1. Preschool English Language Development Measures © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

2. Like Me! I have been in early childhood education for five or more years. I know more than five people in this room I have tried to learn a second language. I am monolingual. I am fluent in two or more languages. I learned a second language as a child. I have left school with paint on my clothing. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

3. Outcomes Describe why the English Language Development (ELD) measures were developed Identify with whom to use the ELD measures Investigate the content of the ELD measures Analyze evidence in light of the ELD measures Explore strategies for working with staff © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

4. Where do you rate? DevelopingBuildingIntegrating Exploring © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

5. Why ELD measures? © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

6. Dual Language Learner Children whose first language is not English Encompasses both children learning English for the first time in the preschool setting and children who have developed various levels of English proficiency Adapted from Rivera, C. & Collum,E. (2006). State assessment policy and practice for English language learners: A national perspective. NJ: LEA. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

7. California Context 1.17 million children ages three to five – 46%Latino – 34%White – 9%Asian Pacific Islander – 6%African American – 4%Multiple Races/Ethnicities – 0.5% Native American 2000 United States Census © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

8. California Context Number of dual language learners in Kindergarten for 2006-07: Total Kindergarten population: 454,771 Total Kindergarten dual language learners: 189,564 Of the Kindergarten dual language learners: Spanish speaking158,878 Vietnamese speaking 5,370 (1%) PEL Guide Link -- Pages 10-12 provide additional demographic information Adapted from CDE, Dataquest © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

9. English Language Development Measures Measure 23: Comprehension of English (receptive English) Measure 24: Self expression in English (expressive English) Measure 25: Understanding and response to English literacy activities Measure 26: Symbol, letter, and print knowledge in English © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

10. Instructions for Using the Language and Literacy Development (LLD) and English Language Development (ELD) Measures 1.Find an elbow partner. 2.Name selected partner A and B. 3.A reads the first paragraph under Instructions for Using the LLD and ELD Measures on p. vii and B paraphrases. 4.Alternate until finished with p. viii. 5.Together look at the chart on page viii, check for understanding with one another. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

11. 11 Key Points for ELD and LLD Measures 1.LLD used with all children to measure progress in language and literacy development. Children may master levels in English, home language, or through alternative communication. 2.ELD used with dual language learners learning to speak English. Consider only responses to or communications in English. 3.All dual language learners do not progress at the same rate. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

13. Your Turn Read the childs profile with your partner. Use the process on page viii. Determine whether the ELD measures should be used and why. Share with another pair. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

14. How can I use this? © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

15. The ELD Measures Measure 23: Comprehension of English (receptive English) Measure 24: Self expression in English (expressive English) Measure 25: Understanding and response to English literacy activities Measure 26: Symbol, letter, and print knowledge in English © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

16. ELD Measures: The Assignment Read the measure, definition, ratings and examples. Develop a graphic and a chant for the measure. Share your graphic and chant. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

17. Checking In What I Know What I Need to Know © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

18. Mocktail Party I learned…. With my staff I will…. I still need to know…. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

19. Evidence Sort Place the ELD measure headers in front of you. Read each vignette. Sort the vignettes. Record the number(s) of any vignettes that could be used for more than one measure. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

20. Vignettes & Teachable Moments © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

21. How can I use this? © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

22. The ELD Measures in the Classroom Turn to ELD 1, Measure 23. Read the definition, descriptor, and examples for the exploring level ONLY. Watch video clip. What makes it an example of the developmental level? © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

23. Exploring Level © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

24. Developing Level © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

25. Building Level © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

26. Integrating Level © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

27. 27 Looking at the Evidence NOTE: Portfolio samples are confidential and are not to be removed from the room. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

28. 28 Meet Joanna Joanna is four years old. Her home language is Spanish and both parents speak Spanish in the home. She has older siblings who often speak with her in English. This is Joannas first year in preschool. She attends a dual immersion preschool. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

29. 29 Meet Joanna © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

30. 30 Looking at the Evidence © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

31. 31 Lets Look at the Evidence Using the evidence provided, identify the measures related to each evidence item. Place an in the box in which each evidence item matches the corresponding measure. If the evidence is related to other measures, write the measure number in the box on the far right. © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

32. A good piece of evidence can be used for multiple measures if it is: Descriptive An authentic snapshot of behaviors Provides significant details, not labels Captures childrens ideas and/or language F: Oh, theres the caterpillar L: Hes eating. F: He get fat and go cocoon. L: Then he will be… F, L and J: A beautiful butterfly! © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.

33. Take Home Messages Three Messages I Will Carry 1.2.3. Two Ways I Will Spread the Word © 2011 California Department of Education, Child Development Division with WestEd Center for Child and Family Studies, Desired Results T&TA Project.