1. Professional Development
LTEL Course
Professional Development

2. Objectives LTEL COURSES OVERVIEW Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflect on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

3. Objectives LTEL COURSES OVERVIEW Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

4. LTELs
22,331 Secondary LTELs are scoring below Early Advanced and unable to reclassify
Elementary and Secondary
Secondary

5. Objectives LTEL COURSES OVERVIEW Review LTEL Data for ESC West
Review the LTEL Professional Development Plan from MMED
Provide an overview of the LTEL Professional Development sessions
Understand key components from the LTEL Framework
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

6. Initial Training Follow-Up
Professional Development Plan (FALL 2013)
Initial Training
2a3-Classroom Climate
Follow-Up
2c1-Management of Routines, Procedures, and Transitions
3c2-Purposeful and Productive Instructional Groups
3a4-Use of Academic Language
3a1-Communicating the Purpose of the Lesson
3b2-Discussion Techniques and Student Participation

7. Follow-Up 2 Professional Development Plan (Spring 2014)
2d2-Monitoring and Responding to Student Behavior
3b1-Quality and Purpose of Questions
3c1-Standard-Based Projects, Activities, and Assignments
3d3-Feedback to Students

8. Objectives LTEL COURSES OVERVIEW Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

9. LTEL Framework LAUSD Day I Highlights LTEL Framework
Teaching our LTELs to be
Study Skills Explicitly Taught
Connects to careers and college
Connects language to content
Thematic units unify components
Resiliency
LTEL Framework
LAUSD

10. Objectives LTEL COURSES OVERVIEW Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

11. English Learner Student-Centered Decisions

12. Initial Training Agenda
Professional Development Plan (FALL 2013)
Initial Training
2a3-Classroom Climate
Agenda
Day I
LTEL Framework
LTEL Courses Overview
Framework into Practice
3c2-Purposeful and Productive Instructional Groups
Day II
Scholastic
Getting to know the program
3a1-Communicating the Purpose of the Lesson
Day III
Great Source
Getting to know the program

13. English Language Development
Day I Highlights
LTEL Framework
LAUSD
Resiliency
Curricular Materials
LTEL
English Language Development
Framework
Novels

14. Getting to Know Your Student Activities
Day I Highlights
LTEL Framework
LAUSD
2a3-Classroom Climate
Getting to Know Your Student Activities
Develop a Community of Learners
MyData Information
LTEL Data
CELDT Data
Personally and Individually

15. 3c2-Purposeful and Productive Instructional Groups
Day I Highlights
LTEL Framework
LAUSD
3c2-Purposeful and Productive Instructional Groups
Mystery Envelope Activity
Three Envelopes, Three responsibilities
Protocols
Student to Text
Student to Student
Reflection

16. Literacy and Language Day II Highlights Purpose
Gradually introduce ELs to CCSS-based coursework
Emphasis
Oral language development
Reviewing basic literacy skills
Academic language development
Introduction to expository reading and writing
Developing reading comprehension skills
Design
6 thematic units with connections to content areas
Intellectually challenging activities promoting student-to-student interaction
Reading skills
Full-length literary works (novels)
Features
Achievement Attitudes
AVID-like study skills
Connects language to content
Connects to careers and college
Research-based instructional strategies designed to accelerate English Language Development
Student-centered activities
Inquiry-Based Learning
Curricular Materials
English 3D

17. Advanced ELD Day III Highlights Purpose
Introduce ELs to CCSS-based coursework, as well as skills and content knowledge needed to meet reclassification criteria
Emphasis
Oral language development
Academic language development
All genres of reading and writing
Reading comprehension
Design
Six thematic units with connections to content areas
Intellectually challenging activities promoting extensive student-to-student interaction
Foster awareness of text, audience, purpose
Full-length literary works (novels)
Features
Achievement Attitudes
AVID-like study skills
Connects language to content
Connects to careers and college
Research-based instructional strategies designed to accelerate English Language Development
Student-centered activities
Inquiry-Based Learning
Curricular Materials
Great Source: Reader’s Handbook & Write Source

18. Objectives LTEL COURSES OVERVIEW Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

19. English Language Development (ELD)
Input
Output
Standards
Measure
Language Production
Listening
Speaking
Reading
Writing
Activities
This slide represents ELD. Language development happens in the classroom with every planned activity. As you walk the participants through this process, let the know that every activity in ELD has to be delivered with intent to address each domain independently. Each activity should address a standard and as students produce language, we should be able to measure their growth in the desired domain. ELD can bridge the English Learners to reach, not only ELD standards, but ELA standards as well if lessons include activities which builds and produce language that can measure student progress in the particular domain.

