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English Learner Program Grossmont Union High School District Carrie Reynolds and John Theilmann August 2004 GUHSD ELL Program

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English Learner Program

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English Learner Program

Grossmont Union High School District

Carrie Reynolds and John Theilmann

August 2004


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GUHSD ELL Program

The goal of the GUHSD English Learner Program is to provide English Learners with a comprehensive program that develops English fluency as rapidly and effectively as possible while maintaining access to a rigorous academic core curriculum, within the regulations set forth by the State of California and the United States Office of Civil Rights.


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Identification and Assessment

  • Two ways in which students are identified as English Language Learners in the Grossmont Union High School District.

    • Continuing ELL student entering from client district school.

    • Student new to California schools in which home language survey and assessments indicate student to be an English Language Learner.

  • Home Language Survey triggers assessment.


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Assessment

  • CELDT (California English Language Development Test)

    • Testingfor English oral fluency and literacy within 30 days of enrollment.

    • Measures English Oral (Listening & Speaking), Reading, and Writing Proficiency.

  • Helps designate either Fluent English Proficient (FEP) or English Language Learner (ELL).


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Who Takes the CELDT?

  • Any continuing student identified as an English Learner is assessed during the annual testing window July 1 - Oct. 31.

  • Any student new to a California school district whose home language survey indicates a language other than English.


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CELDT Overall Proficiency Levels

  • Beginning: no receptive/productive skills; may respond with one or two words

  • Early Intermediate: understand and respond with short phrases; begin to read and write


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CELDT Proficiency Levels (continued)

  • Intermediate: Use, read and write with expanded vocabularies and a focus on all grade level content areas

  • Early Advanced: work on grammar, idioms, analogies and metaphors in literature. Read and write in response to rigorous, grade-level content

  • Advanced: able to work on same ELA standards as English-only counterparts


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Obtaining CELDT Results & ELL Designation

  • Access Student’s Performance Profile:

    • See page 7 in ELL and SPED Services

    • Go to Assessment screen and print.


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Designation as an English Learner

  • Based on CELDT Proficiency Level

  • Years of U. S. schooling

  • Other factors such as grades, transiency …may also be considered.

    • ALPI (Alternative Language Proficiency Instrument for Severely Disabled Students) given by Speech Pathologists


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Instructional Program for ELL Students

  • Always includes:

    • English Language Development class at one of the following levels. (Class can be in general ed. or special ed.)

      • Structured English Immersion (Beginning or Early Intermediate)

      • English Language Literacy Development (Intermediate-Early Advanced)

      • English Language Mainstream (Early Advanced-Advanced)

    • Access to Core Curriculum

      • General Education Content Classes

      • SDAIE (Sheltered) Content Classes

      • Special Education Content Classes


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Structured English Immersion

  • Below Intermediate Level on CELDT

  • Less than 7 years in U.S. schools

  • 2 periods of ESL/ELD (Beginning 1,2,3)

  • Appropriate SDAIE (sheltered) Content Courses as proficiency increases (Math, Social Science, Science)

  • Linguistically Appropriate Electives


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English Language Literacy Development

  • Intermediate-Early Advanced on CELDT

  • High Oral Fluency and Limited or Non Literate Reading and Writing Skills *

  • More than 7 years U.S. Schooling

  • May Have Lost any Primary Language Literacy Skills

  • In Need of a “Connection” to School

  • - Example Schedule

    • ELD (one period) (Intermediate 1,2,3)

    • Sheltered Social Science, Science, Math

    • Electives, P. E.


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Suzanne Geba-01

Martha Foncerrada 02*

Bonnie Gebhardt - 03

-04

Patti Cranmore-05

Stacey Coulter-06

Juliet Fraser-07

-08

Ruth Weiss-09

Kimberly Dickinson-11

All others: District Coordinator

Site Coordinators


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Who do you contact when a student is having difficulties?

  • Student

  • Parent

  • Counselor

  • SST (Student Study/Success Team)(See handout)

    • ELL Coordinator completes Supplementary SST Referral Form for Current ELL Students (See handout)


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After all General Education interventions have been tried;

  • Student can be referred for Special Education Assessment.

