Los Angeles Unified School District Beyond the Bell Branch Master Plan and English Language Development in the After School Program
Los Angeles Unified School DistrictBeyond the Bell Branch
Master Plan and
English Language Development in the After School Program
Objectives
• Understand English Leaner identification & assessment
• Identify different program options for English Learners
• Understand the criteria used to reclassify English Learners
• Differentiate between SDAIE and ELD
Home Language Survey
The purpose of the Home Language
Survey (HLS) is to determine if a
language other than English is used in the
Student’s home.
Home Language SurveyEnglish Only (EO)•If the answers to the four questions on the HLS are “English”, the child is classified as English OnlyPossible English Learner (EL)•If the answers to any of the first three questions on the HLS indicate a language other than English, or a combination of English and another language, the child is assessed to measure his or her level of English proficiency
CELDT
• 4 domains (listening, speaking, reading & writing)• Also an overall score• On a scale of 1-5• If a student scores a 4 or 5 overall with nothing lower
than a 3 on any domain on their first time taking the test, they are classified as Initially Fluent English Proficient (IFEP)
• If a student scores lower than a 4 overall then they are classified as Limited English Proficient (LEP)
Initial Language Identification
LEP = English Learners
Five Instructional Program Options
Program Options Brochure
Sample Newcomer Program SchedulePeriod Traditional
1 Math A
2 History A
3 PE A
4 Science A
5 ELD 1/2
6 ELD 1/2
Sample SEI Program SchedulePeriod Traditional
1 Math A
2 History A
3 PE A
4 Science A
5 ELD 3/4
6 English A
Sample Long Term English Learner Schedule
Period Traditional
1 Math A
2 Science A
3 PE A
4 History A
5 English A
6 LTEL Elective
Long Term English Learner
LTEL
Students who meet all the criteria for reclassification are known as:
RFEP
Reclassified Fluent English Proficiency
SDAIE vs ELD
SDAIESpecially Designed Academic Instruction in English
ELDEnglish Language Development
Double Bubble Map Activity
ELDELD SDAIESDAIE
Tap into prior
knowledge & build
background
Tap into prior
knowledge & build
background
Provides many
opportunities to practice and apply
new learning
Provides many
opportunities to practice and apply
new learning
There is a linguistic & conceptual context for
all instruction
There is a linguistic & conceptual context for
all instruction
Use realia, visuals, graphic
organizers, Thinking
Maps, etc.
Use realia, visuals, graphic
organizers, Thinking
Maps, etc.
Goal is English
language development as defined by
the ELD standards
Goal is English
language development as defined by
the ELD standards
Content learning is a by-product of learning
English
Content learning is a by-product of learning
English
Uses rich content through grade
appropriate text
Uses rich content through grade
appropriate text
Teacher delivery is
differentiated according to ELD levels
Teacher delivery is
differentiated according to ELD levels
Learning English
language is a by-product of learning
content
Learning English
language is a by-product of learning
content
Access to core
through intentionally
planned scaffolds to ELD levels
Access to core
through intentionally
planned scaffolds to ELD levels
Instruction in English but can Include primary
language support
Goal is to teach grade
level content
defined by grade level standards
Goal is to teach grade
level content
defined by grade level standards