LAUSD Student Data ELD Implementation Report 2006

Evaluation of the ELD Practicum: Year 1 Report  In July of 2006, Los Angeles Unified School District (LAUSD) began implementing a newly designed English Language Development (ELD) program consisting of the original Into English! lessons and the enhanced Into English! Task- Based Language Teaching (TBLT) lessons.  Research and Planning launched a study in 2006 to examine the effects of the ELD Program in third and fourth grade as supported by the Title III ELD Practicum Professional Development.

Evaluation of the ELD Practicum Four Key Findings: 1. The majority of sample teachers completed the mandatory training, received all the required curricular materials, and implemented the ELD Program.

Student Data ELD Instruction

Evaluation of the ELD Practicum Four Key Findings: 2. ELA CST and CELDT data reveal that students in classes that implemented the ELD program outperformed students in classes with no implementation.

CST Outcomes across ELD Levels and Program Implementation Student Data ELA CST measured from 2006 to 2007

Evaluation of the ELD Practicum Four Key Findings: 3. In classes where all students preformed well, high quality teaching practices were evident.

 High student engagement  Access prior knowledge  Use of the ELD strategies  Use of Thinking Maps ® to provide rigor  Multi-level differentiation  Explicit vocabulary instruction  Comprehensible input/output  Activities in which language is used to carry out meaningful tasks  Standardized assessments  Positive classroom environment  Good management skills  Model language tasks  Encourage students to speak in complete sentences  Listen to student responses and provide feedback  Use TPR, gestures & realia  Give additional oral language opportunities High Quality Instructional Practices

Teachers use researched-based ELD strategies:  Think-Pair-Share  Repeat by All, by Some & by one Person (RASP)  Pull Out and Talk/Write  Vocalized Reading  Backward Build-Up  Simple Recasting & Corrective Recasting High Quality Instructional Practices

Evaluation of the ELD Practicum Four Key Findings: 4. In classrooms with a mix upper-level ELD students and lower-level ELD students, there was less evidence of differentiation and high quality teaching practices.  Many of the observed classes contained all five ELD levels.  Many of the observed teachers aimed their teaching to the higher ELD students, and followed few of the suggested differentiation activities.

Recommendations  Local District superintendents and directors of school services should plan for professional development of school administrators and monitor the capacity of schools to implement and support the ELD program.  Principals and assistant principals in partnership with the school site leadership team should: develop detailed plans for the implementation of the ELD program, provide necessary support, and closely monitor program implementation in each classroom with English learners.

Recommendations (continued)  Administrators must pay regular visits to the classrooms, observe instructional practices, and provide assistance when necessary to ensure implementation.  Principals and assistant principals should take responsibility for personal development and training in the ELD programs and practices, as well as the professional development of school staff and teachers.

Recommendations (continued)  Schools need to make a greater effort to organize classes by English learner proficiency levels and limit the number of levels per class.  School professional development should emphasize the use of multi-level differentiation.  School professional development should emphasize high quality teaching strategies across all core content professional development.

REFLECTION Quick Write 1.How are English learners placed for ELD instruction at your school? 2.How did placement affect the level of implementation of ELD instruction? 3. Please share your school information at your table.