1. Green Elementary School ELAC
October 17th, 2016
Sarah Ansari, ELD Specialist

2. Benefits of Multilingualism
Individuals who are bilingual switch between two different language systems.
Their brains are very active and flexible (Zelasko and Antunez, 2000). Research also shows that bilingual people have an easier time
• understanding math concepts and solving word problems more easily (Zelasko and Antunez, 2000);
• developing strong thinking skills (Kessler and Quinn,1980);
• using logic (Bialystok and Majumder, as cited in Castro, Ayankoya, & Kasprzak, 2011);
• focusing, remembering, and making decisions (Bialystok, 2001);
• thinking about language (Castro et al., 2011); and
• learning other languages ( Jessner, 2008).
In addition, research indicates that bilingualism may delay the onset of Alzheimer’s disease (Dreifus, 2011).

3. CA Seal of Biliteracy
The State Seal of Biliteracy (SSB), per Assembly Bill 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.
Seal of Biliteracy promotes bilingual pride! We encourage students to be biliterate, and help schools to promote bilingualism by providing medals and seals.
California Education Code Section 51460(b) states the purposes of the SSB, which include (but are not limited to) encouraging pupils to study languages; providing employers with a method of identifying people with language and biliteracy skills; and strengthening intergroup relationships, affirming the value of diversity, and honoring the multiple cultures and languages of a community.

4. How was my child identified as an English Learner?
Home Language Information
If parents indicate a student has a language other than English, or in addition to English in his or her background, the student must be given the California English Language Development Test (CELDT) test.
LAU ET AL. v. NICHOLS ET AL. SUPREME COURT OF THE UNITED STATES December 10, 1973, Argued January 21, 1974, Decided
The failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English, or to provide them with other adequate instructional procedures, denies them a meaningful opportunity to participate in the public educational program…

5. California English Language Development Test - CELDT
The CELDT is a test of English skills in the following areas:
Listening
Speaking
Reading
Writing
Purpose Of CELDT Test:
-Identify students who are English Learners
-Determine the level of English level proficiency
-Assess the progress of English Learner students
California English Language Development Test - CELDT

6. CELDT SCORES
An initially proficient CELDT score is overall Early Advanced or higher, with no more than one subtest score of Intermediate.
*Note: K/1 Listening & Speaking only

7. English Learner Status
When a student is given the CELDT test for the first time, he/she is designated as one of the following:
Initially Proficient (English Fluent)
(if a passing CELDT score is achieved)
English Learner (LEP)
(until all reclassification requirements have been met)
*Note: Kindergarteners, 1st, and 2nd graders will continue to be
designated as English learners until they take the CELDT test in
2nd grade, even if they are performing well academically.
English Learner Status

8. Based on preliminary CELDT results, notification was sent home
Based on preliminary CELDT results, notification was sent home. Unless parent permission is given, EL students are not placed in ELD pull-out groups. They receive the support needed from their regular classroom teachers, with support from the ELD Specialist, in the regular classroom setting.

9. ELD Program at Green
Both integrated and designated ELD are provided to English learners.
Integrated ELD is provided to ELs throughout the school day and across all subjects by all teachers of ELs.
The CA ELD Standards are used in tandem with the CA CCSS for ELA/Literacy and other content standards to ensure students strengthen their abilities to use English as they simultaneously learn content through English.
Designated ELD is provided by skilled teachers during a protected time during the regular school day.
Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English.

10. CA ELD Standards http://tinyurl.com/bootcamp1pagers
Link to view a one page description at each grade level of the CA ELD standards teachers are using as basis of instruction.
Emerging Bridging Expanding
Beginning—Early Intermediate—Intermediate—Early Advanced--Advanced

11. Parent Notification of Assessment
Parents will be notified
of official CELDT scores
when we receive them
back from the state
(usually in January)
Parent Notification of Assessment

12. Reclassification Requirements
In order for a student to be reclassified as English proficient, all of the following requirements must be met:
Passing score on CELDT(early advanced or advanced)
Academic performance at or above grade-level standards
CAASPP State Test ELA score “Standards Met or Exceeded” (4th, 5th)
Teacher recommendation
Parent notification and consultation
This process can begin as early as 2nd grade.

13. Parent Notification of Reclassification
Parents will receive this
notification when their child has
met all of the requirements to be
reclassified as English fluent.
No further action is necessary
if parents approve of this reclassification.
If parents have questions or
concerns, they may contact ELD
Specialist to discuss their
child’s reclassification.
Parent Notification of Reclassification

14. Single Plan for Student Success at Green English Learner Services
California English Language Development Test (CELDT)
English Language Development Support Teacher, Sarah Ansari (small groups support to students, push-in support in classrooms, and strategies/information shared with teacher)
Integrated activities to support understanding
Technology
Staff Credentials and Training (CLAD)

15. What is the role of ELAC? Elects at least one member to the DLAC
Purpose of ELAC
Each California public school from K-12 with 21 or more English Learners must form a functional English Learner Advisory Committee (ELAC). The ELAC a committee for parents and other community members who want to advocate for English Learners.
The committee reviews and comments on the following:
The school’s program for English Learners
The school’s needs assessment.
The school’s annual language census (R-30 LC Report)
Efforts to make parents aware of the importance of regular student attendance.
Elects at least one member to the DLAC
Elects a representative for the School Site Council

17. Get Involved
DELAC December 14th, :00-7:00 PM District Office , Larkdale Ave., Dublin
DELAC February 22nd, :00-7:00 PM
District Office , Larkdale Ave., Dublin
Parent Night April 19th, :00-7:30 PM
Fredriksen Elementary School (informative workshops)
DELAC May 10th, :00-7:00 PM
Next ELAC meeting at Green, January, 2017 (Date TBD)

18. Supporting Your Child at Home
Websites: Razkids; IXL; Starfall
Read to and speak to your child in your home language.
While it is important to encourage and support your child's efforts to learn English, research shows that children who are read to in their native language will have an easier time learning to read in their second language (such as English).
A number of studies have been conducted about the ways in which children learn to read in a second language most effectively. Some of the results of those studies include the following findings:
Young children who were exposed to age-appropriate books and literature in their native language developed stronger pre-literacy skills than children who were only exposed to books in their second language (Association for Childhood Education International, 2003).
Children who learn to read in their native language first will have an easier time learning to read in their second language than children who never learned how to read in their first language (Anstrom, 1999).
Although children seem to learn new languages very quickly, without a strong cognitive foundation in their first language, children learning a second language "will tend to take much longer to acquire cognitive academic language skills in the second language" (Ramirez et.al, 1991).
The first three years of a child's life are critical to brain development, and increased exposure to a child's native language lays an important foundation for strong literacy skills when the child is older (Department of Education, Archived Information). In addition, when a child's brain is exposed to language at a very young age, the brain develops a life-long capacity to learn language, including foreign languages (McGill University, 2002).

19. Feedback from you Please use Padlet to share:
What questions do you have?
What would you like to hear about at our next meeting?
Do you have feedback about this morning’s presentation?

20. Let’s get to know each other…
Please find someone in the room that you do have not met… Share your name, your child’s grade, and one way that you encourage your child to maintain your home language(s).
Switch partners, and share again.

21. Thank you for coming! Please use the computers to explore my teacher webpage, and the resources available. Sarah Ansari, ELD Specialist