ELD

ELD Purpose

The CA ELD Standards are designed to meet the needs of a variety of intended users for different purposes. The CA ELD Standards are designed to:

  • reflect expectations of what ELs should know and be able to do with the English language in various contexts;
  • set clear developmental benchmarks that reflect ELs’ English language proficiency at various developmental stages in a variety of cognitive and linguistic tasks;
  • provide teachers with a foundation for delivering rich instruction for ELs so that they can help their students develop English proficiency and prepare ELs to meet grade-level academic achievement standards;
  • provide parents, guardians, families, and other caretakers with a tool for discussing learning progress so that they can continue to support their children’s language and cognitive development at home;
  • provide curriculum developers with guidance on creating rigorous, linguisti-cally and academically rich curriculum and instructional materials for ELs;
  • provide a framework to guide development of ELD assessment systems that help California educators ensure that all ELs make progress in the English language knowledge, skills, and abilities needed to become college- and career-ready.

ELD Standards

The CA ELD Standards describe the key knowledge, skills, and abilities that students who are learning English as a new language need in order to access,  engage with, and achieve in grade-level academic content. The CA ELD  Standards, in particular, align with the key knowledge, skills, and abilities for achieving college and career readiness described in the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy). However, the CA ELD Standards do not repeat the CA CCSS for ELA/Literacy, nor do they represent ELA content at lower levels of achievement or rigor. Instead, the CA ELD Standards are designed to provide challenging content in English language development for ELs to gain proficiency in a range of rigorous academic English language skills. The CA ELD Standards are not intended to replace the CA CCSS for ELA/Literacy. Instead, they amplify the language knowledge, skills, and abilities of these standards, which are essential for ELs to succeed in school while they are developing their English. (Please refer to the 2015 ELD Standards: http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf).

Upcoming ELD Program Changes

  1. One of the changes in ELD will be the assessment used to measure an EL’s proficiency growth each year.  Currently California is using the CELDT, but by the year 2018-2019 the ELPAC (English Language Proficency Assessment for California)  will takes it place.
  2. English leaners (ELs) face the unique challenge of learning English as they are also learning grade-level content through English.  The California Department of Education (CDE) and the State Board of Education (SBE) recognize that both designated and integrated English Language Development (ELD) is an integral part of a comprehensive program for every EL student to meet the linguistic and academic goals at their grade level.  Designated instruction is  30 minutes in length and occurs during PLT time.  Integrated instruction takes place throughout the school day.

Reclassified Fluent English Proficient Criteria

Lancaster School District reclassifies EL students to Reclassified English Fluent Proficient (RFEP) at the point when specialized language and academic support services are deemed no longer needed for ELs to be successful in the mainstream educational program at a level commensurate to non-ELs.  This decision is currently made using criteria that include assessment of English language proficiency using the CELDT, Standards Based Assessment Consortium (SBAC), lexile/BPST, written performance teasks, teacher evaluation, and parent consultation.  Once ELs are reclassified, they retain RFEP status for the rest of their educational careers.  However, the academic progress of RFEP students must be monitored for a minimum of two years, as required by state and federal guidelines, and if their continued linguistic and academic performance declines or stalls, interventions are provided to ensure that these students reach and maintain grade level academic proficiency.  A full description of the reclassification process is detailed below.

The process for reclassification is as follows: (1) RFEP data is collected and disseminated to the EL Chairs at their school sites, (2) EL Chairs receive two copies and hand one copy out to their teachers to complete the paperwork and share their thoughts on the student’s eligibility.  Teachers and bilingual paras work together to gather the parent input on their student’s eligibility.  (3) Once the paperwork is completed it goes to the bilingual para to review and send to the DO EL Coordinator.  (4)  Once the RFEP paperwork is received the DO EL Coordinator will review the documentation, create and send out the certificates to the EL Chair at their school sites.  The expectation is that the students are celebrated for their language proficiency.

The DO EL Coordinator  will maintain a database where the RFEPs are recorded and monitored for two years.  This data will also be made readily available to school sites to ensure the RFEP students are successful in their core classes.

RFEP Monitoring

At least once yearly, a review team will meet to review the performance and progress of RFEP students, using the RFEP Monitoring Roster.  The review team includes the principal or designee, EL Chair Member, the student’s classroom teacher(s), and other personnel as appropriate, such as counselors, specialist teachers, intervention teacher, coaches, and/or parents of the student being reviewed.  The review of students who have met reclassification criteria takes place in the Spring with current SBAC scores and other data or by teacher request for students not meeting proficiency benchmarks in Language Arts or Math.  In addition to meeting for progress monitoring of students not meeting proficiency benchmarks, the DO ELD Coordinator will maintain a report to keep a record of RFEP student progress that will include, but is not limited to, data on SBAC scores, periodic assessment results, curriculum embedded assessments and teacher evaluation reports.

The site administrator and EL Chair coordinates the monitoring of reclassified students.  All RFEP students are monitored every Spring for a minimum of two years following reclassification.  If a student is not making satisfactory progress after reclassification, the DO ELD Coordinator must meet with the classroom teacher(s) to develop an intervention instructional plan with specialized support.  Appropriate intervention measures may include, but are not limited to, any of the following:

  • Student/teacher/parent conference
  • After school tutoring
  • Specialized reading, writing, or math instruction
  • Content-based language development support classes
  • Primary language support
  • Placement in reading, writing, or math support class
  • After-school academic support
  • Intervention/Intersession classes
  • Extended day and year opportunities

Presentations and Video Resources

ELD Overview

EL Integrated Math

ELD Integrated ELA

 

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