Secondary EL Designee Meeting September 11, 2015

SRI TESTING FOR RECLASSIFICATION

SRI FAQs In groups, match the red question strip to the white answer strip. Be prepared to share with the whole group.

SRI FAQs When do we administer the SRI? What happens if we administer outside of the testing window? Who should administer SRI? Why can’t my Title III Coach administer the SRI? If I was trained to administer the SRI last year, do I have to be trained again this year? Do all ELs take the SRI? Why do ELD 1 and ELD 2 students have to take the SRI if they can’t reclassify anyway? Do ELs who are already in a Read180 class have to take an additional SRI exam?

SRI FAQs Do I have to load software to give the SRI? Can I use iPads to give the SRI? What is the minimum passing score for SRI? Why do students who scored Basic last year but did not reclassify have to take the SRI again this year? Is SRI aligned to the CCSS? Is there any use for this assessment data apart from reclassification? Can students in grades other than 6-12 use the SRI for reclassification? What assessment is used for elementary grades?

WAIVER VS WITHDRAWAL

Waiver vs. Withdrawal Parental Exception Waivers refer to the parent’s request for an alternative program in which the language of instruction is English, paired with another language (i.e., in a Dual Language program or Newcomer –Spanish program). Parent Withdrawal from Services means the parent has requested in writing (each year) that the student be placed in a mainstream program (no ELD course). ELD must still be provided daily until reclassification.

Steps to follow when a parent requests Withdrawal from Services: 1.Parent must make the request in writing (each year) 2.EL designee or Administrator needs to schedule a conference with parent 3.During the conference, the Mainstream Checklist items need to be discussed (obtained through the MMED website under forms); Checklist is signed 4.Parent signs "Change of Program Request" (from MMED website) 5.Change Master Plan Program in MiSiS to "Withdrawal by Parent Request" THE SCHOOL MUST STILL PROVIDE SERVICES IN SOME OTHER WAY.

Instructional Services Plan: The Facts Parents may choose the environment in which their children receive services, but it is the student’s civil right to receive English Language Development support services and our obligation as a public school system to provide it.* California Education Code calls for 1 period daily (or its equivalent) of ELD for LEP students in secondary schools. Most secondary EL students in LAUSD are served via ELD 1-4, Advanced ELD, Literacy and Language, or Developing English Language Skills courses. * For more information about Federal guidelines, please see the “Dear Colleague” letter at

Instructional Services Plan: The Implementation The new CA ELA/ELD Framework calls for Designated and Integrated ELD. In other words, one or more periods of instruction dedicated to language development aligned to the new ELD standards, and language development via other content areas the rest of the day. ALL TEACHERS ARE RESPONSIBLE FOR LANGUAGE DEVELOPMENT INSTRUCTION. For students withdrawn from ELD programs, language development instruction still must happen. A different course (usually an elective) will be provided. The teacher must be trained in the use of ELD Standards. The instruction must address the ELD Standards. Progress in ELD must be monitored by the teacher and school

What courses might work? AVID ELA course or elective Computer Literacy

LTEL PLACEMENT MONITORING

How to run this report:

LDNW Website Instruction  English Learners  Secondary Instruction

SMART START

Read the following sections of the document: Pg. 1 paragraphs 1-3 Pg. 2-3 Evaluating EL Students for Special Education and Providing Dual Services Pg. 3 Meeting the Needs of Students Who Opt Out of EL Programs or Particular Services Prepare to participate in a Constructive Conversation with your partner about this document. Attempt to take at least two turns for each skill. “Dear Colleague” Fact Sheet

Constructive Conversation Prompt: How does the text help shape your thinking about the ways we ensure English Learner students can participate meaningfully and equally in educational programs at your school?