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Learner Objectives
Informal Language (Basic Interpersonal Communication Skills)
vs.
Formal Language (Standard English in Academic Setting)
Review SEL’s and EL’s similarities and differences
Instructional Strategies
Monitoring, Evaluation and Accountability
Definition
Informal Language- Language that is spoken with friends and a setting that is not formal such as home.
Formal Language- Language that is spoken in an academic and professional setting such as school, work, or any other establishment.
Standard English Learner’s are very different from English Learners when it comes to attaining academic language comprehension.Strategies for English Learners to attain comprehension do not work on Standard English Learners.Standard English Learners are consistently promoting to the next grade level while English Learner’s are not.Think-Write Pair Share only gives opportunity for thinking and speaking but no writing or critical thinking is occurring.
Thinking Maps are just graphic organizers that students must fill in completely to be effective.At least 40% or higher of Panorama High School Students are Proficient or Advanced on ELA of CST’s.
Panorama High School
Have Standard English Language
EO's Proficient and AdvancedAll Others
Only 7% Proficient & Advanced
Panorama High School Students B,Bb or FBB 93%
Do Not Have Standard English Language
SEL's & Second Language Learners
93%
DefinitionWho are the Standard English Learners? (SEL’s) Standard English Learners are English Only
who are basic or below on CST ELA and do not have the Standard English to go from a basic informal communication setting to a formal academic setting.
Purpose of identifying SEL’s To know their needs-
◦To provide appropriate instructional strategies
◦To provide opportunities for language development.
Panorama High School Enrollment by Language Classification
Second Language Learners
SEL's
Others EO's,IFEP's
1390 Students
7% 115Students
85%
8%130 Students
Activity-Think Pair Share
5 min.Individually analyze the following
data.5 min. share to your neighbor trends that
you see.5 min. One person from each group share
what they see for one particular grade beginning with the 9th grade.
Data Analysis by Grade Level Promotion
Subgroup in
which student belongs
Current9R
StudentsClass of
2015
Current10th Grade StudentsClass of 2015
% of Students that did not promote to 10th Grade
Current10R
StudentsClass of 2014
Current11th Grade StudentsClass of
2014
% of Students that did not promote to 11th Grade
Current11R
StudentsClass of
2013
Current12th Grade Students Class of
2013
% of Students that did not promote to 12th Grade
Total StudentsAll (Sub-Groups)
65 37 64% 33 26 56% 23 20 54%
EL/SEL’s(General Education)
46 N/A 70% 17 N/A 54% 12 N/A 52%
SDC/EL/ SEL’s
13 N/A 20% 14 N/A 40% 7 N/A 30%
Resource/EL/SEL’s(General Education)
6 N/A 9% 2 N/A 6% 4 N/A 18%
Share outPlease share out any trends you may have
noticed or ask your partner any questions you may have?
Characteristics of EL’s and SEL’s
EnglishLearner
s
Standard
English Learne
rs
Home Language
Not English
Home Languag
e is English
Easily Identified on SIS
Not easily
identified on SIS
Need the use of
instructional strategies
Not Promoting to the
next grade level
Lack skills in Standard English
and Academic Vocabular
y
Flaminio Zarate
N/A N/A
Access to Core Strategies (SDAIE)
Several Strategies we will use at Panorama High School:
21st Century Learner Collaborative Models
Think-Write Pair ShareAnticipation GuidesThinking Maps
Think-Write Pair Share This is a good strategy to allow students first think.
Allows students to generate the language through the four domains:
Listening, reading, writing, and speaking
Promotes the use of Standard English and Academic Vocabulary within the content.
Why use Anticipation Guides?
They teach students to make predictions, anticipate the text, and verify their predictions.
They connect new information to prior knowledge and build curiosity about a new topic.
Anticipation guides stimulate students' interest in a topic and set a purpose for reading.
Most English Learners (LTEL’s) , SEL’s are found in Special Education and are not in my classroom.
Thinking Maps This strategy helps students strategize in how to focus their
thoughts and ideas.
Vocabulary-Bubble Maps
Compare and Contrast-Double Bubble
Cause and Effect- Multi-flow Map
LAUSD Evaluation and Accountability GoalsGoal 1-Implement the English Learner Master
Plan fully and consistently across the district.
Goal 2-Ensure steady progress towards and attainment of academic English language development per expected timeframes.
Goal 3-Ensure steady progress toward and attainment of grade level academic proficiency
Evaluation (AMAO # 1) Percentage of English Learners
progressing at attaining English proficiency. English Learners must move at least one CELDT level each year.
The number of Long Term English Learners that are Reclassified each year so as to reduce the number of LTEL’s in the school.
Panorama H.S. Reclassification Evaluation
Need to continue to improve instructional strategies in classroom to reduce the
LTEL’s
Panorama High SchoolPerformance Meter
Demographics of LTEL’s (Long Term English Learners)
LTEL's -320
Students
75%
428 Total English Learners
Short Term
108 Students
25%
PRP Students in General education and Special education
Long Term English Learners Data Analysis
Grade LTEL Total #Of LTEL’s That are SP.ED.
% of LTEL/SP.ED
Total # ofSP.ED. Students that are EL.
% of all EL SP.ED that are LTEL
9th 163 66 40.4% ----------- -------
10th 77 41 53.2% ----------- -------
11th 54 32 59.2% ------------ -------
12th 26 20 77% ------------ -------
Total 320 159 49.7% 174 91.3%
Data Analysis by Grade Level Promotion
Subgroup in
which student belongs
Current9R
StudentsClass of
2015
Current10th Grade StudentsClass of 2015
% of Students that did not promote to 10th Grade
Current10R
StudentsClass of 2014
Current11th Grade StudentsClass of
2014
% of Students that did not promote to 11th Grade
Current11R
StudentsClass of
2013
Current12th Grade Students Class of
2013
% of Students that did not promote to 12th Grade
Total StudentsAll (Sub-Groups)
65 37 64% 33 26 56% 23 20 54%
EL/SEL’s(General Education)
46 N/A 70% 17 N/A 54% 12 N/A 52%
SDC/EL/ SEL’s
13 N/A 20% 14 N/A 40% 7 N/A 30%
Resource/EL/SEL’s(General Education)
6 N/A 9% 2 N/A 6% 4 N/A 18%
Reflective Question?3 min. Discuss at your table.How will the measurement of
these goals:1. guides staff towards
performance, and2. result in student achievement
EL Module 4Please answer the questions on
the worksheet to comply with this module as you listen to the video.
