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