The ELD Assessment Portfolio

Los Angeles Unified School District

District 6

Instructional ServicesEnglish Learner Program

Today’s Objectives

Establish a common understanding of District policy regarding ELD portfolios

Effectively use ELD Portfolios in conjunction with the Open Court Reading Program for monitoring and updating a student’s ELD level

Documenting Ongoing ELD Progress Using the Elementary ELD Assessment Portfolio

Information from REF-835

What is District Policy on English Language Development?

“All elementary teachers with one or more English learners, regardless of program, including those receiving special education services, are to provide a minimum of 20-30 minutes (Kindergarten) or 30-45 minutes (Grades 1-6) of daily ELD standards-based instruction during the ELD instructional block.” (Ref-835)

Why do we use the ELD portfolio?

“In order to meet federal and state requirements, teachers must document the ongoing progress of their English learners in the ELD standards. The District’s ELD Assessment Portfolio is a state-approved tool for that purpose and must be made available for examination during district and state compliance reviews.” (REF-835)

ELD Portfolio Folders

K-2 Span/3-5 Span

II-G Should all student work be placed in the ELD portfolio?

No. The teacher should select assessment/work samples that most accurately represent the student’s current level of performance in listening-speaking, reading and writing. As English learners make progress, work samples that no longer characterize the student’s best work should be replaced with more representative samples. By the time an ELD portfolio is complete, it should contain at least one sample for each domain: listening-speaking, reading and writing.

II-I What ELD assessments are required to be included in the ELD portfolio?

The following assessments are required:

1. Publisher ELD Assessments End-Of-Unit Assessments from the following state-adopted ELD programs:

Into English! by Hampton Brown

FluencyPart A

Language FunctionsPart C

Critical Thinking

Part C

WritingPart B

In addition, teachers/grade-level teams may select ELD assessments from the following:

6. Grade-Level Assignments Core content areas assignments may be included as long as they were scored using an ELD standards-based scoring rubric.

ELD Standards-Based Scoring Rubric

4 Advanced Progress: Exceeds the standards for the identified ELD level.

3 Average Progress: Meets the standards for the identified ELD level.

2 Partial Progress: Demonstrates some progress towards mastery of the standards.

1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.

Table Talk – 5 Minutes

How do teachers currently connect ELD portfolios to their Language Arts block?

Moving one level per year is a minimum expectation.

District Benchmarks

Who are we serving in District 6?

Number %LEP/Recent RFEP 20,934 65.1(K-6, including ungraded Special Ed & unknown)

ELD 1 4,197 20.0ELD 2 4,646 22.2ELD 3 4,526 21.6ELD 4 2,958 14.1ELD 5 1,119 5.3

Source: LAUSD Decision Support System (DSS)

K-2 ELD 1Listening and Speaking – Strategies and

Applications LS1 begin to speak with a few words or sentences,

using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

LS2 Independently use common social greetings and simple repetitive phrases (e.g., “Thank you.”, “You’re welcome.”).

LS3 Respond to simple directions and questions using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

LS4 Answer simple questions with one- to two-word responses.

K ELD1Reading – Word Analysis and Fluency and

Systematic Vocabulary Development

RW1 Repeat spoken English words. RW2 Recognize English phonemes that correspond

to phonemes students already hear and produce RF1 Read own name. RF2 Match upper and lower case letters RF3 Demonstrate comprehension of simple

vocabulary with an appropriate action RF4 Retell simple stories using drawings of words. RF5 Produce simple vocabulary (single words) to

communicate basic needs (e.g. locations, greetings, classroom objects).

K-2 ELD 1Reading – Comprehension and Literary

Response and Analysis

RC1 Respond orally to stories read to them, using physical actions and other means of non-verbal communication (e.g., matching objects, pointing to an answer, drawing pictures).

RC2 Respond orally to stories read to them by answering factual comprehension questions using one- or two-word responses.

RC3 Draw pictures from student’s own experience related to a story or topic (e.g., community in social studies).

RC4 Understand and follow simple one-step directions for classroom or work-related activities.

RC5 Identify the basic sequence of events in stories read to them, using key words or pictures.

RL1 Listen to a story and respond orally by answering factual comprehension questions using one-or two-word responses.

