ltel designee focus on instruction. master plan (p.63) all middle school ltels are designated a...
Post on 22-Jan-2016
217 Views
Preview:
TRANSCRIPT
LTEL DesigneeFocus on Instruction
Master Plan (p.63)All middle school LTELs are designated a specific
counselor, teacher specialist or faculty member to monitor their language status, test results, goals for meeting grade-level standards and reclassification.
All LTELs and their parents meet at least twice yearly with the designated faculty members to review current language status, program placement, test results and goals for meeting the reclassification criteria and accelerated academic progress targets.How will this address the needs of the LTEL students?
Turn and Talk
LTEL DataWhat does
the data tell you? What does it not tell you?
Share Out
What does the data tell you? What does it not tell you?
Share Out
LAUSD LTELS 2012-2013
Grade
Total EL Enrollment
# LTELS % LTELs
4 12,332 1,048 8.5%
5 9,669 8,061 83.4%
6 7,410 6,300 85%
7 6,936 5,815 83.3%
8 6,358 5,312 83.5%
9 9,548 7,547 79.1%
10 7,085 5,842 82.5%
11 5,296 4,384 82.8%
12 5,845 5,091 87.1%
K-12 Total
165,508 50,995 30.8%
Celebrate Our WorkCelebrate Our Work
and Then Refocus Our Efforts
Promising Practices
What are some of your practices as LTEL Designees?Please write a few practices on your Give One, Get
One paper.Please share with at least 3 others in the room.
(New LTEL Designees, please join the conversation of two Continuing LTEL Designees.)
Give One, Get One
A District Checklist: Steps for Addressing the Needs of LTELs from
“Changing Course for Long Term English Learners”
Make sure that each groups has the following members: Elementary Continuing LTEL
Designee Secondary Continuing LTEL
Designee New LTEL Designee (elementary
and secondary)
With your table group, discuss and highlight that which we have in place in LAUSD for LTELs.
Underline those suggestions that are under your control at the school site.
Share out
Characteristics of LTELs (Reparable Harm)
• Long Term English Learners are able to be high functioning in social situations in both their home language and in English
• Weak academic language, and gaps in reading/writing skills
• The majority of Long Term English Learners are “stuck” at Intermediate levels of English proficiency or below: others reach higher levels of English proficiency but do not attain adequate enough academic language to be reclassified
• Many Long Term English Learners have developed habits of non-engagement, learned passivity and invisibility in school, and have not developed the behaviors associated with academic success
Characteristics of LTELs (Reparable Harm)
• The majority of Long Term English Learners want to go to college, and are unaware that their academic skills, academic record and the courses they are taking are not preparing them to reach that goal. Neither students, their parents nor their community know that they are in academic jeopardy
• Long Term English Learners have significant gaps in academic background knowledge
• Some Long Term English Learners have become discouraged learners, tuned out, ready to drop out of high school
Reread the headings starting on page 22.
Place a star next to the one that resonates with you.
Read that section of
the chapter.
Reread the headings starting on page 22.
Place a star next to the one that resonates with you.
Read that section of
the chapter.
Characteristics of LTELs (Reparable Harm)
1. Look around the room and locate the poster of the characteristic you read about and go to that corner. Take the reading with you.
2. Talk with the people in that part of the room about 1. Why this characteristic resonated with you
2. What you learned about this characteristic from the reading or what confirmed what you already knew
3. Find a person from another group to share more about the characteristic you selected and learn about the characteristic he/she selected.
Making Connections
Based on the characteristics from the previous slides:
Can you identify a student that you know with some of those characteristics?
Share what you have done or might do to help that student succeed.
Table Share
Proficiency Level DescriptorsLook through the proficiency level descriptors for the
collaborative mode.
What do you notice about the descriptions? Highlight or underline the differences between the proficiency
level descriptors.
History Lesson – LTEL students
Choose two students to follow in the video. What do they say? What do they do?
What is the teacher response or actions?
With your elbow partner…• Look through the proficiency level descriptors for the
collaborative mode again.
• Choose one student from the video. Where do you think that student might be on the continuum in the collaborative mode? What is your evidence?
• Look at the first standard in the collaborative mode for 6th grade. Look at the bridging proficiency level standard.– With what knowledge, skills and abilities might our LTEL students
need additional help?
• Share with your table
Teacher SupportIn what ways did the teacher support the language needs of
the student?
What else might the teacher do to support students in moving along the continuum?
Share out
LTEL Policy – BUL 6266.0 Roles and Responsibilities
Page 2 of BUL 6266.0
Implications
As an LTEL Designee, what is your role in supporting this
work? What are the implications for you as the LTEL Designee?
Read the first three paragraphs of the section “the LTEL Student and Parent Meeting” starting at the bottom of page 2.
LTEL Policy – BUL 6266.0
What system
might help you to
accomplish this?
What system
might help you to
accomplish this?
Page 4 of BUL 6266.0
ELD Progress ProfileUse this Resource to
Support your W
ork
ELD Progress ProfileStrategy on MiSiS for Getting ELD “Progress Profile Letters” by Grade Level:
• Login under Office Manager• Go to the “Reports” tab along the top of
the page• Scroll down on the left side to “Enrollment”• Under “Enrollment”, select ELD “Progress
Profile Letter”
Accessing ELD Progress Profile
Accessing ELD Progress Profile
Accessing ELD Progress Profile
ELD Progress Profile
LTEL DesigneesWhat is the instructional implication of your role for:
StudentsTeachersParents
Why is it important that everyone is aware?
Connecting and Condensing Ideas
How will your role impact LTEL students and their progress?
Individually write your response in 12 words.
With a partner, write your response in 8 words.
With your table, write your response in 3 words.
top related