K-What+we+Know

**What We Know**

==Directions: This page will be a collection of comments regarding what we already know (or think we know) about ELD. Choose at least one topic from the headings below and add a comment underneath. Please choose a different color to distinguish your text from the previous comment. ==

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My current school does not use any type of ELD program and does not have any ELD requirements b/c it is a private school where the strong majority are students who have English as a primary language. In Tustin Unified, where I previously worked, we used Susana Dutro and many GLAD strategies. (Amie) I work for the Fullerton Elementary School District. Currently, we implement Susan Dutro's "Systematic English Langauge Development" curriculum. I also use the Guided Language Acquisition Design (or Project G.L.A.D) curriculum. (Dionne) Do you include the G.L.A.D. strategies during the alloted English Language Development time, is this strategy used during other contents areas, or is it used during both times? (Lupe) ======

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The G.L.A.D is integrated with the core curriculum-- mostly social studies and science units. (Dionne) I also work for the Fullerton School District. We use the Carousel curriculum as well as Dutro to guide our lessons. (Sandy) I too work for the Fullerton School District and like many of my colleagues have mentioned our district implements Carousel along with Dutro to guide ELD instruction. However, my school site has chosen to implement and use Avenue as our ELD curriculum for our Kindergarten program because we felt that it was more age appropriate and the materials available supported our young learners more than Carousel (Eva). ====== There is not a specific curriculum for the history and science classes at the intermediate level in my district. We are expected to use SDAIE strategies in these core classes. I believe the same applies for math. Now, we do have a specific curriculum for ELD levels A, B, and C for the ELD classes (these are for students who have not FEPd out). Otherwise, they are mainstreamed with the rest of the bunch. (Catherine) ​ As a substitute teacher, I have "used" several different curriculum, and what comes to mind when thinking of ELD are the ELD Standards that teachers of students in grades K-12 use as an intregal aspect in their teaching. I know that these standards are incorperated into their daily lessons for their ELD students/ all students. Furthermore, I know that these standards focus on the following areas: Listening and Speaking, Reading, and Writing. (Lisa Greenwood) I totally understand Lisa. I also "use" different ELD curriculum. It is difficult to say that we have actually gained experience with them, when we do not use them with regularity, but at least we are able to see what is out there! (HK) I teach upper grade ELD in the Fullerton District and went to Dutro training, but pull from a variety of resources for my instruction. The ELD matrix guide is useful during planning time as it clearly lays out what students should be expected to learn under each CELDT level. I rely on Dutro's idea of using Bricks (Specific Vocab.), Mortar (Phrases that connect it all), and sentence frames to help student achieve natural speaking abilities. (Devi Lam) I use Dutro's training for my 30 minutes of ELD every day. When I trained with the program, it was an eye opener as I thought that ELD was vocabulary. I do like how she stresses that the is a reason and function for language as it gets in the different layers of meaning into what you teach. I use the Dutro matrix and tend to get my material from a variety of sources. (Theresa Benveniste)

**__Training Experience__ **
" The 1999-2000 Schools and Staffing Survey conducted by the U.S. Department of Education indicated that of the 41.2% of teachers who taught ELLs, only 12.5% had had eight or more hours of training in such instruction in the preceding three years (n.d.). The number of ELLs in U.S. schools has only grown since that survey was conducted, meaning more ELLs in more classrooms where teachers have not received adequate training." (Hill & Flynn, 2008)

