD is dictated by the IEP team

• EL students with disabilities should receive ELD with their peers in the mainstream wherever possible.

• If an EL student must receive ELD in a self-contained Special Education setting, that teacher is still required to provide designated ELD instruction. Goals for that instruction should be outlined and monitored by the IEP team.

Long Term English Learners• Defined as those students who remain designated as

English Learners after more than 6 years in the program.

• Local Control Funding provides $$ support to English Learners, but only for 5 years.

• Responsibility falls on all of us to track our EL’s and make sure that they are progressing through EL support programs.

• If our students are not progressing, we need to

conference with them and with their parents. We also need to ensure that we are providing additional support.

Who is at Risk?• Look at your EL redesignation

data and your alpha census list for 2014-15.

• Compare with those at your table.

• Brainstorm: How could you use this data with your entire staff?

• Be prepared to share out.

Designated ELD needs to happen from the first day of school.

This will happen if you plan and advocate for it!

Clearly and LOUDLY identify ELD as an instructional priority.

Work with your ILT to designate ELD/ALD blocking times school wide.

Use your alpha census list to develop levelled groups

ahead of time.

Ensure ELD instruction moves students forward in their level of language proficiency by:

• Revisiting data and setting SMART goals for ELD with grade level teams.

• Providing ELD/ALD teachers with protected collaboration time – and attending/facilitating

their collaboration meetings. • Conducting ELD walkthrough visits at least monthly

to ensure quality instruction.• Verify that ELD addresses language: forms,

functions, fluency and academic language

Preliminary ELD Schedules are due to me August 11th – finalized by September 19th.