Title III Master Plan Institute

Transcription

1 Title III Master Plan Institute Chapter 3: Instructional Services for English Learners English Language Development Elementary 1

2 Learner Objectives 1. To articulate the guiding principles of instruction for English Learners (ELs) 2. To understand the required instructional service of English Language Development (ELD) for ELs 2

3 Guiding Principles for Instructional Services for ELs and SELs 3

4 Chapter 3 Guiding Principles ELs and SELs possess a variety of linguistic and cultural abilities viewed as assets. Focused instruction for these students builds on cultural and linguistic strengths and provides meaningful access to a curriculum that is standardsbased, cognitively complex, rigorous and coherent. p.51 All teachers of ELs and SELs are teachers of both language and content.

5 Chapter 3: Instructional Services for ELs Required Components: Standards-based, differentiated ELD instruction Standards-based, differentiated instruction using Specially Designed Academic Instruction in English (SDAIE) to ensure full access to the core curriculum Primary language instruction (for all dual-language, bilingual maintenance, and bilingual instructional program models) to ensure content learning and promote bilingualism & biliteracy Primary language support, as needed to improve EL students comprehension of and meaningful participation in core instruction in English language instructional programs p. 51

6 What is ELD? 6

7 ELD A component of all programs for ELs Separate from but complementary to Englishlanguage arts instruction To accelerate English language learning: listening, speaking, reading, and writing with robust and contextualized instruction p.52 7

8 Reading Activity Independently read pages (stop before EL Student Diversity and Grouping). Aha! Protocol (text annotation strategy):! = new or interesting information = reaffirms or validates something I already knew? = question(s) I have Stand up, Hands up, Pair up (interactive strategy): Stand up where you are Put one hand up (high five) Pair up with someone across the room, give them a high five, and share your aha 8

9 ELD Instructional Time & ELD Instructional Grouping 9

10 Mandatory Time for ELD Instruction p

11 ELD Instructional Grouping for Elementary Schools The goal of instructional grouping is to have one English proficiency level per group. When the population of ELs is too small to allow for the optimal grouping of one level, then students should be grouped with the fewest ELD levels per group by: Teaming within a grade level Teaming with adjacent grade levels within the same ELD Standards span (K-2 or 3-5) p.56 11

12 Classroom Organization According to Master Plan: August Grade SEI Classroom A SEI Classroom B Mainstream Classroom K 24 ELD 1 10 ELD 1 16 IFEP 13 ELD 2 8 EO 6 ELD 1 24 ELD 2 10 IFEP 1 14 ELD 2 3 ELD 3 14 EO ELD 1 20 ELD 2 15 ELD 2 8 ELD 3 12 ELD 2 18 ELD 3 10 ELD 2 20 ELD 3 10 ELD 2 11 ELD 3 2 ELD 4 9 IFEP 11 EO 21 ELD 3 4 ELD 4 4 RFEP 8 IFEP 8 EO 6 ELD 4 7 IFEP 8 ELD 5 5 EO 6 RFEP 5 ELD 4 8 IFEP 5 ELD 5 6 EO 5 RFEP * Organized according to the guidelines on Ch 2 p. 24: Elementary Instructional Program Options 12

13 Scenario: How can you group for ELD instruction when shifts occur? After the first grading period you print out the Master Plan Rosters for all classes at your school. You notice that your perfectly organized classrooms have had some shifts that do not make the instructional settings optimal for ELD instruction. 1. What factors could have made these shifts occur? 2. What can you do to ensure that the ELs receive appropriate ELD instruction? *Use information from p. 56 for guidance. 13

14 Activity: Create Optimal ELD Instructional Grouping Grade SEI Classroom A SEI Classroom B Mainstream Classroom K 15 ELD 1 8 ELD 1 16 IFEP 7 ELD 2 15 ELD 2 8 EO 1 4 ELD 1 14 ELD 2 5 ELD 3 18 ELD 2 6 ELD 3 10 IFEP 14 EO ELD 1 18 ELD 2 4 ELD 3 12 ELD 2 10 ELD 3 1 ELD 4 6 ELD 2 19 ELD 3 5 ELD 4 10 ELD 2 11 ELD 3 18 ELD 3 3 ELD 4 1 EO 2 ELD 4 9 IFEP 11 EO 4 ELD 4 4 RFEP 8 IFEP 8 EO 3 ELD 4 7 IFEP 9 ELD 5 4 EO 7 RFEP 5 4 ELD 2 21 ELD 3 6 ELD 4 2 ELD 4 7 IFEP 7 ELD 5 5 EO 6 RFEP Reflective of Revised Master Plan Rosters: December 14

15 Activity: Create Optimal ELD Instructional Grouping To ensure that EL students language and academic needs are met create optimal instructional groups with the fewest ELD levels per group with the scenario below: Grade SEI Classroom A SEI Classroom B Mainstream Classroom K 15 ELD 1 8 ELD 1 16 IFEP 7 ELD 2 15 ELD 2 8 EO 1 4 ELD 1 14 ELD 2 5 ELD 3 18 ELD 2 6 ELD 3 10 IFEP 14 EO ELD 1 18 ELD 2 4 ELD 3 12 ELD 2 10 ELD 3 1 ELD 4 6 ELD 2 19 ELD 3 5 ELD 4 10 ELD 2 11 ELD 3 18 ELD 3 3 ELD 4 1 EO 2 ELD 4 9 IFEP 11 EO 4 ELD 4 4 RFEP 8 IFEP 8 EO 3 ELD 4 7 IFEP 9 ELD 5 4 EO 7 RFEP Work with your group Be prepared to share out 5 4 ELD 2 21 ELD 3 6 ELD 4 2 ELD 4 7 IFEP 7 ELD 5 5 EO 6 RFEP 15

