LTEL Designee Training

LAUSDMaster Plan for English LearnersLTEL Designee TrainingESC West10/10/141ObjectivesTo receive an overview of the agreement made with LAUSD and the Office for Civil RightsTo define Long Term English LearnersTo understand the roles and responsibilities of the LTEL DesigneeTo understand how to use the districts monitoring tools and resources

Warm Up: Like MeStand up ifYou are an EL DesigneeYou are an administratorYou are a Title III CoachYou are a counselorYou are a classroom teacherYou are another out of classroom support staff (Coach, coordinator, specialist, etc.)You have taught English LearnersYou learned English as a second languageYou learned a second languageYou make a difference in the lives of studentsProfessional ReadingReparable Harm Executive SummaryText as Evidence Activity: Read pages 1-4, the Executive SummaryFill in the Say, Mean, Matter chart:Pick 2-4 salient quotes or something that speaks to you, include the page numbersWhat does it mean to you?Why does it matter?Be prepared to share outSay

(Copy a passage from the text that helps to answer the focus question)Page/Paragraph #Mean

(Explain in your own words what the passage means)Matter

(Explain why you believe this passage is important. )1. This meansThis is important because2.Share out: Say, Mean, MatterSay

(Copy a passage from the text that helps to answer the focus question)Page/Paragraph #Mean

(Explain in your own words what the passage means)Matter

(Explain why you believe this passage is important. )1. This meansThis is important because2.Additional Resources:Participatory Leadership for English Learner SuccessChanging Course for Long Term English LearnersLAUSDs definition of LTELsLong Term English Learners (LTEL)Master Plan p. 65: defined in LAUSD as those EL students who have completed five full years in U.S. schools (i.e. beginning their sixth year and beyond) without meeting the criteria for reclassification.

LTELs in Ed. CodeEd. Code 313.2 (LTELs)(a) The department shall annually ascertain the number of pupils in each school district and school, including a school that is within the jurisdiction of a county office of education and a charter school, who are, or are at risk of becoming, long-term English learnersCDE defines LTELs as having been an English Learner for more than six years.

7LTELs with IEPsLTEL students with disabilities who have an IEP need to have their progress monitored on a consistent and timely basisThe IEP Team will monitoring the LTEL students progressThe LTEL Student Goal Sheet will not be considered necessary documentation for any LTEL who currently has an IEPThe IEP case manager may consult with the LTEL Designee

Note: Because students with 504 plans do not have IEPs, LTEL Designee will monitor LTEL students with 504 plans.8BUL-6266.0 LTEL Policy

LAUSD Data

LTEL Data

What does the data tell you? Share OutESC West Data

Table TalkHow many LTELs are at your site?What patterns do you see?How has your school addressed some these issues?

Be aware of accepting approximation of numbers based on MiSiS concerns.13Master PlanPart of the U.S. Department of Educations Office for Civil Rights agreement (October 2011)Board Approved in June 2012Stakeholder groups involved: AALA, UTLA, Parents, Experts, Consultants

Master PlanPage 63 (Middle Schools)Page 66 (High Schools) All LTELs in grades 9-12 are designated a counselor, teacher specialist or faculty member to monitor their language status, test, goals for meeting grade level standards and reclassification. All LTEL students and their parents meet at least twice yearly with this designated faculty member to review current language status, program placement, test results and goals for attaining reclassification criteria and accelerated academic progress targets. All middle school LTELs are designated a specific counselor, teacher specialist or faculty member to monitor their language status, test, goals for meeting grade level standards and reclassification. All LTELs and their parents meet at least twice yearly with the designated faculty member to review current language status, program placement, test results and goals for attaining reclassification criteria and accelerated academic progress targets.ESC WestESC West: All elementary school LTELs are designated a specific teacher or faculty member to monitor their language status, test, goals for meeting grade level standards and reclassification. All LTELs and their parents meet at least twice yearly with the designated faculty member to review current language status, program placement, test results and goals for attaining reclassification criteria and accelerated academic progress targets.

Performance Meter

Reclassification of Eligible Students (LPA/Basic Skills Assessment Results) BUL-5619.2

*Basic English Skills Assessment for Reclassification for 2014-2015CST/LPA/PA scores were only banked for one yearCannot be used for reclassification purposes for 2014-15Reclassification options:Schools cannot reclassify students first semesterK-1 is still staying the same (DIBELS)2nd grade will stay as is (DIBELS)3rd-5th grades- teachers will administer DIBELS (DORF and Daze) for their grade levelStudents need to score at Benchmark to meet the reclassification criteriaThere might be a writing component6th-9th grades- The District is considering SRI (Scholastic Reading Inventory).10th-12th grades- CAHSEE*Not written into policy at this timeLTEL Designee Roles & ResponsibilitiesMonitors each LTELs:Language statusTest resultsGoals for meeting grade level standardsProgress towards reclassificationMeet with students and parents twice a year to review:Language statusProgram placementTest resultsGoals for attaining reclassification criteria and accelerate academic progress targetsLTEL Designee will be a standing member of the Language Appraisal Team (LAT)Maintain documentation of the individual conferences and meetings