20. INPUT OUTPUT Produce What is English Language Development (ELD)?
Interpret
Collaborate
INPUT
OUTPUT
Language
(information)
Language
(product)

21. Mastery of CCSS ELA Standard Language needed to access CCSS
LTEL courses are ELD classes for secondary LTEL students, and focus on the California ELD standards.
Language needed to access CCSS
ELA
Beginning
Intermediate
Advanced
ELD
While the goal of every student is to master the CCSS ELA standards, EL students have language needs need to be fulfilled so they can access the CCSS Standards. It is important to be aware of the CCSS ELA standards so we can better support LTEL student success in grade level ELA.  LTEL teachers use the rigorous LTEL novels to bridge students from their current ELD levels to the rigor of the CCSS ELA standards.
1:01 – 1:06 pm
We are using the 1999 version of the standards, as the district is still in the awareness phase of the new ELD standards.

22. Thematic Unit
Skillful Scholars will engage in activities that explore the organization of our society as well as exploration of hierarchies, from Maslow’s Hierarchy of Needs to the hierarchy of the U.S. government. Students learn that everything has a place and function in life and that everyone has opportunities for social mobility if they learn basic skills and keep pursuing higher education. Students will start by examining basic human needs and how important it is for humans to meet those needs. The big idea is that humans need to take care of themselves first before helping others. Students will explore the characteristics of organizations and how successful individuals in world history have achieved success because they achieve self-management skills in order to manage others. Self-management requires that we each take care of basic needs such as obtaining proper rest. However, many teens are sleep deprived. Some teens will choose to sleep less, some more, but others do not have a choice. Students will explore health issues and how the brain works. 

23. Thinking Journal Please locate your Thinking Journal in your packet.
Turn to the first blank page and write the following title: Table of Contents.
Write today’s date in the upper right hand corner.
The next slide will show you an example.
All participants should have a notebook. We are copying a few pages from a template and giving it to the participants so they get a feeling of a journal. They will use it throughout the presentation. We are pointing out the Teaching and Learning Framework highlighted standards: 2c1 Management of Routines, Procedures, and Transitions.

24. Page 2—Grounding Activity
January 22, 2013
TABLE OF CONTENTS
Page 2—Grounding Activity
Model how to set up the table of contents. Most participants will know how to set it up. However, many of our LTELs don’t have the organizational skills to set it up yet. As a teacher, model as much as possible. This is an example of how to use PowerPoint to show how the teacher can model what a table of content may look like. Point out that in our framework, this is an explicit skill that we would like to teach in the the LTEL courses: organization.

25. Page 2
Grounding Activity
Please start your sentence with the following words
I think that…

26. Writing Your Thoughts Grounding Activity:
1. Do you know anybody famous that used a journal or notebook to write his/her thoughts? Write his/her name. (Accessing Prior Knowledge) 2. Why might it be important for an LTEL to write his/her thoughts before sharing with others? (Generate and Opinion) I think that…

27. Think, Ink, Pair, Share (Generate an Opinion)
Grounding Activity
Think, Ink, Pair, Share
(Generate an Opinion)
Language Production: We want to encourage language production in our ELD Courses.
Task: Find a partner
Prepare to share your thoughts

28. Grounding Activity
Whole-Group Share

29. Objectives for this Activity
Review Community of Learners
Understand the importance of a protocol for this activity
Participate in an activity that is observable in an LTEL classroom
Reflect on lesson’s activities: Thinking Journal, establishing a protocol, chunking the text, summarizing, paraphrasing, and evaluating

30. Learning Communities Form Learning Communities of six SCRIBEs.
Number yourself from 1-3. 3 2 1
We will form communities of learners. We are going to ask that participants gather in groups of six. It is okay to have less than or more than six. Ideally, we want to have six participants in each group since we are breaking into triads.