When we began implementing Susana Dutro, one person from every grade level went to a three day conference where we were taught what Dutro was. The training was somewhat decent, but I did not walk away completely understanding what I was to do and how everything worked. The program required a lot of independent teacher work and was intimidating for those who did not attend the conference (Amie) 18 years ago when I first went to an elementary school in Fullerton with an EL population of 75%, there was 1 bilingual teacher and myself (with an LDS - CLAD equivalent). After 15 years there, almost all of the teachers had their CLAD (or equivalent) at that school - even the principal got it! I think the Fullerton School District worked very hard to give teachers the training they needed to address the needs of our English Learners, so while the statement above may apply to many districts, I don't think it applies to FSD. I applied at the OCDE and was selected to become a SB 395 trainer to continue training teachers to help with our EL. And now it's almost a thing of the past with the new teachers having the CLAD folded into their credential. Connie Connie that is so true! I found out about the CLAD about a month before I got my teaching credential. At the time, Fullerton was only hiring teachers who has it or were in the process of getting it. We had to scramble to get our CLAD so we could get jobs! (Marcie) That is so true Connie and Marcie!!! A couple years ago as I was earning my teaching credential my master teacher and her colleagues had to go back to complete professional hours and attend some classes to earn the mandatory CLAD after have been teaching for years. It was stressful for many because if I'm not mistaken that had to clear their CLAD by a certain date. Now, it is known that anyone who earns a credential is CLAD certified.Like I have mentioned I work for the Fullerton School District and our district for the past three years has began to offer limited amount of spaces to all the school sites for a 3 day Dutro training. Just this year I had the opportunity to attend my trainings:). ~Eva Way back when I got my credential in Nevada - we didn't have an ELD course or a certification. I actually went to Phoenix to earn one - 4 courses that gave me a supplemental authorization. If I knew then what I know now, I would have been a much better teacher. What I learned in those classes was minimal - the biggest thing I took away from it was that SDAIE and other strategies are suited to ALL learners, so we should be using them across the curriculum, not just during ELD time - Loretta

Hi Loretta, I cannot agree with you more in that all students benefit from SDAIE strategies. When I have the opportunity to teach, I use many SDAIE type strategies such as //think, pair, share// across curriculum. I have found that not only do ELs benefit from SDAIE strategies, but all learners as well. These strategies are engaging for learners and help students better acquire knowledge. (Amy Anderson)

Amy and Loretta, I agree with you as well. If I think back to Kim's class in the credential program, SDAIE strategies are what stand out in my memory the most. What I quickly found is so great about them is that they are something that can be used to help ELD students, but also greatly benefit the rest of the class as well. I constantly make a constant effort to implement these into each and every lesson. (Tracee)

The training I have received on ELD has not been through a school district but from pre-credential courses and the ELD course I took while earning my credential. I remember so clearly the professor for that course demonstrating what it is like for a student to be a part of a class and not know what is going on. How she demonstrated that feeling was by entering the class and speaking to us for what had to be at least fifteen minutes in a foreign language. I didn't know what she was saying and I felt lost and confused. After that experience we were taught how extremely important it is to use visuals to aid ELD students in understanding what is happening. After demonstrating the use of visuals, and the foreign language experience, it became so clear how important visuals are. That was such a powerful way to teach how ELD students feel and for me that was my most memorable "training" moment. -Bre

**__Thoughts About Redesignation__ **
Often times, my students moved in and out of levels. They would go backwards b/c the tests did not work all that accurately - or perhaps it was the faculty testers. This was frustrating and we eventually came to believe that the numbers didn't actually hold much significance. Rarely did kids test out by the time they finished 5th grade. (amie)

A number of times I have found that students are not "testing out" of being labeled "ELL" not //really// due to their lack of English language skills. Sometimes I find that some students are not testing out because they are just academically low. (Granted, I understand that if they are academically low, then it may take longer for them to acquire English language skills - they go hand-in-hand, but they are not only low in English, they are also low in other academic content areas.) I feel for these kids... it seems they need to work extra hard just to catch up. (Stephanie) ​ I did CELDT testing for the last few years and found the same thing Stephanie. A lot of the kids spoke perfect English, (which I know that doesn't mean they should be considered English proficient and they still needed to be tested), but they were listed at like level 2 or 3 which just didn't seem right to me. I think the CELDT test does not give accurate results because a lot of kids who are not ELD students would not test at English proficient. It was frustrating because I was not allowed to help the students at all, but I think their testing low had more to do with them needing academic help than needing help with their English.(Tracy Algorri)

Stephanie and Tracy, I have found the same issues at our school. Some of the academically low or RSP students have been in the same level of ELD for two or three years. Sometimes these students do not pass the speaking part because they have to use specific language. If they do not use the "acceptable" answer, they will not receive points for that question or section. All answers should be given in complete sentences. One way to help them with that, is to require all answers in class to be given that way. This may be one instance that the CELDT is not giving accurate results. (Valerie )