16 Sample of Optimal ELD Instructional Grouping Grade ELD Group A ELD Group B Academic Language Development or MELD 1 4 ELD 1 (SEI Classroom A) 14 ELD 2 (SEI Classroom A) 5 ELD 2 (SEI Classroom B) 13 ELD 2 (SEI Classroom B) 5 ELD 3 (SEI Classroom A) 6 ELD 3 (SEI Classroom B) 10 IFEP (Mainstream Classroom) 14 EO (Mainstream Classroom) 16

17 Newcomers Newcomers with prior schooling Newcomers with limited schooling 17

18 ELD Instruction for Elementary Newcomers (Grades 4-5) Elementary students who enter as newcomers after 3 rd grade may require specialized ELD instruction to accelerate their English proficiency to meaningfully participate in core instruction ELD Instruction components: 3 hours of specialized instruction,with a focus on literacy, oral English fluency, and comprehension Newcomer classroom when funding permits Multi-grade self-contained class or intervention Instruction is provided by a certificated teacher p

19 Newcomer Scenario Pair up, one is Partner A, another is Partner B: Partner A: Osvaldo is a 4 th grade newcomer with limited prior schooling and has scored beginning on CELDT. Partner B: Letty is a 5 th grade newcomer with prior schooling and has scored beginning on CELDT. She has strong primary language literacy skills. How will support be provided to these students? 19

20 ELD for ELs with Disabilities 20

21 ELs with Disabilities ELs with an IEP are expected to make progress in English language proficiency and academic content mastery. To attain this progress, the instructional programs for ELs with IEPs will include ELD as a component of their core instruction. ELD instruction is mandatory for all ELs, including those with IEPs, and will occur daily until they are reclassified. p

22 ELD for ELs with Disabilities The same requirements for instructional time and grouping apply to ELs with disabilities. ELs with disabilities should receive ELD in the general education classroom with students of like age/grade and language proficiency whenever possible. IEP team will: Develop ELD goals Determine placement in general education classrooms Monitor progress of ELs with disabilities p

23 Elevator Speech You are on an elevator and you meet Arne Duncan, the U.S. Secretary of Education. Explain what the new Master Plan says about ELD for ELs with disabilities. Share your 30 second elevator speech with someone on the other side of the room. 23

24 Progress Monitoring for ELD at Elementary Schools 24

25 Progress Monitoring Monitoring progress of the acquisition of English is essential. LAUSD monitors EL student development of English using: CELDT Scores Curricular assessments from adopted materials LAUSD Common Benchmark Assessments LAUSD ELD Assessments (ELD-PMA) Progress Monitoring Report(s) Diagnostic Assessments (e.g., Gates-MacGinitie) for EL students identified as making inadequate progress and/or incurring academic deficits in both language and literacy p

26 Progress Monitoring Resources currently available to EL Coordinators for progress monitoring: Student Information System (SIS): EL Monitoring Reports RFEP Monitoring Reports Potential Reclassification Reports Ready to Reclassify Reports My Data Filter by classes, classifications, assessment scores, etc. At-Risk Reports Download data to excel spreadsheets, as graphs, etc. 26

27 Language Appraisal Team (LAT) At least once yearly, a Language Appraisal Team (LAT) meets to review the progress of each EL who is not making adequate progress, according to the expectations outlined in Chapter 2. LAT includes: Principal or designee EL Coordinator Classroom teacher Specialist/Intervention teacher Input from parents of EL students p

28 Accountability 28

29 Teacher Accountability Implications for teacher of ELs: Design a daily schedule that reflects a separate block of time devoted to ELD instruction. Ensure that ELD instruction is taking place at the identified times for the required number of minutes. Assess and monitor ELD progress over time to ensure students learn English within a reasonable amount of time. 29

30 Principal Accountability Assess and monitor ELD progress over time to ensure students learn English within a reasonable amount of time Ensure that all ELs are scheduled into ELD classes Monitor that ELD instruction follows the guidelines described in the District s Master Plan Ensure that monitoring is done to identify students who may be incurring academic deficits in language and core content areas during each reporting period Collect daily schedules at the elementary sites and conduct placement audits at the secondary level Conduct periodic classroom visits using an ELD Observation protocol to ensure that ELD instruction at each ELD level is taking place at the identified times for required number of minutes p

31 Reflection Reflection 3 things I learned 2 things that will impact my work 1 question I still have 31

32 Learner Objectives 1. To articulate the guiding principles of instruction for English Learners (ELs) 2. To understand the required instructional service of English Language Development (ELD) for ELs 32

33 Final Thoughts All children have the right to leave school with the skills which will put them in control of their own lives Fundamental to this is the ability to learn through language, and to understand and use it effectively. ~Pauline Gibbons