Staff
English Language Development Coordinator
Leticia Aranda
e-mail: [email protected]
ELD Teachers
Carver
Danielle Blatchley
e-mail: [email protected]
Valentine
Kimberly Cheng
e-mail: [email protected]
Huntington MS
Leticia Aranda
e-mail: [email protected]San Marino High School
Robert Chacon
e-mail: [email protected]
_____________________________________________________________________________________________________________
Services for English Learners
What services are available to help students learning English as a Second language?
English Language Development (ELD) is a specific method of teaching in English to build vocabulary, comprehension, and fluency in the English language. ELD specialists work with groups of students who have limited English language proficiency as appropriate to each child’s level of proficiency.
Specially Designed Academic Instruction in English (SDAIE) is a specific method of teaching content (i.e. social studies, science, math, etc.) that helps English as a second language learners to master the California Content Standards in English.
All classroom teachers in San Marino are required to have special training and to practice SDAIE teaching strategies with English learners in their regular education classes.
How are results from the CELDT reported and used?
One of five levels of English proficiency is report from the results the California English Language Development Test (CELDT):
•Beginning
•Early Intermediate
•Intermediate
•Early Advanced, and
•Advanced.
Children are tested on the CELDT upon entering SMUSD and then annually thereafter to assess English language proficiency and individual progress over the years. Kindergarten and First graders will be tested in the reading/writing portion of the CELDT. Parents are given the results of these tests as soon as received from the scoring service.
The CELDT as well as other measures (grades, observations, classroom work samples, and standardized tests, etc.) are used to determine the child’s class placement. Teachers, parents, and specialists work together in making important educational program decisions.
The Elementary English Language Development Program
The ELD teacher develops an Individual Learning Plan with input from the regular education teacher and parents. Program decisions are based on the child’s level of proficiency and other instructional needs. Students may receive instruction for part of the day in the ELD class or remain in the regular class with extra help from the classroom teacher.
The Middle and High School Programs
The counselor works with ELD specialists, classroom teachers, and parents to determine each student’s instructional needs and coordinates the student’s course assignments.
The student is assigned to an English Language Development (ELD) class instead of a “regular” English class for the number of instructional periods appropriate for his/her needs. Other coursework placements are arranged as appropriate to meet the needs of the student.
Teacher Training to Address Needs of English Learners
All teachers in San Marino Unified School District are required to have specialized training to teach English Learners by January 1, 2005. This training includes research-based information about the needs of their students learning English as a second language, as well as strategies to assist students in understand the content they are learning in academic coursework.How does the school decide eligibility to receive services?
California requires all parents to complete a home language survey when registering children for school. The survey asks:
1. What language did this student learn when first beginning to talk?
2. What language do you use most frequently to speak to this student?
3. What language does this student most frequently use at home?
4. What language do adults speak at home most often?
If the answer to the first three questions on the survey is a language other than English, the child must take the California English Language Development Test (CELDT) as well as other measures to determine the child’s English proficiency level. By law, a parent can not opt their child out of this testing.
https://www.cde.ca.gov/ta/tg/el/
What does the CELDT Measure?
Kindergarten and First graders will NOT be tested in the reading/writing portion of the CELDT. Only trained examiners administer the CELDT to test listening and speaking in grade 1. In grades 2 through 12, the test additionally evaluates reading and writing. The CELDT measures mastery of the California English language Development Standards that may be found at this web site:Can a parent refuse English Language Development instruction?
No, the child is required to receive specialized instructional strategies to help him/her learn English regardless of their program assignment. However, the parent may request a waiver to opt out of a particular language arts program. The procedures and forms may be requested from the Assistant Superintendent of Instructional Services at (626) 299-7000 Extension 321 or from the school principal’ s office. The final decision rests with the principal.
English Language Advisory Committees
All parents of English learners are welcome to participate in their school site and District level English Language Advisory Councils. These groups provide valuable input for ongoing program improvement. They additionally receive information about curriculum, instruction, program evaluation and budget. For more information contact your site ELD teacher.
What are the requirements to achieve the status of “English Proficient?”
When describing language proficiency, it is important to remember that mastering English for social purposes is a much easier and shorter process than mastering English to learn and achieve in academic subjects. A student may be reclassified as 'English Proficient’ based on PERFORMANCE, not on the length of time he/she has been in the ELD program. The criteria teachers use to reclassify a child from English learner to English Proficient are as follows:
- An overall score of Early Advanced (4) or Advanced (5) without any scores in the four domains below the Intermediate level (3) on the CELDT.
- An overall score of Early Advanced (4) or Advanced (5) without any scores in the four domains below the Intermediate level (3) on the CELDT.
- A grade of “C” or above in English and other core subject areas.
- An ELA scores of “Met” or better on the CAASPP.
- A score of “C” or better on the grade level writing benchmark.
- A score of “Bridging” on the Student Oral Language Observation Matrix
- Parental approval
What do these terms mean?
CAASPP California Assessment of Student Performance and Progress Standardized tests to assess reading, language arts, writing, and math
CELDT California English Language Development Test
A California test to assess English language proficiency level in reading, writing, listening, and speaking
DELAC District English Language Advisory Council
District group of parents of English learners who learn about and give advice to staff about programs
ELL English Language Learner
A student who speaks English as a second language with limited fluency
ELD English Language Development
A program that helps students with limited English proficiency gain in English language fluency
SDAIE Specially Designed Academic Instruction in English
Strategies used in classes to help students with limited fluency learn general coursework in English
SELAC School English Language Advisory Council
School site group of parents of English learners who learn about and give advice to staff about programs.
SST Student Success Team
The parents, teachers, administrator, and others as they are appropriate that meet to talk about a child’s strengths and needs to best plan an educational program