Stephanie, we have the same problem at our school with students who can't test out of ELL because of their ability level, not their language level. Fortunately, there are great things going on in ELD that they are benefitting anyway. (Marcie)

Marcie & Stephanie, we have had similar discussion in this process about Resource students who actually speak English well (and parents speak mostly English at home) but they are not progressing on the CELDT. One student in particular this year is taking it pretty hard. It is difficult to explain to some students why they are in ELD when they really don't speak much Spanish at all. (Andrea)

Although I was prepared for the ELD curriculum in the credential program, I still feel that I have a ton more to learn! From what I remember, redesignation is when a student becomes language proficient. I believe the correct term is Fluent English Proficiency (FEP). Other than this, I do not have any personal experiences to recount because I have never had my own classroom. (Kaitlynn)

Hi Kaitlynn - Yes, that is correct, when they are redesignated they are considered proficient. However, we must continue to track them to be certain they are successful. If you would like some experience, come on down to Fullerton! You are welcome in my classroom! (Marcie) Marcie- Thank you for offering and I may take you up on that! :) Kaitlynn

After they are redesignated, their teachers for the next few years must complete an evaluation that includes scores and classroom performance. I am not sure how long they have these follow-up evaluations. (Valerie) Hi Valerie, RFEP students are monitored for 2 years after redesgination, but they cannot be reclassified back to EL if they are not doing well. All a school can do is over them interventions to help them out. (Connie)

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Although I do not have my own classroom yet, this topic is relevant to me because I work at a school with a high EL population. However, I am still learning about the various ELD educational programs and student classifications. I think that once EL students have met the ELD standards they are redesignated. Then, the redesignated Fluent English Proficient students are held accountable to the mainstream English standards. It is especially important that t he redesignated students are monitored in the mainstream classroom to insure that they are able to keep up with their peers.  (Amy Anderson) ======

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Yes Amy, it is important to monitor students' progress in the mainstream classroom as well. When a student is up for reclassification, we also consider their CST scores, classroom performance, as well as using teacher judgment. (Andrea) Even though I do not have my own classroom yet, I have experienced a little bit about ELD and redesignation. Where one school that I worked in only took out one hour a week with the students in order to get them progressing, another school spent one hour a day working with the students to get them redesignated as quick and efficient as possible. I do know also, that sometimes the students are "tested out" so they are only part of a English only classroom. I definitely have more to learn about ELD redesignation. (Heather S) ======

**__Curriculum We Have Developed__ **
I learned in my ELD classes during the credential programs that ELs need visuals, visuals, and more visuals. To help my ELs understand Science concepts, I supplement our Science curriculum with visual aids--both online and in class. On my class' BB site, I have included visual aids like simulations, videos, and diagrams for students to reference. I also have students create online encyclopedias for our Science units. These visual aids and encyclopedia, become part of our "textbook." I wouldn't have considered these aids curriculum before this year, but from what I've learned in this class, curriculum is what you give the students to help them learn. (Dana) Great idea Dana. It is very motivating to incorporate technology into your lessons and a wonderful way to bring visuals into the classroom for your ELs. I might have to steal that idea! (Marcie)

