1. Amador Elementary School ELAC October 29, 2015 Sarah Ansari, ELD Specialist

2. Benefits of Multilingualism  Individuals who are bilingual switch between two different language systems.  Their brains are very active and flexible (Zelasko and Antunez, 2000). Research also shows that bilingual people have an easier time  understanding math concepts and solving word problems more easily (Zelasko and Antunez, 2000);  developing strong thinking skills (Kessler and Quinn,1980);  using logic (Bialystok and Majumder, as cited in Castro, Ayankoya, & Kasprzak, 2011);  focusing, remembering, and making decisions (Bialystok, 2001);  thinking about language (Castro et al., 2011); and  learning other languages ( Jessner, 2008).  In addition, research indicates that bilingualism may delay the onset of Alzheimer’s disease (Dreifus, 2011).

3. CA Seal of Biliteracy  The State Seal of Biliteracy (SSB), per Assembly Bill 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012. This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.  Seal of Biliteracy promotes bilingual pride! We encourage students to be biliterate, and help schools to promote bilingualism by providing medals and seals.  California Education Code Section 51460(b) states the purposes of the SSB, which include (but are not limited to) encouraging pupils to study languages; providing employers with a method of identifying people with language and biliteracy skills; and strengthening intergroup relationships, affirming the value of diversity, and honoring the multiple cultures and languages of a community.  http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp

4. How was my child identified as an English Learner?  Home Language Information  If parents indicate a student has a language other than English, or in addition to English in his or her background, the student must be given the California English Language Development Test (CELDT) test. LAU ET AL. v. NICHOLS ET AL. SUPREME COURT OF THE UNITED STATES December 10, 1973, Argued January 21, 1974, Decided The failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English, or to provide them with other adequate instructional procedures, denies them a meaningful opportunity to participate in the public educational program…

5. California English Language Development Test - CELDT The CELDT is a test of English skills in the following areas:  Listening  Speaking  Reading  Writing  Purpose Of CELDT Test: -Identify students who are English Learners -Determine the level of English level proficiency -Assess the progress of English Learner students

6. CELDT SCORES An initially proficient CELDT score is overall Early Advanced or higher, with no more than one subtest score of Intermediate. *Note: K/1 Listening & Speaking only

7. LEP/English Learner Status When a student is given the CELDT test for the first time, he/she is designated as one of the following: Not Limited English Proficient (English Fluent) (if a passing CELDT score is achieved) English Learner/Limited English Proficient (LEP) (until all reclassification requirements have been met) *Note: Kindergarteners, 1 st, and 2 nd graders will continue to be designated as English learners until they take the CELDT test in 3 rd grade, even if they are performing well academically.

8. Based on preliminary CELDT results, notification was sent home. Unless parent permission is given, EL students are not placed in ELD pull-out groups. They receive the support needed from their regular classroom teachers.

9. ELD Program at Amador  Both integrated and designated ELD are provided to English learners.  Integrated ELD is provided to ELs throughout the school day and across all subjects by all teachers of ELs.  The CA ELD Standards are used in tandem with the CA CCSS for ELA/Literacy and other content standards to ensure students strengthen their abilities to use English as they simultaneously learn content through English.  Designated ELD is provided by skilled teachers during a protected time during the regular school day.  Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English.

10. CA ELD Standards http://tinyurl.com/bootcamp1pagers Link to view a one page description at each grade level of the CA ELD standards teachers are using as basis of instruction. Emerging--------- Bridging----------Expanding Beginning—Early Intermediate—Intermediate—Early Advanced--Advanced

11. Parent Notification of Assessment Parents will be notified of official CELDT scores when we receive them back from the state (usually in January )

12. Reclassification Requirements In order for a student to be reclassified as English proficient, all of the following requirements must be met: Passing score on CELDT(early advanced or advanced) Academic performance at or above grade-level standards Teacher recommendation Parent notification and consultation This process can begin as early as 2 nd grade.

13. Parent Notification of Reclassification Parents will receive this notification when their child has met all of the requirements to be reclassified as English fluent. No further action is necessary if parents approve of this action. If parents have questions or concerns, they may contact EL Support Services to discuss their child’s reclassification.

14. Single Plan for Student Success at Amador English Learner Services California English Language Development Test (CELDT) English Language Development Support Teacher, Sarah Ansari (small groups support to students, push-in support in classrooms, and strategies/information shared with teacher) Integrated activities to support understanding Technology Staff Credentials and Training (CLAD)

15. What is the role of ELAC? Purpose of ELAC Each California public school from K-12 with 21 or more English Learners must form a functional English Learner Advisory Committee (ELAC). The ELAC a committee for parents and other community members who want to advocate for English Learners. The committee reviews and comments on the following: The school’s program for English Learners The school’s needs assessment. The school’s annual language census (R-30 LC Report) Efforts to make parents aware of the importance of regular student attendance. Elects at lease one member to the DLAC Elects a representative for the School Site Council

17. Get Involved  DELAC December 2 nd, 2015 6:30-7:30 PM District Office, 7471 Larkdale Ave., Dublin  DELAC February 17 th, 2016 6:30-7:30 PM District Office, 7471 Larkdale Ave., Dublin  Parent Night April 27 th, 2016 6:00-7:30 PM Fredriksen Elementary School (informative workshops)  Next ELAC meeting at Amador, January, 2015 (Date TBD)

18. Feedback from you Please use Padlet to share: What questions do you have? What would you like to hear about at our next meeting? Do you have feedback about this morning’s presentation?

19. Let’s get to know each other…  Please find someone in the room that you do have not met… Share your name, your child’s grade, and one way that you encourage your child to maintain your home language(s).  Switch partners, and share again.

20. Thank you for coming! Please use the computers to explore my teacher webpage, and the resources available. http://www.dublinusd.org/Domain/975 Sarah Ansari, ELD Specialist ansarisarah@dublinusd.org