31. Review Today’s Protocol: Chunking the Text
Every SCRIBE reads the text.
Every SCRIBE writes their thoughts in their Thinking Journal.
In order, one SCRIBE starts to speak using sentence frames to share their understanding.
The other SCRIBEs listen actively.
Every SCRIBE has an opportunity to orally respond to the speaker.

32. The Importance of Protective Factors
TEXT
The Importance of Protective Factors
1. Every SCRIBE reads the text (in chunks).
The Importance of Protective Factors Chunk #1
Reading Strategy: Chunking the Text
Ask the participants to pull their Describing 16 Habits of Mind text. They are about to read the text. Tell them that all members of the triad will read the same chunk. They are all to write in their Thinking Journal their understanding of what was read (in chunk #1). Wait for the presenter before moving to the next chunk. Presenter will walk them through all the steps of the protocol.

33. Page 2—Grounding Activity
November 6, 2013
TABLE OF CONTENTS
Page 2—Grounding Activity
Page 3—Summarizing the text / Paraphrasing the Speaker
Model how to set up the table of contents. Most participants will know how to set it up. However, many of our LTELs don’t have the organizational skills to set it up yet. As a teacher, model as much as possible. This is an example of how to use PowerPoint to show how the teacher can model what a table of content may look like. Point out that in our framework, this is an explicit skill that we would like to teach in the the LTEL courses: organization.

34. The Importance of Protective Factors
TEXT
The Importance of Protective Factors
2. Every SCRIBE writes their thoughts in their Thinking Journal.
The Importance of Protective Factors Chunk #1
Reading Strategy: Chunking the Text
Language Function: Paraphrasing
The second step in the protocol is to write their thoughts in their Thinking Journal (paraphrase) what they understand of what they read in the first chunk.

35. 1 2 Every SCRIBE has a role Summarize Paraphrase
SCRIBE #1 will be a scholar that reads, writes, and orally summarizes his/her understanding of the text read.
SCRIBE #2 will be another scholar whose job is to read, write, listen, and paraphrase what he/she heard from the first SCRIBE.
SCRIBE #3 will be that of a TEACHER that will listen and assess if SCRIBE #1 and SCRIBE #2 performed the functions of summarizing and paraphrasing. 3 2 1 1
Summarize 2
Paraphrase
SCRIBE #1 read the text and paraphrase (student)
SCRIBE #2 listened to SCRIBE #1 and paraphrase (student #2)
SCRIBE #3 listened to assess if SCRIBE #2 paraphrased correctly (teacher)

36. 1 2 Chunk #1 Summarize Paraphrase
The first SCRIBE will summarize what he/she understood from the text.
The other two SCRIBES listen actively.
When the first SCRIBE finishes, the next SCRIBE will paraphrase what he/she heard (listened).
The third SCRIBE (TEACHER) is listening to the second SCRIBE and listens for the language function: paraphrasing. 3 2 1 1
Summarize 2
Paraphrase
SCRIBE #1 read the text and paraphrase (student)
SCRIBE #2 listened to SCRIBE #1 and paraphrase (student #2)
SCRIBE #3 listened to assess if SCRIBE #2 paraphrased correctly (teacher)

37. Function: Paraphrasing
Paraphrasing sentence starters
I think what you are trying to say is…
Some of your ideas were that…
I think your idea is…
Make it clear that the language function for this activity is paraphrasing. English Learners need scaffolds to help them produce language. Encourage participants to use the language frames (sentence starters) when they paraphrase. Leave this slide up so they can see it during the first rotation. They can use the English 3D frames if available.

