English Learner Master Plan Institute. English Learner Programs Elementary Day 3

Transcription

1 English Learner Master Plan Institute English Learner Programs Elementary Day 3

2 2 Logistics Sign In/Sign Out Payment Vouchers Restrooms Breaks Lunch Parking Lot Questions

3 3 Norms Presume positive intentions Place inquiry at the center to allow for processing, probing, and think time Be prompt Build a network through respect and support

4 4 Learning Outcomes Day 3 Understand the process for: Monitoring and supporting the progress of EL students Reclassification and reclassifying eligible students Monitoring and supporting the progress of RFEP students Developing/using systems at the school site to help ELs and RFEPs reach and maintain academic proficiency

5 5 Piecing together Linguistic and Academic Proficiency ENROLLMENT AND IDENTIFICATION PROGRAM OPTIONS PLACEMENT AND CLASS ORGANIZATION EL PROGRESS RECLASSIFICATION RFEP PROGRESS

6 6 Practices and Processes Activity PURPOSE: Understand the legal requirements for English Leaner Programs. Compare current practices and processes to current legal requirements for English Leaner Programs. Use Constructive Conversation Skills to engage in reflective conversations with colleagues.

7 Partner Work 7

8 8 Practices and Processes: Partners Use a paper to create a divided Circle Map to capture your discussion. EVIDENCE More Effective Less Effective Run/review EL Monitoring Roster regularly Strategies Run EL Monitoring Roster once per semester and file Read the your assigned Task Card and discuss with a Constructive Conversation Partner at your table. Annotated rosters on file showing ELs over time No record of EL progress or supports provided

9 9 Group Work EVIDENCE More Effective Less Effective Strategies

10 10 Practices and Processes: Groups Create a divided Circle Map on chart paper to capture your group s common findings for effective and less effective practices. Task EVIDENCE More Effective Less Effective NEGOTIATE: Continue the Constructive Conversation about your assigned task with your table group. Strategies Negotiate and chart commonalities about what has been more/less effective. Prepare to share common findings and an Aha! with the whole group.

11 11 Share Findings RECLASSIFICATION

12 12 Monitoring English Learners VII-EL 20: Access to the Core Subject Matter

13 English Learner Challenges 13

14 14 Minimum Progress Expectations for ELs Handout 30

15 15 Supports for Success Identification & Placement EL Monitoring & Supports RFEP Monitoring

16 16 Circles of Support Family & Community School & SSPT Teacher & Classroom Student

17 17 EL Monitoring: Classroom How do teachers monitor EL progress? Reclassification readiness CELDT Grades Grade-level basic skills Mastery of ELD Standards Progress towards mastery of Content Standards Strengths and Needs Other factors that may affect learning Attendance Socio-emotional factors COLLEGE AND CAREER READINESS

18 18 EL Monitoring: School How do schools monitor EL progress? SSPT meetings PD/Class observation cycles Grade level/department meetings, PLCs, SLCs, teaching teams Progress monitoring by EL Designee and other staff ELAC School-wide intervention

19 EL Rosters 19 EL Monitoring: Tools MiSiS Student Profile Student Work Other Tools Report cards Teacher notes/logs Intervention records ELD Student Progress Forms IEP EL Progress Profile (MiSiS) LTEL Goal Sheet Student Progress Form

20 English Learner Dashboard

21 English Learner Profiles

22 22 EL Monitoring: Family/Community How do families monitor EL progress? Parent notifications

23 23 EL Monitoring: Family/Community Families monitor EL progress through: Parent notifications Report cards Parent conferences Back to School Night ELAC/SSC SSPT meetings (for individual students) Coffee with the Principal Class visits Parent/family workshops

24 24 MiSiS Mass Notification Screen 2. Choose a notification letter and an attempt. 1. Access through the Reports Menu. 3. Enter notification dates for one or more students at a time. Parent notification dates entered in MiSiS for each attempt

25 25 Interventions The new MiSiS Mass Notification screen has been developed to ensure that schools are able to keep track of the notifications they provide to parents, and thereby communicate effectively.

