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LTEL Designee Focus 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.
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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 Data What does the data tell you? What does it not tell you? Share Out
Celebrate Our Work Celebrate Our Workand 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) Reread the headings starting on page 22. Place a star next to the one that resonates with you. Read that section of the chapter. • 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
Characteristics of LTELs (Reparable Harm) • Look around the room and locate the poster of the characteristic you read about and go to that corner. Take the reading with you. • Talk with the people in that part of the room about • Why this characteristic resonated with you • What you learned about this characteristic from the reading or what confirmed what you already knew • 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 Descriptors • Look 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 Support • In 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 • Read the first three paragraphs of the section “the LTEL Student and Parent Meeting” starting at the bottom of page 2. As an LTEL Designee, what is your role in supporting this work? What are the implications for you as the LTEL Designee?
LTEL Policy – BUL 6266.0 What system might help you to accomplish this? Page 4 of BUL 6266.0
ELD Progress Profile Use this Resource to Support your Work
ELD Progress Profile • Strategy 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”
LTEL Designees • What is the instructional implication of your role for: • Students • Teachers • Parents • 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.
