1. The ELD Assessment Portfolio
Los Angeles Unified
School District
District 6
Instructional Services
English Learner Program

2. *
07/16/96
Today’s Objectives
Establish a common understanding of District policy regarding ELD portfolios
Effectively use ELD Portfolios in conjunction with the Open Court Reading Program for monitoring and updating a student’s ELD level *

3. Documenting Ongoing ELD Progress Using the Elementary ELD Assessment Portfolio
Information from REF-835

4. What is District Policy on English Language Development?
“All elementary teachers with one or more English learners, regardless of program, including those receiving special education services, are to provide a minimum of minutes (Kindergarten) or minutes (Grades 1-6) of daily ELD standards-based instruction during the ELD instructional block.” (Ref-835)

5. Why do we use the ELD portfolio?
“In order to meet federal and state requirements, teachers must document the ongoing progress of their English learners in the ELD standards. The District’s ELD Assessment Portfolio is a state-approved tool for that purpose and must be made available for examination during district and state compliance reviews.” (REF-835)

6. ELD Portfolio Folders K-2 Span/3-5 Span*
07/16/96
ELD Portfolio Folders K-2 Span/3-5 Span
ELD Portfolio Folders:
The ELD Portfolio Folders come in two different grade spans (K-2, 3-5) to match the state’s ELD Standards. They are color-coded: ELD 1 is yellow, ELD 2 is white, ELD 3 is pink, ELD 4 is purple, and ELD 5 is gray.
The portfolio serves two basic purposes:
To monitor and document a student’s progress in ELD in an organized manner. Student work samples that show progress toward the ELD standards are periodically collected.
To support your judgment as a teacher in regards to grading. Also, to support your judgment regarding readiness to advance to the next ELD level and readiness to reclassify. *

7. II-G Should all student work be placed in the ELD portfolio?
No. The teacher should select assessment/work samples that most accurately represent the student’s current level of performance in listening-speaking, reading and writing. As English learners make progress, work samples that no longer characterize the student’s best work should be replaced with more representative samples. By the time an ELD portfolio is complete, it should contain at least one sample for each domain: listening-speaking, reading and writing.

8. The following assessments are required: Publisher ELD Assessments
II-I What ELD assessments are required to be included in the ELD portfolio?
The following assessments are required:
Publisher ELD Assessments
End-Of-Unit Assessments from the following state-adopted ELD programs:
Into English! by Hampton Brown

9. Critical
Thinking
Part C
Fluency
Part A
Writing
Part B
Language
Functions
Part C

10. 6. Grade-Level Assignments
In addition, teachers/grade-level teams may select ELD assessments from the following:
6. Grade-Level Assignments
Core content areas assignments may be included as long as they were scored using an ELD standards-based scoring rubric.

11. ELD Standards-Based Scoring Rubric
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.

12. Table Talk – 5 Minutes
How do teachers currently connect ELD portfolios to their Language Arts block?

13. District Benchmarks
Moving one level per year is a minimum expectation.

14. Who are we serving in District 6?
Number %
LEP/Recent RFEP 20,
(K-6, including ungraded
Special Ed & unknown)
ELD ,
ELD ,
ELD ,
ELD ,
ELD ,
Source: LAUSD Decision Support System (DSS)

15. K-2 ELD 1 Listening and Speaking – Strategies and Applications
LS1 begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).
LS2 Independently use common social greetings and simple repetitive phrases (e.g., “Thank you.”, “You’re welcome.”).
LS3 Respond to simple directions and questions using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures).
LS4 Answer simple questions with one- to two-word responses.

16. K ELD1 Reading – Word Analysis and Fluency and Systematic Vocabulary Development
RW1 Repeat spoken English words.
RW2 Recognize English phonemes that correspond to phonemes students already hear and produce
RF1 Read own name.
RF2 Match upper and lower case letters
RF3 Demonstrate comprehension of simple vocabulary with an appropriate action
RF4 Retell simple stories using drawings of words.
RF5 Produce simple vocabulary (single words) to communicate basic needs (e.g. locations, greetings, classroom objects).

17. K-2 ELD 1 Reading – Comprehension and Literary Response and Analysis
RC1 Respond orally to stories read to them, using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures).
RC2 Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses.
RC3 Draw pictures from student’s own experience related to a story or topic (e.g., community in social studies).
RC4 Understand and follow simple one-step directions for classroom or work-related activities.
RC5 Identify the basic sequence of events in stories read to them, using key words or pictures.
RL1 Listen to a story and respond orally by answering factual comprehension questions using one-or two-word responses.
RL2 Draw pictures related to a work of literature identifying setting and characters.

