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Elementary EL Placement Principals’ Network Meeting May 21, 2014.

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Presentation on theme: "Elementary EL Placement Principals’ Network Meeting May 21, 2014."— Presentation transcript:

1 Elementary EL Placement Principals’ Network Meeting May 21, 2014

2 Objective O Discuss the slight shifts in the revised elementary EL Placement Policy O Discuss and complete the ELD Instructional Time Block Survey O Review Kindergarten Orientation guidelines

3 Appropriate EL Placement  Supports the focus of our teachers on:  providing daily English Language Development  accelerating students’ language development  using SDAIE to provide access to core and  providing significant linguistic support to students  Accountability for the Office for Civil Rights

4 EL Placement Guidelines (REF )

5 EL Placement Factors  Selected Master Plan Program  Structured English Immersion (K-5)  Mainstream English Program (K-5)  Transitional Bilingual Education (K-3)  Maintenance Bilingual Education (K-5) and  Dual Language Two-Way Immersion (K-5)  English Language Proficiency  Academic Needs

6 “Must Do”  Step 1: Update Master Plan information and ELD levels in SIS  Step 2: Use available SIS sentences within REF , page 2, to generate the number of students at each grade level by Master Plan program, language classification and ELD level.  Step 3: Organize classes on available information and REF guidelines REF , Page 3

7 EL Placement Guidelines (REF ) REF , Page 4

8 EL Placement Guidelines (REF ) REF , Page 4

9 EL Placement Guidelines (REF ) REF , Page 4

10 ELs at ELD 4 and 5 Levels  When there is a sufficient number of ELs at ELD levels 4 and 5 in a grade level, classrooms should be comprised of 100% English Learners.  However, ELs at ELD levels 4 and 5 might be needed to complete an SEI classroom.

11 Mixing  Federal guidelines prohibit the segregation of students.  In classes consisting of 100 percent ELs, teachers must plan for ELs to be heterogeneously grouped for part of the day with non-ELs (IFEP, EOs, RFEPs) in subject areas other than ELD, ELA and Math.

12 Other step to prepare for next year?  Determine which English learners only need report card scores to reclassify, conference with the teacher to determine if the ELs will earn all 3s in ELA and be ready to reclassify the students before the last day of school

13 ELD Instructional Time Block Survey

14 Why do we want to further discuss the ELD Instructional Time Block? We want all of our English learners to receive quality daily ELD in order to accelerate language development for our students. Therefore our schools need to provide the structure to best deliver this instructional service. 55.4% 27.0% 30.9%

15 Teaming, teaming, teaming!!!  High and medium EL count schools can team at the grade level to limit the number of ELD proficiency levels in a class during the instructional time block to target instruction and accelerate language development.  This teaming will also permit them to have EOs, IFEPs and RFEPs receiving direct instruction in a teaming partner’s room to support the language development for those students not included in ELD instruction. Benefits of School-Wide, Grade-Span or Grade Level Instructional Time Block

16 Teaming, teaming, teaming!!! Benefits of School-Wide, Grade-Span or Grade Level Instructional Time Block Teaming, teaming, teaming!!!  Medium EL count schools might team at the grade level or across consecutive grade levels to provide ELD, limiting the number of ELD proficiency levels in a class during ELD.  Low EL count schools might team across consecutive grade levels to provide teacher-delivered direct ELD instruction.

17 Benefits of School-Wide, Grade-Span or Grade Level Instructional Time Block Use of resources!!!  Paraprofessional support can be maximized to support teachers as:  English learners are working independently as the teacher works with a small group  In a low EL count school, the paraprofessional supports the EOs, IFEPs and RFEPs while the teacher is providing direct ELD instruction to the ELs.

18 Benefits of School-Wide, Grade-Span or Grade Level Instructional Time Block Monitoring of ELD Instruction!!!  The monitoring of delivery of quality daily ELD is that much easier when a site has common ELD time across classrooms.

19 Teaming: Teachers working with students across classrooms to minimize the number of ELD levels during ELD instruction.

20

21 Reminder Master Plan Instructional Program Options Meetings O Master Plan Instructional Program Options Meeting #1 O Elementary Schools: Three (3) Kindergarten Orientation Meetings O Present: O Instructional Program Options O Progress Expectations O Curriculum


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