Jon R. Gundry

County Superintendent of Schools

ELAC meeting handouts are posted at http://mes.sccoe.org/elac/Pages/default.aspx.

English Language Acquisition Consortium

ELAC Meeting

Thursday, March 26, 2015

12:30 - 2:00 p.m.

Milpitas Room

AGENDA

TOPIC TIME NOTES

I. Welcome and Introductions 12:30 – 12:32 All ELAC Members

II. Explore Structures of Integrated and Designated ELD in the

ELA/ELD Framework

A. Discuss possible structures of integrated and designated

ELD

B. Implementation of USDE Guidance Letter, dated January 7,

2015

C. SCCOE Professional Development Support, 2015-16

12:32 – 1:15 Yee Wan

III. CDE Update and Resources

A. LEA Plan and Application for 2015-16 Title III Funding

B. Update on the English Language Proficiency Assessments

for California (ELPAC)

C. CALPADS

D. Update on the Spanish translation of the ELD Standards

1:15 – 1:55 Mathew Espinosa

Yee Wan

IV. Closing

Next Meeting: Friday, May 22, 2015

SCCOE Milpitas Room

1:55 – 2:00 Yee Wan

V. Dates to Remember

A. Understanding ELA/ELD Framework for Guiding

Classroom Instruction April, 21, May 6 & 21, 2015, http://santaclara.k12oms.org/1054-94979

B. Launching the 2014 English Language Arts/English

Language Development (ELA/ELD) Framework, April 24,

2015 http://kern.k12oms.org/1504-96216

C. An Overview of the ELD Standards Training, May 4, 2015

from 8:30 a.m. – 3 p.m.

http://santaclara.k12oms.org/1054-93734

D. California English Language Development Test (CELDT)

2015-16 Pre-Administration Workshop, May 11, 2015

8:30 a.m. – 4:30 p.m.

http://santaclara.k12oms.org/1054-89932

Jon R. Gundry

County Superintendent of Schools

ELAC meeting handouts are posted at http://mes.sccoe.org/elac/Pages/default.aspx.

E. Curriculum Leadership Council Summer Institute

June 22-26, 2015

http://santaclara.k12oms.org/1054-89466

Resources:

1. Handouts from the March 2015 Bilingual Coordinators Network Meeting

http://mes.sccoe.org/bcn/Pages/BCN-Mar2015.aspx

2. Handouts from the 13the Annual Academic Success Institute for English Learners and Migrant

Students

http://mes.sccoe.org/asc/Pages/default.aspx

3. Handouts from the CDE ELA/ELD Framework Launch Event

https://www.mydigitalchalkboard.org/portal/default/Resources/CollectionViewer/CollectionVie

w er?action=2&id=513204

4. Olsen, L. (2014). Meeting the unique needs of long term English language learners.

Washington D.C.: National Education Association. Retrieved from

https://www.nea.org/assets/docs/15420_LongTermEngLangLearner_final_web_3-24-14.pdf

5. Sample Tool - Scaffolding Language and Literacy: California English Language Development

Standards developed by Stanislaus County Office of Education

http://mes.sccoe.org/elac/ELAC%20Meeting%20Docs%20%20March%2026%202015/Scaffol

ding%20Language_Literacy.pdf

6. Language and Literacy Tool Order Form

http://mes.sccoe.org/elac/ELAC%20Meeting%20Docs%20%20March%2026%202015/Scaffol

ding%20Language%20Literacy%20Order%20Form.pdf

English Language Acquisition

Consortium (ELAC) Meeting

Multilingual Education Services

Curriculum & Instruction Department

March 26, 2015

Facilitators

Mathew Espinosa

Yee Wan, Ed.D.

Meeting Materials Online Posting

ELAC

http://mes.sccoe.org/elac/Pages/ELAC-

Mar2015.aspx

Bilingual Coordinators Network

http://mes.sccoe.org/bcn/Pages/BCN-

Mar2015.aspx

2 SCCOE Multilingual Education Services

Review Features of Integrated and

Designated ELD

• Review features of integrated and

designated ELD independently

• With a partner, compare the similarities

and differences

3 SCCOE Multilingual Education Services

Acknowledgment

The Multilingual Education Services team

at the Santa Clara County Office of

Education created these slides to support

local professional development.

We gratefully acknowledge

Dr. Pamela Spycher, WestEd, for her

valuable feedback and guidance.

SCCOE Multilingual Education Services 4

5

Designated ELD in a Protected Time All designated ELD instruction must connect to core content instruction.

Designated ELD is not reading intervention.

So

me

Op

tio

ns

1A

Homeroom Model: Teachers schedule a block of time (ideally, daily) to provide

designated ELD to the EL children in their homeroom class. Teachers (and ELD specialists

pushing in) work with small groups of ELs, grouped by English language proficiency level,

while non-ELs engage in independent literacy stations or engage in small group work.

