English Learner Program Grossmont Union High School District Carrie Reynolds and John Theilmann August 2004
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.
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.
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).
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.
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
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
Obtaining CELDT Results & ELL Designation • Access Student’s Performance Profile: • See page 7 in ELL and SPED Services • Go to Assessment screen and print.
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
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
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
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.
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
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)
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.
Special Education and ELL IEP Requirements
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
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.
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)
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.
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
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
How to Write Linguistically Appropriate Goals Quick and Easy Our Best Thinking
Area of Need (from CELDT scores): • Communication (listening and/or speaking) • Reading • Writing • We’ll use writing for the example
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
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
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.
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.
Other Procedures to Read • Transfer Students page 10. • 30 Day Interim Placement page 11.
Collaboration with ELL and SPED • IEP’s • Interventions and Services • ELL Tutorials • Consultation regarding strategies (ELL or SPED) • Share resources • High Point • Scott Foresman