New English Language Development and Common Core State Standards Institute
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Transcript of New English Language Development and Common Core State Standards Institute
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New English Language Development and Common
Core State Standards Institute
Addressing the Needs of Long Term English Learners (LTELs)
who are also Students with Disabilities (SwD)
June 28, 2013
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Introductions
Debbie Jaggers-BaccinoDenise KilpatrickMaggie Spehar
Campbell Unified School Districts’ Journey to Meeting the Needs of English
Language Learners with Disabilities
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Goal
Prepare every English Learner for college and career success!
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Objectives
• Understand the importance of having a growth mindset
• Use data support decisions for LTELs with Disabilities
• Provide Professional Development to administrators and teachers to support LTELs with Disabilities
• Require explicit English Language Development (ELD) instruction for all students, including LTELs with Disabilities
• Understand that coaching benefits teachers and LTELs with Disabilities
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Growth Mindset
The Special Education and ELD Departments came together and realized that we could be doing more for our LTELs with Disabilities.
Areas to be considered using a growth mindset
• Core Curriculum• Assessment• IEP goals• Coaching
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Our Core Team• Special Education Director• ELD Administrator• Program Specialist• Special Education Equity Coach• CELDT Coordinator
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Data Drove Our Decisions• CELDT Data• State Data• Benchmark• Formative Data• Cognitive Data• Informal Data
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CUSD Alternate Assessment
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Professional Development• IEP Goal Writing and Monitoring• ELD Services• Administration Training• GLAD• Systematic ELD• ADEPT • CCSS
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IEP Testing Accommodations
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ELD Program & Service Models for EL Students in Special Education
in CUSDELD is a core subject for English Learners
• English Language Development (ELD) Settings English Language Mainstream (ELM) English Language Instruction (Pull Out) Structured English Instruction (SEI in SDC)
• Methodology Specially Designed Academic Instruction in English
(SDAIE)• Support
SDAIE Systematic ELD Guided Language Acquisition Design (GLAD)
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How to Document Programs, Services &
Instruction on IEPPrograms: Indicate on IEP what type of EL program the student will be in, such as SEI, ELM, or alternate program
Services: Indicate on the IEP if the student needs primary language support or other services to be successful
Instruction: Indicate where the instruction will take place (SPED classroom, general education, etc.) and if the instruction will be in English or primary language
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How to Document Programs, Services &
Instruction on IEP
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How to Document Programs, Services &
Instruction on IEP
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How to Document Programs, Services &
Instruction on IEP
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How to Document Programs, Services &
Instruction on IEP
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ELD IEP Goals
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ELD IEP Goals
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WorkshopWorkshopand modeling
Workshop,modelingand practice
Workshop,modeling,practice, andfeedback
Workshop,modeling,practice,feedback, andpeer coaching
10%12-13%
14-16%16-19%
95%
RATE OF TRANSFER INTO CLASSROOM PRACTICEFollowing Peer Coaching Professional Development
Types of Professional DevelopmentSource: "Effective Staff Development," by Robert N. Bush. In Far West Laboratory (Ed.), Making Our Schools More Effective Proceedings of Three State Conferences. San Francisco: Author, 1984.
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Coaching • Special Education Equity Coach• Learner Profiles • Monitoring Plans for LTEL SwD • Articulation • High Leverage Activities
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Explicit ELD Instruction
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ELD Sample Lesson Plans
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ELD Sample Lesson Plans
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Learner Profiles
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Sample LTEL Plan
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ELD Instruction Structured English Instruction (SEI in SDC)
• Stacey Video
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ELD Instruction Structured English Instruction (SEI in SDC)
• Laura Video
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ELD Instruction Structured English Instruction
(ELM in SDC)
• Una Video
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Our Journey Continues • Collaborative Coaching• Informal Coaching• Additional Learner Profiles • Preschool GLAD • SDC/ RSP General Education collaboration for all
content areas• Professional Development for Core Team,
Administrators, & Teachers on Common Core State Standards and the ELD Standards
• Parent Meetings for Special Education Students who are also Students with Disabilities
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Thank You!Thank you for attending our session. If you have any questions, please do not hesitate to contact us.
Contact Information:Debbie: [email protected]: [email protected]: [email protected]