The LEA must have a means to assist English learners to achieve at high levels in the core academic subjects to ensure that they meet the same challenging state content and achievement goals all children are expected to meet. The LEA must monitor student academic progress and take action to overcome any academic deficits incurred while acquiring English. Actions to overcome academic deficits must be taken before the deficits become irreparable. English Language Development English Language Development is a component of instructional programs designed to serve the needs of English Learners. English Language Development (ELD) is a specific curriculum that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach second language learners to communicate (listen and speak) with high levels of understanding in English. Additionally, ELD provides the foundation for literacy (reading and writing). Thus, students will have the skills to develop cognitive academic proficiencies in English. The County will follow the 2012 California ELD Standards. Progress may be measured using assessments accompanying the ELD adopted materials, as well as teacher- developed monitoring tools. EL students may be assessed using the County multiple measures assessments (STAR, SANDI, FAST, etc.) and the CA state assessment to determine achievement gaps as compared to native English-speaking students. English Language Development is recognized as an important element for every EL student. However, it must not be the only instruction EL students receive. English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD. This time is a planned, specific component of the total education for an EL student (designated EL instruction time). There is no “set” maximum amount of time for a student ’s English Language Development. However, it is suggested that each EL student receives at least a minimum of 20 minutes of designated ELD instruction daily. The actual number of ELD instructional minutes provided to students will be determined by individual student need.
Core Subject Areas: Researched-Based Tools (MTSS, UDL)
Multi-Tier System of Support: Figure 8: MTSS Design Elements from CA Practioners’ Guide for Educating ELs with Disabilities Multi-Tier System of Support
California’s MTSS Design Elements: Three Tiers of Highly Quality Core Instruction, Supports and Intervention.
46
Made with FlippingBook Digital Publishing Software