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MUHSD EL Placement
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Important variables to consider when placing English Learners
CELDT Scores US Entry Date (Time in US schools) Gates-McGinitie Test Results CST ELA Results Placement history and level of success (Success in non-SDAIE courses) Primary Language Assessment Results Years of education outside the US
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ELD Placement 9th 10th 11th 12th Grade CELDT 3 CELDT 4-5 ELD 1 or 2
Structured English Immersion SEI CELDT 3 Lower 3rd of Scale Score Newcomer Upper 2/3 Of Scale Score CELDT 4-5 9th ELD 1 or 2 Reading/Writing Conversation ELD 3 SS ELD Transition + Eng 1 Strategic + Eng 1 10th SS ELD Transition + Eng 2 Eng 2 11th ELD Transition + Eng 2 or 3 Eng 2 or 3 12th ELD Transition + Eng 2 or 4 Eng 2 or4
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EL Core Placement 9th 10th 11th 12th
It is best to maintain a case by case/needs based approach to EL placement. Grade ELD 1 and 2 Students Some students in ELD 3 Newcomers - SDAIE CELDT 3-5 ELD Transition Students Reading Between 5th and 7th Grade Level - Mainstreamed Reading 8th Grade Level Plus - Mainstreamed 9th Life Science EL Alg Readiness EL Geography EL PE Fit for Life EL Life Science or (Ag) Alg Readiness/Algebra 1 Geography PE1 /Fit for Life Biology (Ag) Geometry 10th Environmental Science EL Alg Readiness EL or Alg 1 EL World History EL PE 2 Environmental Science or (Ag) Algebra 1 or Geometry World History Bio or Chem Geometry 11th Earth Science EL or Bio EL Alg Read EL or Alg 1 EL or Geom US History EL Earth Science or Biology US History Chemistry Alg II / Trig 12th American Government EL Biology American Government Pre-Cal Physics
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EL Placement for Traditional Schedule
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Structured English Immersion ELD 1 and 2
ELD 1 or 2 Reading 2nd ELD 1 or 2 Writing 3rd ELD 1 or 2 Conversation 4th PE 1 5th Spanish for Spanish Speakers 1 or Read/Write 6th Algebra Readiness EL Algebra 1 EL SEI Example #1
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Structured English Immersion ELD 2
ELD 2 Reading 2nd ELD 2 Writing 3rd ELD 2 Conversation 4th PE 2 5th Spanish for Spanish Speakers 2 or Read/Write 6th Algebra 1 EL SEI Example #2 Traditionally, ELD 2 students have more room for SDAIE core classes.
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EL Mainstream ELD 3 Example 1st Social Studies (EL) Science (EL)
ELD 3 Reading 2nd ELD 3 Writing 3rd Algebra 1 EL 4th PE 2 5th Social Studies (EL) 6th Science (EL) Example
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EL Mainstream ELD 3 Transition
Example 1st ELD Transition 2nd English 1 3rd Algebra 1 4th PE 5th Social Studies 6th Science Very few of these students should require SDAIE courses. Reference placement guidelines to support course selection, using a case-by-case/needs-based approach to EL placement.
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EL Mainstream Strategic/English
Example 1st Strategic 2nd English 1 3rd Algebra 1 4th PE 5th Social Studies 6th Science
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EL Placement ON The Block
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Structured English Immersion ELD 1 and 2
Fall Term Spring Term ELD 1 or 2 Reading ELD 1 or 2 Writing ELD 1 or 2 Conversation Spanish for Spanish Speakers 1 or Read/Write PE 1 Algebra Readiness EL Algebra 1 EL SEI Example #1
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Structured English Immersion ELD 2
Fall Term Spring Term ELD 2 Reading ELD 2 Writing ELD 2 Conversation Spanish for Spanish Speakers 2 PE 2 Algebra 1 EL World History EL Traditionally, ELD 2 students have more room for SDAIE core classes. SEI Example #2
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EL Mainstream ELD 3 Example Fall Term Spring Term ELD 3 Reading
ELD 3 Writing Algebra Readiness (EL) or Algebra 1 (EL) or Elective? PE 1 Fit for Life Social Studies (EL) Science (EL)
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EL Mainstream ELD 3 Transition
Example Fall Term Spring Term ELD 3 Transition Algebra 1 English 1 or 2 (Depending on grade) PE 1 Fit for Life Social Studies Science Very few of these students should require SDAIE courses. Reference placement guidelines to support course selection, using a case-by-case/needs-based approach to EL placement.
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EL Mainstream Strategic/English
Example Fall Term Spring Term Strategic (ELD/ELA Standards Integrated) English (ELA/ELD Standards Integrated) Algebra 1 Biology PE 1 Fit for Life Social Studies Elective
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All CELDT Levels 1-3 will be enrolled in a separate ELD “only” course.
CELDT 4-5’s will be in mainstream ELA courses with integrated ELD standards. Eligibility for SDAIE courses is limited to ELD 1-3 students and will be established through a “case by case” review of student needs. All placement shall be done with the “dual obligation” in mind: 1.) Develop academic language proficiency in English, higher-level thinking skills, and advanced literacy skills. (Rapidly and effectively) 2.) Provide access to grade-level content curriculum. (Achieve at the same level of proficiency as English-only students)
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