English Learner Parent Academy November 7, 2017

English Learners Roadmap Purpose: Provide guidance to Districts for welcoming, understanding, and educating a diverse population of students Rich diversity of cultural backgrounds Families with rich social and linguistic backgrounds

Findings of the Research English language proficiency development takes 5 – 7 years for emerging. Benefits of bilingualism: the ability to communicate in more than one language; enhances cognitive skills, and improves academic performance A procedure for identifying, monitoring, and exiting students must improve Diverse population requires diverse set of supports services that are differentiated and supported

More Current Research Explicit literacy instruction, especially early Peer assisted and small group learning Providing academic language support during content area instruction Assessment in various forms to support language development Process related to social emotional development and identity formation

California’s Vision English Learners fully and meaningfully access and participate in 21st Century education from early education to grade 12 that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages. What is 21st Century Education? Develops students as: College and Career Ready, Critical Thinking, Collaboration, Communication, Creativity

California’s Mission California schools affirm, welcome, and respond to a diverse range of EL strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies the require for college, career and civic preparation in a global, diverse and multilingual world…

Four Principles Assets-Oriented and Needs Responsive Schools Intellectual Quality of Instruction and Meaningful Access System Conditions that Support Effectiveness Alignment and Articulation within and across systems

Assets-Oriented and Needs Responsive Schools Responsive to different EL Strengths, needs, and identities Support socio-emotional health and development Programs build on cultural and linguistic assets students bring in safe and affirming climates Educators value and build strong family, community, and school partnerships

Intellectual Quality of Instruction and Meaningful Access English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. Integration of language development, literacy, and content learning Access to a full-standards based and relevant curriculum Opportunity to develop proficiency in English and other languages

Programs build on cultural and linguistic assets students bring in safe and affirming climates State, county, district, and schools have leaders and educators who are knowledgeable to the strengths and needs of English learners and their communities Use variety of data and assessment to inform instruction and continuous improvement Resources and tiered support to ensure strong programs and build capacity of teachers to build on the strengths and meet the needs of English learners

Educators value and build strong family, community, and school partnerships English Learners experience a coherent, articulated, and aligned set of practices and pathways across grade levels Pathways build the skills, language(s), literacy and knowledge students need for college- and career-readiness and participation in a global, diverse multicultural 21st century world

ELPAC ELPAC Practice Tests – https://www.elpac.org/resources/practicetests/

California English Language Development Standards Adopted in 2012 Closely aligned with California ELA standards Lets take a closer work at the framework

Upcoming Academy Dates Thursday, December 14 Tuesday, February 6 Tuesday, April 17