26 26 MiSiS SSPT Screens and Reports LATs transitioning to SSPTs in Schools will be able to enter student referral requests, referrals, and meeting notes in MiSiS after December 2016 Referral and follow-up data available at student s school

27 27 Reclassification IV-EL 14: Reclassification

28 28 Reclassification Ø Reclassification is the process by which school districts determine if English Learners (ELs) have acquired sufficient proficiency in English to perform successfully in core academic subjects without English Language Development (ELD) support. Ø EL Designees monitor EL progress towards Reclassification. Source: BUL , Reclassification of English Learners Handout 8

29 29 Reclassification Considerations ELs with Disabilities in grades K-1 Reclassification Measures Annual CELDT or Alternate Assessment Teacher Evaluation Basic Skills Assessment Parent Notification & Approval District Criteria Considerations for EL SWDs Overall CELDT score of 4 and - Scores of 4 or higher in Listening, Speaking, Reading, and Writing Overall CELDT score of 5 and - Scores of 3 or higher in Listening, Speaking, Reading, and Writing BUL : Reclassification of English Learners Grade of 3 or better Reading/ELA Score of Basic or better on District s basic skills assessment Parent notification and approval required BUL : Policies and Procedures for Identifying Students with Disabilities as Low-Verbal/Non-Verbal and BUL BUL , Students who are Deaf or IEP meeting may as Potential ELs Attachment C Attachment B Hard of Hearing: need to be held Use for recommending an EL SWD for reclassification if taking CELDT with modifications or if taking COM/Alternate Assessment. Refer to BUL for students to be assessed with COM. Use to recommend an EL SWD for reclassification who has not met Teacher Evaluation criterion. To be discussed in IEP meeting first, Then SSPT with parent/guardian present. Do not use DIBELS Next or SRI; teacher will administer MAP through DHH Program. prior to recommending an EL SWD for reclassification. Confer with IEP Case Manager. Assessments other than DIBELS/SRI can be considered for all EL SWDs who may need to meet this criterion alternately. Use Attachment C. Source: BUL : Reclassification of English Learners BUL : Policies and Procedures for Identifying Students with Disabilities as Low-Verbal/Non-Verbal and as Potential ELs

30 Reclassification Considerations ELs with Disabilities in grades Reclassification Measures Annual CELDT or Alternate Assessment Teacher Evaluation Basic Skills Assessment Parent Notification & Approval District Criteria Overall score of 4 or 5 with each subtest score at least a 3 Grade of 3 or C (or better) Reading/ELA or B-requirement English/ELD Score of Basic or better on District s basic skills assessment or passing score on SRI or CAHSEE ELA Parent notification and approval required Considerations for EL SWDs BUL Attachment C Use for recommending an EL SWD for reclassification if taking CELDT with modifications or if taking COM/Alternate Assessment. Refer to BUL for students to be assessed with COM. BUL , Attachment B Use to recommend an EL SWD for reclassification who has not met Teacher Evaluation criterion. To be discussed in IEP meeting first, Then SSPT with parent/guardian present. Students who are Deaf or Hard of Hearing: Do not use DIBELS Next or SRI; teacher will administer MAP through DHH Program. Assessments other than DIBELS/SRI can be considered for all EL SWDs who may need to meet this criterion alternately. Use Attachment C. IEP meeting may need to be held prior to recommending an EL SWD for reclassification. Confer with IEP Case Manager. Source: BUL : Reclassification of English Learners BUL : Policies and Procedures for Identifying Students with Disabilities as Low-Verbal/Non-Verbal and as Potential ELs

31 31 Reclassification: Monitoring Reclassification Data Drop Guide Created to help school-site EL Designees determine reclassification opportunities Students should be reclassified as soon as they are eligible Handout 23

32 32 Reclassification: Monitoring Tools EL Dashboard MiSiS Potential Reclassification Roster MiSiS Ready to Reclassifiy Roster

33 33 Reclassification Letter Elementary Secondary Y

34 SSPT must review elementary students to determine if they should be recommended for reclassification when: ELs in grades 2 and above Reference: BUL meet all reclassification criteria except ELA/LTEL course grade 34 ELs in grades K-1 meet all reclassification criteria NOTE: EL students with IEPs will be reviewed by the IEP team.

