IDENTIFYING EL INSTRUCTIONS
Synopsis: English Learners upon registration are given a language assessment (ELPAC) to see their language level of (Beginner, Intermediate, or Advanced) equivalent to (Emerging, Bridging, Expanding). Once we have those results, the school district and each site helps students not only improve their second language (L2) but also be successful in their core classes as they immerse into grade level and advanced coursework like their peers. In high school, helping our EL's graduate is a total team effort. Each school needs to have a well drafted Catch up Plan like the one you can download below, which includes access to a Sheltered English Program or (ELD) with designated instructions and equitable access to integrated EL instructions across subject matter and advanced multi-disciplinary courses with accommodations and modifications based on a student's fluency level. The school plan also details access to inventions program which also includes parent involvement in our stake holder group of ELAC. There are two main groups of EL's: Newcomers that are generally transferred from abroad within the last 5-6 years and often enroll with limited or interrupted formal education. The second group is composed of Long Term English Learners or LTEL'S that have attended U.S. school for longer than 5-6 years and have not met the criteria for reclassification and are considered at risk. For more information on LTEL'S please see the research below titled "Reparable Harm" by Laurie Olson.
Introduction: California has the largest English learner (EL) student population in the nation. In order to ensure EL students are receiving appropriate services and making progress towards English language proficiency, the California Department of Education (CDE) monitors and reports on the educational outcomes for EL students and is committed to closing achievement gaps. This web page provides information, resources, and educational outcomes for EL students. The California Department of Education is committed to moving all of California’s English learner (EL) students to English language proficiency as rapidly and effectively as possible. In order to meet this goal, the CDE provides monitoring and technical assistance to local educational agencies on the EL program and services. For more information visit the website. (CDE )
Integrated ELD (Core/Mainstream Classes): The CA ELD Standards are designed to be used in tandem with the CA CCSS for ELA/Literacy and other California content standards in order to provide a robust and comprehensive instructional program for ELs. They should be used strategically by all teachers with ELs in their classrooms during content instruction (e.g., English language arts, science, history, mathematics etc). In other words, teachers should use grade level CA CCSS for ELA/Literacy and other content standards as the focal standards for content instruction, and they should also use the CA ELD Standards to ensure that ELs are fully supported to access rich content knowledge and develop academic English across the disciplines. The use of the CA ELD Standards throughout the day in all content areas to support ELs’ academic and linguistic development is integrated instructions.
Designated ELD (ELD Sheltered Instructions): ELD instruction, which is a protected time during the school day when teachers use the CA ELD Standards to attend to ELs’ particular English language development needs. Ideally, students are grouped for designated ELD by English language proficiency levels (Emerging/Beginner, Expanding/Intermediate, Bridging/Advance)
IDENTIFYING EL STUDENTS
English Learners (EL or ELL) (L: Limited) A student who enrolls in a California school beginning in any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtained a level of English proficiency that indicates programs and services are necessary. Students identified as English learners receive programs and services until they meet the reclassification criteria pursuant to Education Code (EC) Section 313.
Newcomer students (Recent Arrivals)
Students with less than (5) years of English Instructions typically need more accommodations and possible modifications to have access to the core curriculum.
SIFE: Students with Interrupted or Limited Formal Education
Long-Term English Learner (LTEL): An EL student that has been enrolled in U.S. schools over five years and has not reclassified and has remained at the same English language proficiency level for two or more consecutive prior years, or has regressed to a lower English language proficiency level, as determined by the ELPAC. Students under this classification are considered "At Risk" and qualify for interventions. They are also fully mainstreamed alongside their peers and are no longer taking ELD/Sheltered English Instructions.
Reclassified Fluent English Proficient Student (FEP) (F: Fluent): A former EL student who has met the four criteria specified in California EC Section 313(f) and is now considered fluent. On AERIES these students are coded as (F) for fluent. We monitor and provide academic interventions for FEP's up to for years after reclassification.
EL Strategies and Best Teaching Practices
1. Twelve things Teachers Can Do To Support Your EL's
2. Differentiating Instructions for EL's
3. Using Graphic Organizers With EL's
4. Visual Thinking Strategies for Improved Comprehension
Accommodations
-Additional time for students to review/translate assignments in support classes without a grade penalty.
-Using a phone to translate in class.
-Pairing with peers (cohort) that can help with translations.
-Flexibility in accessing content.
-Alternative methods for submitting assignments such as writing on paper or emailing work.
-Translated materials or translation tools available for content. *Some texts might not have the capabilities for cutting and pasting onto google translate.
-Direct collaboration with support teachers and Instructional Assistants.
-Additional tutorials with translations for understanding how to access content.
-Additional tutorials with translations in the logistics of submitting assignments.
-Arrange a live translator/support teacher to review lessons with students.
-Retakes for quizzes and tests.
-Alternative video with captions or translations.
-Flexibility in demonstrating content mastery.
-Assign tutoring.
-Reading material available at lower Lexile reading level.
-School interventions such as student study teams.
-Parent workshops and training.
Modifications (might require a modified grade)
-Modify classwork, homework, or test length/structure based on language level.
-Condensing or concising assignments based on level of fluency.
-Grade modification for classwork, homework, or tests based on level of fluency.
-Alternative assignments and assessments.
-Modifications of formative or summative assessments.
-Alternative curriculum or supplemental materials based on language level.
-EL coordinator will notify parents/students of grade modifications that can result in nullifying A-G coursework and count only for graduation.
