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English Learners Multilingual and Multicultural Education Department LCAP- Program & Goal Update

The MMED program, with a $23 million investment, supports English Learner students in English Language Development and literacy through teacher capacity building. Goals include improving English proficiency, reducing Long Term English Learners, and promoting bilingual/biliterate students. The program focuses on Title III Coaches, reclassification, dual language programs, and implementing CA Standards for English Learners. Key elements include instructional programs, action plans, and interventions. Challenges involve reading comprehension and literacy skills. Recommendations aim to enhance teachers' reading instruction and offer specific professional development for English Learners.

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English Learners Multilingual and Multicultural Education Department LCAP- Program & Goal Update

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  1. English LearnersMultilingual and Multicultural Education DepartmentLCAP- Program & Goal Update DELAC March 9, 2017

  2. Program Description District Investment: 23 million dollars MMED works closely with Title III Coaches and teachers in building their capacity to support English Learner students’ proficiency in English Language Development, Foundational Literacy Skills, and Integrated English Language Development. The goals of MMED are to: • Develop Title III Coach capacity • Develop teacher capacity on how to work with English Learners • Develop teacher capacity for Dual/Bilingual Language Programs • Improve English Language Proficiency • Reduce the amount of Long Term English Learners • Increase number of Bilingual/Biliterate students

  3. Focus Areas • Title III Coaches • Monitoring and Reclassification • Reducing LTELs • Expanding Dual Language/Bilingual Programs • Increasing Biliteracy Awards/Recognition • Implementing the CA Standards for English Learners

  4. Instructional Programs

  5. Elementary Instructional Programs

  6. Secondary Instructional Program

  7. Dual Language/Bilingual Programs

  8. LD Northeast (7 total) 6 Spanish 1 Armenian* LD Northwest (4 total) 2 Spanish 2 Korean LD Central (26 total) 21 Spanish 4 Korean 1 Mandarin LD West (17 total) 9 Spanish 4 Korean 3 Mandarin 1 French LD East (22 total) 19 Spanish 2 Mandarin 1 Arabic* Dual Language/Bilingual Programs for 2016-2017 LD South (11 total) 10 Spanish 1 Korean *New Program Language for 2016-2017

  9. District English Learners

  10. English Learners by Local Districts All Districts 124,464 ETK-12 Data Collected on 3/3/2017

  11. 100% Graduation

  12. 100% Graduation - English Learners

  13. Programs & Interventions

  14. Proficiency for All

  15. Proficiency for All-English Learners

  16. English Learner Improvement in Foundational Literacy Skills

  17. Reclassification by School Type

  18. Reclassification by Local District

  19. Preliminary Reclassification Rate Increased from 11.6% to 17.2%

  20. Elementary Actions and Services • Title III Coaches • EL Dashboard • Foundational Literacy Skills • EL Support Guides • Dual Language/Bilingual Programs • Comprehensive ELD • Designated ELD • Start Smart Conversation Practices Units Formative Assessments (Student Progress Forms) • Integrated ELD/Math • Integrated ELD Lesson Components • Model Lesson At-A-Glance • Three Phase Model Lessons, One Per Grade Level (K-6) • Five Online PD Modules • Protocol Posters & Companion Cards to Support ELs with Problem Solving and Mathematical Discourse • Three Reads • Math Interview • Math Summit

  21. Secondary Actions and Services • Title III Coaches • EL Dashboard • Designated ELD • New curriculum adoption for ELD 1-4 • Newly adopted curriculum • LTEL Courses • Constructive Conversation Start Smart Lessons • Formative assessment for language • Thematic Units on Resiliency • LTEL Novels • Integrated ELD • SDAIE Resources • Foundational Literacy Skills • Dual Language/Bilingual Programs

  22. Attendance

  23. Attendance-English Learners

  24. Challenges and Next Steps

  25. Challenges for ELs and LTELs • Reading Comprehension • Foundational Literacy Skills • English Language Development • Access to Core

  26. Next Steps Improve teachers capacity in reading instruction for English Learners: • Continue to simultaneously develop language and content knowledge • Continue to develop essential elements for Professional Development

  27. Recommendations: Essential elements for professional development for Teachers of English Learners • Shared Vision for English Learner Education • Specialized Professional development to target linguistic and academic needs of English Learners • Central, Local and schools prepared to support teachers of English Learners • Collaborate and reflect on ELD instructional practice and assessments in order to inform instruction

  28. Questions? 28

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