1B

School-wide Regrouping Model: Schools schedule a block of time (ideally, daily) to

provide designated ELD by regrouping students by English language proficiency level

within grade levels (or sometimes across grade levels, depending on numbers of ELs at

each grade level). Teachers sharing students collaborate frequently to plan and adapt

instruction in order to meet EL students’ needs.

1C

Pull-out Model (rare): In rare exceptions (schools with very low numbers of ELs or with

newcomer ELs), students may be pulled out regularly from homeroom classes to receive

designated ELD instruction from an ELD specialist. EL students must not be pulled from

core content instruction, including ELA, math, and science. The ELD specialist and

homeroom teacher collaborate regularly to meet EL students’ needs.

Some options for designated ELD in elementary schools

SCCOE Multilingual Education Services

Some options for designated ELD in elementary schools

Possible Options for 1A

Elementary

Schools

1A.1

Homeroom Model: Teachers work with small groups of

ELs based on student needs, while non-ELs engage in

independent literacy stations or engage in small group

work

1A.2

Classroom Teacher with ELD Specialist Support:

Teachers and ELD specialist (pushing in)work with small

groups of ELs, based on student needs, while non-ELs

engage in independent literacy stations or engage in

small group work

6 SCCOE Multilingual Education Services

Designated ELD in Secondary Schools:

Quotes from Ch. 7, p. 79

• “Designated ELD should not be viewed as a place but rather as a protected time.”

• “A school may decide to extend the school day

for ELs so that an extra period can be dedicated to designated ELD during the regular school

day.”

• “[Designated ELD] coursework should not prevent any EL from participating in a comprehensive

curriculum that includes full access to all core

disciplines and electives…”

7 SCCOE Multilingual Education Services

Some options for designated ELD in

secondary schools

Scheduling Designated ELD Options

Option 1: Designated ELD Class Period

Secondary Schools

1A

0/7th Period: Elective offered so that ELs do not miss out on a robust curriculum with designated ELD offered during periods

1-6

1B 1-6th Period with careful scheduling so that ELs do not miss out on a robust curriculum

1C Newcomer EL Program with a clear plan to transition students into mainstream instruction with designated ELD

8 SCCOE Multilingual Education Services

Some designated ELD course types in

secondary schools

Tailored to student characteristics

Secondary

Schools

1. Newcomers

2. Normally-progressing ELs by proficiency level

3. Normally-progressing ELs by grade level

4. Stalled ELs (LTEL)

SCCOE Multilingual Education Services 9

Successful Secondary Newcomer Program

Characteristics

1. Enrollment is for a limited time

2. Coursework includes orientation to U.S. schools and culture along

with grade-level-appropriate content and language development

3. Program provides extended instructional time (longer hours, weekends, vacation time, summer, etc.)

4. Flexible scheduling

5. Careful staffing and specialized PD for staff

6. Foundational literacy skill development as needed

7. Connections with families and social services

8. Collection and review of student progress data

9. Thoughtful transition into mainstream high school programs

SCCOE Multilingual Education Services 10

Some options for designated ELD in

secondary schools

Scheduling Designated ELD Options

Option 2: Designated ELD within Content Courses

Design Option Teachers Delivering

Designated ELD Instruction

Secondary

Schools

Designated ELD delivered to small

groups for pre-determined

amount of time (according to

individual needs) within content

class setting by the content class

teacher in collaboration with ELD

specialist and possibly with

paraprofessional support for

newcomer ELs

Content class teacher

in collaboration with

the school’s ELD

specialist/coach (ELA

or other) within the

context of their own

content class

11 SCCOE Multilingual Education Services

Examine Options for Designated ELD

• Read the options for

– Elementary slides 5-6

– Secondary slides 7-11

• Reflect on the current ELD instruction at your site

or district

• Determine which option best describes your

district’s current practice

• Record questions (if any) on post-it notes and put

them on the Parking Lot

12 SCCOE Multilingual Education Services

Designated ELD: Middle Schools

All students have six content classes. The

classes are scheduled in blocks of two

periods and meet every other day. This

means that the designated ELD course is

scheduled every other day.

Is this schedule in alignment with the

federal and state requirements?

SCCOE Multilingual Education Services 13

Designated ELD: Secondary Schools

Of the 7 courses in which students are

enrolled, all students attend 6 periods

daily and each course meets 4 times a

week.

Is this schedule in alignment with the

federal and state requirements?

SCCOE Multilingual Education Services 14

Collaborative Discussion

Please complete your responses in SurveyMonkey

https://www.surveymonkey.com/s/HVLN2

DV

15 SCCOE Multilingual Education Services

Collaborative Discussion

1. Please provide a description or a scenario of one or

more designated ELD instructional groupings that

are not covered on the slides. Please specify grade

level.