35 35 Case Study In table groups, participants will engage in a mock meeting. Each member of the group will be assigned a role to review and analyze a Case Study. Your questions and responses will be determined by you assigned role. ROLES: Teacher Parent Administrator EL Designee Counselor or Intervention teacher Other

36 36 Group Task: Your group is reviewing a student to determine strengths, needs, and a plan for support. 1. Take 5 minutes to review and discuss the student data with your group. 2. As a group, consider the following guiding questions to complete the meeting form: a. Is this student meeting the minimum progress expectations? b. What questions/concerns do you have, based on the data? c. What instructional/intervention supports have been provided? What was the outcome? d. What criterion has/has not been met for reclassification? Action Plan a. What additional instructional/intervention supports are needed? For how long? b. What is the expected outcome? How will progress be monitored? Share out in 15 minutes. Handouts 31 Student A Student B

37 37 Monitoring Reclassified Students IV- EL 14: Reclassification (Monitoring RFEP Students)

38 38 Supports for Success 14.2 The LEA must monitor for a minimum of two years the progress of reclassified pupils to ensure correct classification, placement, and additional academic support, if needed. Identification & Placement EL Monitoring & Supports RFEP Monitoring

39 39 Circles of support Family & Community School & SSPT Teacher & Classroom Student

40 40 RFEP Monitoring How do teachers monitor RFEP progress? Grades Progress towards mastery of Content Standards DIBELS and/or SBAC results Classroom/school-designed assessments Other factors that may affect learning Attendance Socio-emotional factors COLLEGE AND CAREER READINESS How do schools monitor RFEP progress? SSPT meetings PD/Class observation cycles Grade level/department meetings, PLCs, SLCs, teaching teams Progress monitoring by EL Designee and other staff ELAC School-wide intervention

41 RFEP Monitoring:Tools 41 MiSiS Student Profile Student Work 14.2 The LEA must monitor for a minimum of two years the progress of reclassified pupils to ensure correct classification, placement, and additional academic support, if needed. RFEP Monitoring Roster Other Tools Report cards Teacher notes/logs Intervention records IEP

42 42 RFEP Monitoring: Family/Community How do parents monitor RFEP progress? RFEP Monitoring Letter Report cards SSPT meetings (for individual students) Parent conferences Class visits Parent/family workshops

43 SSPT reviews RFEP student progress twice per year to review ongoing supports for RFEPs and recommend further steps: 43 RFEPs must be monitored and supported for a minimum of two years Support for RFEP students must continue until they achieve and maintain gradelevel academic proficiency

44 44 Interventions How are we addressing the linguistic and academic needs of all RFEP students? What evidence supports our conclusion? What steps might we take to ensure academic proficiency for RFEPs?

45 45 Interventions Placement in an intervention program Conference and discuss with parent/guardian Change classroom grouping patterns Differentiation and individualized assistance Refer to SSPT to develop an intervention plan Adjust instruction to meet the student s linguistic and academic needs Resources from the district and the community Discuss progress and needs with the student Address quality of core instructional program

46 Planning the first 30 days 46

47 47 The First 30 Days Task Calendar Elementary Secondary What questions might you have? Source: REF , Qualifications and Responsibilities for School- Based English Learner (EL) Program Designees Handouts 5-6

48 48 Planning Ahead Pupil Free Day 1 st Day of School Handout 16

49 49 Planning for GIVE ONE GET ONE Time to share What effective strategies will I use to maintain an instructionally focused and compliant EL Program? Handout 32

50 50 Piecing together Linguistic and Academic Proficiency ENROLLMENT AND IDENTIFICATION PROGRAM OPTIONS PLACEMENT AND CLASS ORGANIZATION EL PROGRESS RECLASSIFICATION RFEP PROGRESS

51 51 Access Resources on the MMED Website 1. Type in your browser 2. Go to Offices 3. Click on Multilingual and Multicultural Education Department 4. Under Departments, click on English Learner Programs

52 52 Support Questions? Ongoing and Online support through: Monthly EL Designee Meetings through the Local District Technical Assistance MMED website Local District websites Webinars

53 53 Additional Resources Access Inside LAUSD for policy updates Access MISIS for Job Aids