LTEL DesigneeFocus on Instruction

Master Plan (p.63)All middle school LTELs are designated a specific

counselor, teacher specialist or faculty member to monitor their language status, test results, goals for meeting grade-level standards and reclassification.

All LTELs and their parents meet at least twice yearly with the designated faculty members to review current language status, program placement, test results and goals for meeting the reclassification criteria and accelerated academic progress targets.How will this address the needs of the LTEL students?

Turn and Talk

LTEL DataWhat does

the data tell you? What does it not tell you?

Share Out

What does the data tell you? What does it not tell you?

Share Out

LAUSD LTELS 2012-2013

Grade

Total EL Enrollment

# LTELS % LTELs

4 12,332 1,048 8.5%

5 9,669 8,061 83.4%

6 7,410 6,300 85%

7 6,936 5,815 83.3%

8 6,358 5,312 83.5%

9 9,548 7,547 79.1%

10 7,085 5,842 82.5%

11 5,296 4,384 82.8%

12 5,845 5,091 87.1%

K-12 Total

165,508 50,995 30.8%

Celebrate Our WorkCelebrate Our Work

and Then Refocus Our Efforts

Promising Practices

What are some of your practices as LTEL Designees?Please write a few practices on your Give One, Get

One paper.Please share with at least 3 others in the room.

(New LTEL Designees, please join the conversation of two Continuing LTEL Designees.)

Give One, Get One

A District Checklist: Steps for Addressing the Needs of LTELs from

“Changing Course for Long Term English Learners”

Make sure that each groups has the following members: Elementary Continuing LTEL

Designee Secondary Continuing LTEL

Designee New LTEL Designee (elementary

and secondary)

With your table group, discuss and highlight that which we have in place in LAUSD for LTELs.

Underline those suggestions that are under your control at the school site.

Share out

Characteristics of LTELs (Reparable Harm)

• Long Term English Learners are able to be high functioning in social situations in both their home language and in English

• Weak academic language, and gaps in reading/writing skills

• The majority of Long Term English Learners are “stuck” at Intermediate levels of English proficiency or below: others reach higher levels of English proficiency but do not attain adequate enough academic language to be reclassified

• Many Long Term English Learners have developed habits of non-engagement, learned passivity and invisibility in school, and have not developed the behaviors associated with academic success

Characteristics of LTELs (Reparable Harm)

• The majority of Long Term English Learners want to go to college, and are unaware that their academic skills, academic record and the courses they are taking are not preparing them to reach that goal. Neither students, their parents nor their community know that they are in academic jeopardy

• Long Term English Learners have significant gaps in academic background knowledge

• Some Long Term English Learners have become discouraged learners, tuned out, ready to drop out of high school

Reread the headings starting on page 22.

Place a star next to the one that resonates with you.

Read that section of

the chapter.

Reread the headings starting on page 22.

Place a star next to the one that resonates with you.

Read that section of

the chapter.

Characteristics of LTELs (Reparable Harm)

1. Look around the room and locate the poster of the characteristic you read about and go to that corner. Take the reading with you.

2. Talk with the people in that part of the room about 1. Why this characteristic resonated with you

2. What you learned about this characteristic from the reading or what confirmed what you already knew

3. Find a person from another group to share more about the characteristic you selected and learn about the characteristic he/she selected.

Making Connections

Based on the characteristics from the previous slides:

Can you identify a student that you know with some of those characteristics?

Share what you have done or might do to help that student succeed.

Table Share

Proficiency Level DescriptorsLook through the proficiency level descriptors for the

collaborative mode.

What do you notice about the descriptions? Highlight or underline the differences between the proficiency

level descriptors.

History Lesson – LTEL students

Choose two students to follow in the video. What do they say? What do they do?

What is the teacher response or actions?

With your elbow partner…• Look through the proficiency level descriptors for the

collaborative mode again.

• Choose one student from the video. Where do you think that student might be on the continuum in the collaborative mode? What is your evidence?

• Look at the first standard in the collaborative mode for 6th grade. Look at the bridging proficiency level standard.– With what knowledge, skills and abilities might our LTEL students

need additional help?

• Share with your table

Teacher SupportIn what ways did the teacher support the language needs of

the student?

What else might the teacher do to support students in moving along the continuum?

Share out

LTEL Policy – BUL 6266.0 Roles and Responsibilities

Page 2 of BUL 6266.0

Implications

As an LTEL Designee, what is your role in supporting this

work? What are the implications for you as the LTEL Designee?

Read the first three paragraphs of the section “the LTEL Student and Parent Meeting” starting at the bottom of page 2.

LTEL Policy – BUL 6266.0

What system

might help you to

accomplish this?

What system

might help you to

accomplish this?

Page 4 of BUL 6266.0

ELD Progress ProfileUse this Resource to

Support your W

ork

ELD Progress ProfileStrategy on MiSiS for Getting ELD “Progress Profile Letters” by Grade Level:

• Login under Office Manager• Go to the “Reports” tab along the top of

the page• Scroll down on the left side to “Enrollment”• Under “Enrollment”, select ELD “Progress

Profile Letter”

Accessing ELD Progress Profile

Accessing ELD Progress Profile

Accessing ELD Progress Profile

ELD Progress Profile

LTEL DesigneesWhat is the instructional implication of your role for:

StudentsTeachersParents

Why is it important that everyone is aware?

Connecting and Condensing Ideas

How will your role impact LTEL students and their progress?

Individually write your response in 12 words.

With a partner, write your response in 8 words.

With your table, write your response in 3 words.