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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/ELACMar2015.aspx
Bilingual Coordinators Network
http://mes.sccoe.org/bcn/Pages/BCNMar2015.aspx
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Review Features of Integrated and
Designated ELD
• Review features of integrated and
designated ELD independently
• With a partner, compare the similarities
and differences
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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.
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Some options for designated ELD in elementary schools
Designated ELD in a Protected Time
Some Options
All designated ELD instruction must connect to core content instruction.
Designated ELD is not reading intervention.
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.
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Some options for designated ELD in elementary schools
Possible Options for 1A
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
Elementary
Schools
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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…”
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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
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Some designated ELD course types in
secondary schools
Tailored to student characteristics
1. Newcomers
Secondary
Schools
2. Normally-progressing ELs by proficiency level
3. Normally-progressing ELs by grade level
4. Stalled ELs (LTEL)
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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
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Some options for designated ELD in
secondary schools
Scheduling Designated ELD Options
Option 2: Designated ELD within Content Courses
Teachers Delivering
Designated ELD Instruction
Design Option
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
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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
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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?
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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?
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Collaborative Discussion
Please complete your responses in SurveyMonkey
https://www.surveymonkey.com/s/HVLN2
DV
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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
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SCCOE Professional
Development Support, 2015-16
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LEA Plan and Application for
2015-16 Title III Funding
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Title III Accountability Reports
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2014-15 Preliminary Title III
Accountability Reports
• To access the reports, visit
http://dq.cde.ca.gov/dataquest/
• LEAs that meet the AMAOs 1 and 2
targets will remain in the 2013-14 Title III
status
• LEAs that did not meet AMAOs 1 or 2 or
both advanced 1 year in their Title III
status
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The preliminary 2014–15 Title III
Accountability Reports will be released to
the public in June 2015
Reports will be posted at the CDE Title III
Accountability Web page
http://www.cde.ca.gov/ta/ac/t3/
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Title III Year 4+ LEA
Planning Retreat
Updating LEA, Title III, and LCAP Plans for
ELA/ELD Framework Implementation
http://santaclara.k12oms.org/1054-96737
Date: Tuesday, April 28, 2015
Time: 8:30 a.m. – 3:30 p.m.
Location: SCCOE
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Title III Immigrant Subgrant
Update
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LEAs That Accept Only Title III Immigrant
Funds
United States Department of Education (USDE) has
informed CDE that for LEAs that accept only Title III
Immigrant funds and have 50 or more immigrant
students are now accountable for meeting the
three AMAOs. This is new guidance from the USDE.
These LEAs will be notified by mail and e-mail as to
how the accountability calculation will be
reported. Only LEAs with more than 50 immigrant
students will receive an AMAO calculation.
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English Language Proficiency Assessments
for California (ELPAC) update
• The CELDT will be administered in 2015–
16.
• The field test is proposed (tentative) for
2016–17.
• If the timeline above occurs, the ELPAC
may be operational in 2017–18.
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CALPADS Update
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Update on Spanish translation of
the ELD Standards
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SCCOE Professional Development Offerings
Understanding ELA/ELD Framework for Guiding
Classroom Instruction
April, 21, May 6 & 21, 2015
http://santaclara.k12oms.org/1054-94979
Overview of the 2014 ELA/ELD Framework for California
Public Schools: TK-12
May 4, 2015 http://santaclara.k12oms.org/1054-93734
Curriculum Leadership Council Summer Institute
June 22-26, 2015
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Professional Development
Offerings
Launching the 2014 ELA/ELD Framework
Kern County, CA, April 24, 2015
http://www.cde.ca.gov/ci/rl/cf/elaeldfwl
aunchevents.asp
CELDT 2015-16 Pre-Administration
Workshop, May 11, 2015
http://santaclara.k12oms.org/1054-89932
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Publication for Sale
• CA ELD Standards publication can be
purchased through CDE Press
• Ordering information and order form is
available on the CDE Educational
Resources Catalog Web page at
http://www.cde.ca.gov/re/pn/rc/
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Next ELAC Meeting
Friday, May 22, 2015
12:30 – 2:00 p.m.
Milpitas Room
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