**__How does your school approach ELD curriculum implementation in regards to blocking time and/or grouping students?__ **
At my school, ELD curriculum implementation is left up to the classroom teacher. We have the ELD supplemental materials/lessons offered by publishing companies that accompany textbook adoptions. I like to use visuals, and label drawings on posters to help drive home vocabulary, etc. During RTI sessions, our Reading Specialist sometimes takes a small group of ELL students (if there is and whoever fits the need) and utilizes the Rosetta Stone and Read Naturally programs. (Stephanie) At the school where I teach, our ELD program is pretty structured. We have a set time set aside each day for ELD. For the most part, students in each grade level are placed according to their level based on CELDT scores. Each teacher plans for and teaches a different level. Most, if not all, of our teachers are DUTRO trained and are familiar with the Carousel program. We also have an ELD coach who works with our newcomer students. Because of our high EL population, ELD is an important part of our school curriculum. (Sa nd y) At our school, the ELD curriculum implementation is also left up to the teacher and there is an ELD "pull-out" program for the few students that are identified as ELL, usually during RTI. ( the Moderate /Severe Special Education population at our school are comprised of approx. 89% ELL, but they are not included in this ELD curriculum program). A district wide team of teachers, resource teachers, administrators from all levels, and district personnel developed an Accelerated Language Academy for students at the lowest CELDT levels, the Early English Mainstream program for students at intermediate and above, and the English Mainstream program for R-FEP students. The ELD Program Guide has methods, classroom stategies, assessments and resources for each teacher at our school. (Terese)  **I think it is great that you get extra support from your resource specialists. Terese, is this "accelerated Language Academy curriculum they developed available to people outside of the district? (Marcie)** Hi Marcie, I believe that the "Academy" is within the PYLUSD right now and curriculum is developed from within as well, but it is a good concept and services many of our students in need.The head of the entire program is also the Director of Curriculum (I did my interview with her for Loretta's class) so I had an opportunity to learn more about our ELD program as well through the interview. :) Thanks, Terese  **My school has a very structured ELD schedule. ELD time is strictly from 8:10-8:40 everyday, with the exception of CST testing weeks. No other things may be scheduled during those times such as assemblies, field trips, or ATA lessons. We also must turn in ELD plans for that week each Monday morning. Our plans include student activities, vocabulary and ELD standards. (Valerie)** <span style="color: #00ffff; font-family: 'Arial Black',Gadget,sans-serif;">Like Valerie's school I have subbed at a school that uses the morning for their ELD time. Students switch with other grade level teachers and are grouped by levels. I have used ELD curriculum materials and run-off materials. The materials are mostly encouraging language and describing pictures. (Melissa) <span style="color: #ff00d5; font-family: 'Arial Black',Gadget,sans-serif;">At my school we have specific ELD times. First and second grade's time is from 1:20-1:50. We group by CELDT scores and the Express test. Almost all of our teachers are Dutro trained as well. Our school also implements Imagine Learning. The students seem to really enjoy this program. (Susan) <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;"> I'm not a regular classroom teacher at my site, but I do interact with students all of the time. I know my school district (Santa Ana) uses Open Court for their English Language instruction. While I am not in the classroom, I do see and hear a lot of what is going on in the school. It seems to me that because we have such a high percentage (95%) of English Learners, we do not have specific ELD instruction. I think it is just incorporated into the regular language arts components. (Rachel)

Hi Rachel: Open Court has been around for a while. Yes, it is nice to be able to teach language development to all of the students and weave it throughout the curriculum. I am sure they do specific instruction and strategies from the ELD curriculum. (Marcie)

I feel our ELD program is pretty unstructured at this point, however there are plans for modifications next year. As of now, our ELD students are pulled out to work with a specialist weekly (the amount of days and times each week varies per child), but next year there's talk about 30-45 minutes being set aside specifically for ELD students, away from the rest of the class. To make this work, rotations of some sort would need to coordinated between each grade level. It will be interesting to see the final outcome. (Tracee)

Wow, there is a huge discrepancy from one site/school district to the next. This is interesting! Thanks for sharing (Marcie)

As a teacher not under contract I have only classrooms I sub in or observe in to go off of. The nice thing about that is I get to see the implementations from more than one perspective and site. At my son's school where the ELD percentage is 21%, which honestly seems a little low for their reporting numbers, the ELs in Kindergarten are taken by one teacher while all the other students go with the other teacher. The teacher with the EL students spends 45 minutes working with them usually on identification, pronunciation, and basic speaking skills. It does not to seem run by any program, such as Carousel, as I've seen at other sites, but the students appear to respond well to her self-created lessons. From another perspective I am familiar with a 6th grade class where the students are divided in to groups based on level and go to different teachers once splintered. This method seems to be very effective for older students as they are in groups with students at a similar level as themselves. These students work on different topics day to day and week to week. I believe the Carousel program I mentioned above is used as a guideline for their program. (Brenda)

Hi Brenda - it sounds like they use a combination of a couple of different curriculums. It is nice to be a fly on the wall, isn't it? (Marcie)