Notes for Presenter:Language status = language classification (LEP) for five years or more, English Learners (EL), Long Term English Learners (LTEL)Test results = CELDT, CST, CMA, LPA, CAHSEEGoals for meeting grade level standards/academic progress targets = grading, portfolios, benchmarks (proficiency rates, minimum progress expectations, etc.)Progress toward reclassification = reclassification criteriaProgram Placement = Structured English Immersion (EI), SI (Special Ed. SEI), Mainstream, Dual Language (DL), Waiver to Basic (WB), P/PRP (Preparing to Reclassify), Sheltered (SH)

20Activating Prior Knowledge:Acronym GameIndividually, you have one minute to complete the Acronym GameNow, you have 3 minutes to find someone, not at your table, to help you complete the sheet

Follow up question:How did it feel to work individually?How was it different to work with a partner?

Review answers.21Tools for Monitoring LTEL Data

My IntegratedStudent Information System (MiSiS)Language status, test results, program placementMiSiS: EL Rosters

ReportsMiSiS: Master Plan Roster

English Learner:EL Roster Master Plan RosterMiSiS: EL Rosters

Select valuesMiSiS: EL Rosters

Click on save iconIf you dont see the save icon, click on the inside scroll bar, scroll down.MiSiS: EL Rosters

Save as a PDFMaster Plan Roster

English Learner Roster

EL Roster

EL Roster

Guided PracticeLook at your sample EL RosterWhich students would you highlight? Why?Discuss with an elbow partner.

MyDataAccessing language status, test results, program placement, progress toward reclassificationmydata.lausd.net

Click Here

Log In

Click HereClick Here Click Here

Click HereLTEL numbers38

EL Monitoring

Progress towards meeting reclassification criteria41

Accessing ELD Progress Profile

Accessing ELD Progress Profile

Accessing ELD Progress Profile

ELD Progress Profile

46LTEL Student-Parent Conference

Preparing for the parent/student conferenceMeet with students and parents twice a year to review:Language statusProgram placementTest resultsGoals for attaining reclassification criteria and accelerate academic progress targets

Conference PracticeWhat information would you pull from the EL Progress Profile to share with students and parents?What would you say?Practice with a partnerShare out

Its Your TurnUse My Data and/or MiSiS to pull LTEL information for your school site.How many LTELs are at your school?Who are they?What patterns do you see?What are your next steps?

Goals for Meeting Grade Level Standards

Goals for Meeting Grade Level StandardsAs measured bySemester/Trimester GradesMidterm progress reportsCST/CMA/CAHSEE scoresDIBELS, PA scores

Classroom TabMy Students, Current Year Data

1. EL Monitoring Roster2. Teacher: All Choices3. Click Go

EL Monitoring Roster

Click Header to Sort Language Classification for LEP

Download to ExcelElementary My Data ScreensELA Grades, test scores

Classroom TabMy Students, Current Year DataAdditional Monitoring Screens on MyDataElementary English Language Arts

Teacher (All Choices)

Class RosterElem. Class RosterGrades 2-6

Elementary English Language ArtsData: Current Demographics, Attendance, CELDT, Prior Year CST/CMA, DIBELS, Periodic ELA AssessmentsSecondary MyData ScreensEnglish/ELD Grades, test results

Additional Monitoring Screens on myDataSecondary Core Subject English Language ArtsClassroom TabMy Students, Current Year Data

Teacher: (All Choices)

Core Subjects SecondaryEnglish Language ArtsSecondary English Language ArtsData: Current Demographics, Attendance, CELDT, Fall and Spring Course Grades, Periodic Assessments, Prior Year CST/CMA

Its Your TurnUse MyData to pull additional LTEL information for your school site.

LTEL Students and Parents Meeting

LTEL Students and Parents Meeting ExpectationsAt least twice yearlyMeet with every LTEL student and parent(s)Individually or in group settingsTopicsLanguage statusProgram placementTest resultsGoals for attaining reclassification criteria and accelerate academic progress targets

MEM-6046.1 Attachment A

72MEM-6046.1, Page 15

73MEM-6046.1 Attachment AMEM-6046.1, Page 15

MEM-6046.1, Page 1574MEM-6046.1 Attachment A76LTEL Student-Parent MeetingsIn the event that a parent does not attend a meeting, schools should document a minimum of 3 attempts using at least 2 different methods.