18. K-2 ELD1 Writing – Strategies and Applications and Conventions
WS1 Copy the English alphabet legibly.
WS2 Copy words posted and commonly used in the classroom.
WS3 Write a few words or phrases about an event or character from a story read by the teacher.
WS4 Write a phrase or simple sentence about an experience generated from a group story.
WC1 Use capital letters when writing own name.

19. Why are we keeping kindergarten students at ELD 1?
K = ELD 1
1st = ELD2
2nd = ELD 3
3rd = ELD 4
4th = ELD 5
K = ELD 2+
1st = ELD 3+
2nd = ELD 4+
3rd = ELD 5

20. What is our primary goal for English Learners?
All English Learners will Reclassify as
Fluent English Proficient

21. Reclassification Criteria
Annual CELDT Scores
Overall scores of 4 or 5 with passing score (at least 3) for each subtest
ELD Assessment Portfolio
Completed ELD 4 or 5 w/ scores of 3 or 4 for all ELD standards
Elementary Progress Report
Scores of 3 or 4 in Language Arts and Math
Performance in Basic Grade-Level Skills
CST Results- Basic, Proficient or Advanced level- Gr. 3-5
Benchmark goals met- each 6-8 wk. ELA assessment- Gr.1 & 2
Teacher Evaluation: Teacher or Language Acquisition Team
Parent Consultation Notification

22. Reclassification Rates

23. Graduation rates for students starting in 9th grade
RFEP %
EL %
Source: Program Evaluation and Research Branch, 2005

24. Table Talk – 5 Minutes
Based on your school’s DSS report, what could you do to address the needs of those students currently at ELD level 1?

25. Relationship of ELD to ELA*
07/16/96
Relationship of ELD to ELA
Two sets of standards, but a relationship . . .
Everyone is working towards the ELA, but ELD standards are modified versions of the ELA standards so ELs can access and build skills towards mastering them.
Concept of a freeway with an onramp. *

26. Grade 2 ELA Reading 3.1/ELD 5 Advanced RL3
Compare & contrast plots, setting, & characters presented by different authors.
ELD 4 Early Advanced RL2
Read & orally identify literary elements of plot, setting, & characters.
ELD 3 Intermediate RL2
Use expanded vocabulary & descriptive words for oral & written responses to simple texts.
ELD 2 Early Intermediate RL2
Orally identify setting & characters using simple sentences & vocabulary.
ELD 1 Beginning RL1
Listen to a story & respond orally to comprehension questions using one or two word responses.

27. How to Update an ELD Level*
07/16/96
How to Update an ELD Level
Score student
work samples.
Open a new
portfolio.
3’s and/or 4’s
demonstrate
mastery.
Updating an ELD Level: Basically, a revolving process until ELD level 5 is mastered . . .
Score the student work samples on a rubric scale of 1 to 4.
Marks of 3’s and 4’s demonstrate mastery of a particular standard.
100% of the standards in all the domains must be mastered.
Next ELD level=report to coordinator, so data can be entered into SIS.
Open next level folder.
Next ELD level
is attained.
All standards
in each domain
are met. *

28. Grade-Level Assignments
Grade-level content area assignments may be included as long as they are scored using the ELD standards-based scoring rubric:
ELSG
Reading and Writing Workbook
Inquiry Journal
End-of-Unit Assessments
Thinking Maps©
Math Journals

29. Table Talk -30 Minutes
Read Irene & Miguel’ s writing pieces and score them according to the descriptors in their respective portfolios. Record their scores on your copy of the portfolios.
If you have time after scoring the writing pieces, start looking and the Listening & Speaking and Reading domains and discuss the OCR components that address those descriptors.

30. Scoring Using the ELD Report Card Scoring Guide
What scores would Irene and Miguel receive for ELD writing for their report cards?

31. Logistics – Coaches & Coordinators
Confer to discuss ELA/ELD overlap in assessments and unit implementation
Provide opportunities for grade-level collaboration to assess student work; for example, have teachers bring portfolios to collaborative scoring sessions and score one level
Bring portfolios to unit planning meetings and incorporate portfolio assessment opportunities into upcoming OCR unit

32. ELD + ELA = Academic Success
“The potential for learning is not finite or bounded. [English learners] should not be expected to ‘prove themselves linguistically before they can claim their full entitlement.’ The responsibility for their second language development belongs to the school and ultimately to their teachers.”
- Pauline Gibbons Scaffolding Language, Scaffolding Learning (pg. 138)

33. Thank You for Your Participation!*
07/16/96
Thank You for Your Participation!
Need more assistance?
Call the District 6 EL Staff:
Vicente Lossada, (323)
EL Coordinator
Claudia Bermúdez, (323)
Elementary EL Advisor
Lenore Medina (323)
ELD Expert *