RL2 Draw pictures related to a work of literature identifying setting and characters.

K-2 ELD1Writing – Strategies and Applications and

Conventions

WS1 Copy the English alphabet legibly. WS2 Copy words posted and commonly

used in the classroom. WS3 Write a few words or phrases about an

event or character from a story read by the teacher.

WS4 Write a phrase or simple sentence about an experience generated from a group story.

WC1 Use capital letters when writing own name.

Why are we keeping kindergarten students at ELD 1?

K = ELD 1 1st = ELD2 2nd = ELD 3 3rd = ELD 4 4th = ELD 5

K = ELD 2+ 1st = ELD 3+ 2nd = ELD 4+ 3rd = ELD 5

What is our primary goal for English Learners?

All English Learners will Reclassify as Fluent English

Proficient

Reclassification Criteria Annual CELDT Scores

Overall scores of 4 or 5 with passing score (at least 3) for each subtest

ELD Assessment Portfolio Completed ELD 4 or 5 w/ scores of 3 or 4 for all ELD

standards Elementary Progress Report

Scores of 3 or 4 in Language Arts and Math Performance in Basic Grade-Level Skills

CST Results- Basic, Proficient or Advanced level- Gr. 3-5 Benchmark goals met- each 6-8 wk. ELA assessment-

Gr.1 & 2 Teacher Evaluation: Teacher or Language Acquisition

Team Parent Consultation Notification

Reclassification Rates

10.049.81

2.1 1.85

4.223.55

7.728.12

0

2

4

6

8

10

12

2001-2002 2002-2003 2003-2004 2004-2005

LAUSD District 6

Graduation rates for students starting in 9th grade

RFEP 60%EL 22%

Source: Program Evaluation and Research Branch, 2005

Table Talk – 5 Minutes

Based on your school’s DSS report, what could you do to address the needs of those students currently at ELD level 1?

Relationship of ELD to ELA

Grade 2 ELA Reading 3.1/ELD 5 Advanced RL3Compare & contrast plots, setting, & characters presented by different authors.

ELD 4 Early Advanced RL2Read & orally identify literary elements of plot, setting,

& characters. ELD 3 Intermediate RL2

Use expanded vocabulary & descriptive words for oral & written responses to simple texts.

ELD 2 Early Intermediate RL2Orally identify setting & characters using

simple sentences & vocabulary.ELD 1 Beginning

RL1Listen to a story & respond

orally to comprehension questions using one or two word responses.

How to Update an ELD Level

Open a new portfolio.

Next ELD levelis attained.

All standardsin each domain

are met.

3’s and/or 4’sdemonstrate

mastery.

Score studentwork samples.

Grade-Level Assignments Grade-level content area assignments

may be included as long as they are scored using the ELD standards-based scoring rubric: ELSG Reading and Writing Workbook Inquiry Journal End-of-Unit Assessments Thinking Maps© Math Journals

Table Talk -30 Minutes

Read Irene & Miguel’ s writing pieces and score them according to the descriptors in their respective portfolios. Record their scores on your copy of the portfolios.

If you have time after scoring the writing pieces, start looking and the Listening & Speaking and Reading domains and discuss the OCR components that address those descriptors.

Scoring Using the ELD Report Card Scoring Guide

What scores would Irene and Miguel receive for ELD writing for their report cards?

Logistics – Coaches & Coordinators

Confer to discuss ELA/ELD overlap in assessments and unit implementation

Provide opportunities for grade-level collaboration to assess student work; for example, have teachers bring portfolios to collaborative scoring sessions and score one level

Bring portfolios to unit planning meetings and incorporate portfolio assessment opportunities into upcoming OCR unit

ELD + ELA = Academic Success

“The potential for learning is not finite or bounded. [English learners] should not be expected to ‘prove themselves linguistically before they can claim their full entitlement.’ The responsibility for their second language development belongs to the school and ultimately to their teachers.”

- Pauline Gibbons Scaffolding Language, Scaffolding Learning (pg. 138)

Thank You for Your Participation!

Need more assistance?

Call the District 6 EL Staff:

Vicente Lossada, (323) 278-3944

EL Coordinator

Claudia Bermúdez, (323) 278-3980

Elementary EL Advisor

Lenore Medina (323) 278-3949

ELD Expert