Designated ELD

Report
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.

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