Table TalkWhat are existing structures at your school site you could optimize to support the LTEL parent/student meetings?What are some other structures you could put in place to facilitate these meetings?

BUL-6266.0 LTEL Designees Roles and Responsibilities

Roles and Responsibilities

Documentation: LTEL Designee Form

Documentation: LTEL Student Goal Sheet

82Documentation: Meeting Log

Additional ResourcePPT in English and Spanish to help facilitate a whole group parent meeting

*Coming Soon 84Instructional Online Accountability SystemCertification:AUG -LTEL Designee Form DEC -LTEL Student-Parent Meeting #1APR -LTEL Student-Parent Meeting #2 Upload:EL Roster identifying all LTEL students*Meeting announcement3 completed LTEL Student Goal Sheets*

*White out or black out student names2014-15 GoalsMonitor all LTELsAll LTEL students and their parents will meet twice with the LTEL DesigneeFirst semesterSecond semesterLTEL Designee must be an active participant of the LAT Meetings

ObjectivesTo receive an overview of the agreement made with LAUSD and the Office for Civil RightsTo define Long Term English LearnersTo understand the roles and responsibilities of the LTEL DesigneeTo understand how to use the districts monitoring tools and resources

88LTEL Student and Parent ConferenceSCHOOL NAMEDATEOBJECTIVESOBJETIVOSTo review LTEL information:Language statusProgram placementTest resultsGoals for attaining reclassification criteria and accelerate academic progress targets What is an LTEL?Qu es un LTEL?An LTEL, or Long Term English Learner is a student that has been identified as an English Learner for five completed years or moreUn LTEL (por sus siglas en ingles) es un estudiante que ha sido identificado como aprendiz de ingles por cinco aos o masIdentification processProceso de identificacinLanguage StatusReclassification CriteriaRequisitos para reclasificar5 Students need to meet the following criteria in order to reclassify:

They need to receive an Overall CELDT level of Early Advanced or Advanced with each domain score at the Intermediate level or higher.

They need to Score of Basic or above on the California Content Standards Test (CST) or CMA in English-language arts

They need to receive a 3 or better in elementary and a C or better in secondary, on the progress report card marks.

There needs to be a parent consultation and approval. The notification letter needs to be signed by the parent.

*In the event that a student meets the CELDT and CST/CMA criteria but not the grade/ progress report mark requirements, the LAT must meet to analyze other student data that demonstrates grade-level proficiency.

5Student Data Summary SheetHoja de informacin y datosProgram PlacementProgramacin de cursosEnglish Learners are programmed in:English Language Development coursesSheltered content coursesIntervention/Support coursesWhat is your childs program?Aprendices de ingles son programados en:Cursos de aprendizaje de inglesCurso con apoyoCursos de intervencinCul es el programa de su hijo/a?Test ResultsResultados de examenesCELDT: California English Language DevelopmentCST: California Standards TestPeriodic AssessmentsExamen estatal de aprendizaje de ingles (CELDT por sus siglas en ingles)Examen de destrezas estatalExmenes peridicos9 CELDT score sheetsReporte de CELDTPrincipiantePrincipio de intermediarioIntermediarioPrincipio de avanzadoAvanzadoPromedio totalEscucharHablarLecturaEscrituraThe California English Language Development Test is used as the states language proficiency assessment.

The CELDTs overall score measures four domains:ListeningSpeakingReadingWriting

There are five levels of proficiency on the CELDT:BeginningEarly IntermediateIntermediateEarly AdvancedAdvanced

Once the initial CELDT has been completed, the goal is to move one CELDT level per year in each domain as well as the overall score.

An English Learner is deemed English Proficient, when she or he reaches the levels of Early Advanced and Advanced.9CSTPeriodic AssessmentsAcademic ProgressProgreso academicoESL/English course marks:A = Outstanding progressB = Good progressC = Average progressD = Limited progressF = No progressCalificaciones en ESL o Clase de ingles:A = sobresalienteB = buen progesoC = progreso promedioD = progreso limitadoF = no progresandoStudent Data Summary SheetHoja de informacin y datosReclassification CriteriaRequisitos para reclasificar14 Students need to meet the following criteria in order to reclassify:

They need to receive an Overall CELDT level of Early Advanced or Advanced with each domain score at the Intermediate level or higher.

They need to Score of Basic or above on the California Content Standards Test (CST) or CMA in English-language arts

They need to receive a 3 or better in elementary and a C or better in secondary, on the progress report card marks.

There needs to be a parent consultation and approval. The notification letter needs to be signed by the parent.

*In the event that a student meets the CELDT and CST/CMA criteria but not the grade/ progress report mark requirements, the LAT must meet to analyze other student data that demonstrates grade-level proficiency.

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