2. What would be a designated ELD instructional

grouping that might be a potential issue for Federal

Program Monitoring (FPM)?

3. What are your challenges to ensure that English

learners at all levels receive designated ELD

instruction, especially at the secondary level?

4. Additional comments

16 SCCOE Multilingual Education Services

Features of Integrated & Designated ELD Instruction

Copyright 2015 @ Santa Clara County Office of Education • Multilingual Education Services

Source: CDE, ELA/ELD Framework (2014), “Figure 2.23,” Ch. 2, pp. 95-96, accessed on 10/22/14 http://www.cde.ca.gov/ci/rl/cf/documents/chapter2sbeadopted.pdf

Essential Features of Integrated ELD Instruction Evidence

1. Intellectual Quality

Students are provided with intellectually motivating, challenging, and purposeful tasks, along with the support to meet these tasks.

2. Academic English

Academic English language development is planned and integrated into the instruction, purposefully connected to CA ELD Standards, and related to successful content learning in the lesson (including emphasis on the language of the discipline(s) being taught).

3. Interactive and Engaging

Students are provided time to interact with each other orally or through writing and all students are provided opportunities to be active participants in the learning.

4. Focus on Content Knowledge

Instruction predominantly focuses on developing content knowledge in one or more disciplines in a way that is meaningful and relevant.

5. Focus on Integration

The instruction skillfully integrates 1) content knowledge and practices across disciplines, 2) content, literacy, and language learning, and 3) multiple language domains (reading, writing, listening, speaking, and language).

6. Planned and Sequenced Events

Lessons and units are carefully planned and sequenced in order to strategically build content knowledge along with language development.

7. Scaffolding Teachers contextualize content instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided just in time.

8. Clear Lesson Objectives

Lessons are designed using the content standards as the primary standards and connecting the content learning to language development as defined by the CA ELD Standards.

9. Corrective Feedback

Teachers provide students with judiciously selected corrective feedback on content learning and language development as needed for successful content learning.

10. Formative Assessment Practice

Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices, and they analyze student writing, work samples, and oral language production in order to prioritize student instructional needs.

Features of Integrated & Designated ELD Instruction

Copyright 2015 @ Santa Clara County Office of Education • Multilingual Education Services

Adapted from: CDE, ELA/ELD Framework (2014), “Figure 2.21,” Ch. 2, p. 91, accessed on 10/22/14 http://www.cde.ca.gov/ci/rl/cf/documents/chapter2sbeadopted.pdf

Essential Features of Designated ELD Instruction

Evidence

1. Intellectual Quality

Students are provided with intellectually motivating, challenging, and purposeful tasks, along with the support to meet these tasks.

2. Academic English

Students’ proficiency with academic English and literacy in the content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content standards, should be the main focus of instruction.

3. Extended Language Interaction

Extended language interaction between students with ample opportunities for students to communicate in meaningful ways using English is central. Opportunities for listening/viewing and speaking/signing should be thoughtfully planned and not left to chance. As students’ progress along the ELD continuum, these activities should also increase in sophistication.

4. Focus on Meaning

Instruction predominantly focuses on meaning, makes connections to language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning.

5. Focus on Forms

In alignment with the meaning focus, instruction explicitly focuses on learning about how English works, based on purpose, audience, topic, and text type. This includes attention to the discourse practices, text organization, grammatical structures, and vocabulary that enable us to make meaning as members of discourse communities.

6. Planned and Sequenced Events

Lessons and units are carefully planned and sequenced in order to strategically build language proficiency along with content knowledge.

7. Scaffolding Teachers contextualize language instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided just in time.

8. Clear Lesson Objectives

Lessons are designed using the CA ELD Standards as the primary standards and are grounded in the appropriate content standards.

9. Corrective Feedback

Teachers provide students with judiciously selected corrective feedback on language usage in ways that are transparent and meaningful to students. Overcorrection or arbitrary corrective feedback is avoided.

10. Formative Assessment Practice

Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices, and they analyze student writing, work samples, and oral language production in order to prioritize student instructional needs.

English Language Acquisition Consortium (ELAC) Meeting

Thursday, March 26, 2015

12:30 – 2:00 p.m.

Feedback Form

Name: District:

(Optional) (Optional)

Please respond to each statement using the following scale:

1. Usefulness of meeting information and materials _____

2. Quality of ELAC services (e.g., meeting announcement, materials, responsiveness to requests, etc.) _____

3. Overall evaluation of the meeting (e.g., relevance of agenda topics, meeting content, organization, etc.) ____

Please provide specific feedback in the following areas:

1. What I valued the most about this meeting

2. Suggested topic(s)/speaker(s) for future meetings

3. Ideas on how I or other ELAC members can contribute to the ELAC meeting

4. Ways that the ELAC meetings can better meet my needs

5. Other comments

5 4 3 2 1

Excellent Good Fair Poor No Opinion