Elementary English Learners Elementary Administrators July 31, 2014 Let’s Review! 1. What is the dual obligation educators have to English Learners? Provide meaningful access to gradelevel 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? Emerging Expanding Bridging 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? ELD Language objective Academic vocabulary Focus on language structures and functions Opportunities for oral practice Collaborative Conversations Visual Cues Graphic Organizers Sheltered Content and related language objective Academic vocabulary Focus on language structures and functions Opportunities for oral practice Collaborative conversations Visual Cues Graphic 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) Language Objectives consider the following… “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 cognates cooperative groups think/pair/share Language Objective Frame 1 Students will ______________ using ___________________. (function) (language tools) Function Language Tools • describe differences between… • explain… • discuss the steps in/for… • negotiate solutions… • Justify…. • compare and contrast vocabulary • past tense verbs • should, might, could, etc. • sequencing words • citation verbs 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-textbrainstorming 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 Options Program Structured English Immersion (SEI) Elementary K-6 Description • • • Alternative Setting: Transitional Bilingual Education (TBE) Spanish K-3 • • • Alternative Setting: Dual language Immersion (DLI) Spanish K-6 • • • Daily English Language Development (ELD) Instruction in English with differentiated scaffolding according to English proficiency. EL students are clustered in designated classrooms 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. 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 46. Expected Progress on CELDT CELDT Level Early Early Beginnin Intermed Intermed Advance Advance g iate iate d d 1st Year Timeline Each year represents the number of years in the English learner program (Based on the CELDT Level at time of Initial Enrollment) RFEP 2nd Year 3rd Year 4th Year 5th Year 6th Year 1st Year 2nd Year 3rd Year 4th Year 5th Year 1st Year 2nd Year 3rd Year 4th Year 1st Year 2nd Year 3rd Year 1st Year 2nd Year Reclassification CELDT 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.