38. 1 2 Chunk #1 Summarize Paraphrase
The first SCRIBE will summarize what he/she understood from the text.
The other two SCRIBES listen actively.
When the first SCRIBE finishes, the next SCRIBE will paraphrase what he/she heard (listened).
The third SCRIBE (TEACHER) is listening to the second SCRIBE and listens for the language function: paraphrasing. 3 2 1 1
Summarize 2
Paraphrase
SCRIBE #1 read the text and paraphrase (student)
SCRIBE #2 listened to SCRIBE #1 and paraphrase (student #2)
SCRIBE #3 listened to assess if SCRIBE #2 paraphrased correctly (teacher)

39. Function: Paraphrasing
Paraphrasing sentence starters
I think what you are trying to say is…
Some of your ideas were that…
I think your idea is…
Make it clear that the language function for this activity is paraphrasing. English Learners need scaffolds to help them produce language. Encourage participants to use the language frames (sentence starters) when they paraphrase. Leave this slide up so they can see it during the first rotation. They can use the English 3D frames if available.

40. 2 3 Chunk #2 (Switch Roles) Summarize Paraphrase
The second SCRIBE will summarize what he/she understood from the text.
The other two SCRIBES listen actively.
When the second SCRIBE finishes, the next SCRIBE will paraphrase what he/she heard (listened).
The first SCRIBE (TEACHER) is listening to the third SCRIBE and listens for the language function: paraphrasing. 1 3 2 2
Summarize 3
Paraphrase
SCRIBE #1 read the text and paraphrase (student)
SCRIBE #2 listened to SCRIBE #1 and paraphrase (student #2)
SCRIBE #3 listened to assess if SCRIBE #2 paraphrased correctly (teacher)

41. Function: Paraphrasing
Paraphrasing sentence starters
I think what you are trying to say is…
Some of your ideas were that…
I think your idea is…
Make it clear that the language function for this activity is paraphrasing. English Learners need scaffolds to help them produce language. Encourage participants to use the language frames (sentence starters) when they paraphrase. Leave this slide up so they can see it during the first rotation. They can use the English 3D frames if available.

42. 3 1 Chunk #3 (Switch Roles) Summarize Paraphrase
The third SCRIBE will summarize what he/she understood from the text.
The other two SCRIBES listen actively.
When the third SCRIBE finishes, the next SCRIBE will paraphrase what he/she heard (listened).
The second SCRIBE (TEACHER) is listening to the third SCRIBE and listens for the language function: paraphrasing. 2 1 3 3
Summarize 1
Paraphrase
SCRIBE #1 read the text and paraphrase (student)
SCRIBE #2 listened to SCRIBE #1 and paraphrase (student #2)
SCRIBE #3 listened to assess if SCRIBE #2 paraphrased correctly (teacher)

43. Function: Paraphrasing
Paraphrasing sentence starters
I think what you are trying to say is…
Some of your ideas were that…
I think your idea is…
Make it clear that the language function for this activity is paraphrasing. English Learners need scaffolds to help them produce language. Encourage participants to use the language frames (sentence starters) when they paraphrase. Leave this slide up so they can see it during the first rotation. They can use the English 3D frames if available.

44. ESC WEST LTEL COURSES OVERVIEW
Objectives
Review LTEL Data for LAUSD
Review the LTEL Professional Development Plan from MMED
Understand key components from the LTEL Framework
Provide an overview of the LTEL Professional Development sessions
Practice protocols and key strategies from LTEL Professional Development
Reflection on classroom practice
We highlighted three of the six Principles. #2, #4, and #5. Review all three of the Principles.

45. Reflection #1
Think about what you have experienced in today’s presentation and the next video and reflect on the following.
What instructional practices have you observed in the LTEL Courses?
Think about teacher and student moves, routines and procedures, and the room environment.
What are you taking today that can be applicable in your efforts to support instruction for LTEL students?

46. Day III Highlights
Advanced ELD

47. Think, Ink, Pair, Share (Reflection)
Language Production: We want to encourage language production in our ELD Courses.
Task: Find a partner
Prepare to share your thoughts

48. Thank You Lester Malta, EL Instruction Coordinator