  • If IEP team determines that a student has a disability and needs special education services, an IEP is developed.


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Special Education and ELL

IEP Requirements


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Page 1 Check for these things

  • Home language

  • Student’s language

  • Interpreter Required

  • English Language Learner

  • State/District Assessments

    • CELDT or ALPI

  • Translation Required

  • ELL Coordinator-signature & cc of IEP noted


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PLOP

  • (Pre)Academic/Functional

    • Describe reading, writing, math skills

      • What student is able to DO in each area.

  • Communication

    • delete #2 on page 7 (Check English Language Learner)

    • See attached CELDT/ALPI results.

    • Describe expressive and receptive English and primary language skills and impact on school performance.


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Last Line on PLOP

  • Summarize areas of need and HOW needs will be addressed. For example:

    • Reading, Writing (goals, accommodations and See Special Factors page - ELL section)

    • Listening & Speaking (goals, accommodations and See Special Factors page - ELL section)


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Special Factors Page

  • ELL section

    • Applicable

  • Specify how English level of proficiency will be addressed:

    • Linguistically Appropriate goals - specify areas

    • reading, writing or communication (listening/speaking)

    • ELD - specify setting:

      • Gen Ed., Sheltered, Sp. Ed.


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Special Factors Continued

  • Content Area Instruction:

    • Specify subject areas and setting:

      • Math (Gen Ed), Science (Sped), Social Studies (Sheltered) etc.

  • Supplementary Supports/Services

    • Specify any other ELL supports and services for the student. (This is another reason ELL needs input into IEP) (Examples?)

      • ELL Supplementary Curriculum

      • Tutorials with ELL staff

    • Specify any needed ELL supports for school personnel. (Examples?)

      • Consultation between ELL Coordinator and Gen ed/Sped Staff


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Goals & Benchmarks

  • Must address English Development Needs

    (Linguistically Appropriate goals)

  • For areas with CELDT Scores below EARLY Advancedthere MUST be a goal.

    • Reading, Writing, Listening & Speaking


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How to Write Linguistically Appropriate Goals

Quick and Easy

Our Best Thinking


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Area of Need (from CELDT scores):

  • Communication (listening and/or speaking)

  • Reading

  • Writing

    • We’ll use writing for the example


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Baseline

  • Write what student is able to DO in the skill area.

    • Student is able to write simple sentences with some errors in grammar and syntax.

    • In parentheses: indicate the CELDT level (found on the Performance Profile).

      • Student is able to write simple sentences with some errors in grammar and syntax. (CELDT Writing Beginning level)

  • Decide on a reasonable goal based on grade level standards.

    • Paragraph


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Goal

  • By AR 2005, following teacher-led prewriting activities, Eli will compose a single paragraph in English including a topic sentence, supporting sentences and a concluding sentence with ___% accuracy in ___ of ___ trials as measured by student work samples. (WS 3.1.1)

  • (Insert in English to emphasize the language component of the goal.)

  • Write the appropriate benchmarks


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Annual Review

  • Teacher confirms with ELL coordinator the ELL status of advocate students.

  • Follow ELL and AR procedures outlined on Page 9.

  • Psychologist invites ELL coordinator to meeting. If can’t be there, ELL coordinator and advocate teacher confer regarding the ELL needs that will be addressed in the IEP.


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Redesignating ELL to RFEP

  • ELL site coordinator completes the redesignation profile for student meeting criteria (see page 10).

  • IEP team can resdesignate a student’s status, if it is obvious that a student’s disability influences the ability to demonstrate English fluency.

  • Cc copy of IEP action to District’s Assessment Division and ELL Program Coordinator.


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Other Procedures to Read

  • Transfer Students page 10.

  • 30 Day Interim Placement page 11.


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Collaboration with ELL and SPED

  • IEP’s

  • Interventions and Services

    • ELL Tutorials

    • Consultation regarding strategies (ELL or SPED)

    • Share resources

      • High Point

      • Scott Foresman


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Thank you!


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