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Long Term English Learners LTELs

CUSD PoDule Background. Campbell Union School District Professional Development Modules (PoDules) were created by district teachers, coaches, and administrators in 2010-11 school yearContent was intended for internal district use onlyContent was taken from multiple sourcesAny questions re: PoDule

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Long Term English Learners LTELs

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    1. Long Term English Learners (LTELs) A Professional Development Module Created by Pati Curiel and Blesilda Ilano-Tenorio For Campbell Union Elementary School District May 2011

    2. CUSD PoDule Background Campbell Union School District Professional Development Modules (PoDules) were created by district teachers, coaches, and administrators in 2010-11 school year Content was intended for internal district use only Content was taken from multiple sources Any questions re: PoDules should be directed to Denise Kilpatrickdkilpatrick@cusd.org in Campbell Union School District This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 2

    3. Who are our Long Term English Learners (LTELs) in CUSD? Students who are still EL for more than 5 years with the majority of students at Level 3 or lower on the CELDT – Intermediate or below Many U.S. born Students often master receptive language at their CELDT level, but struggle with expressive language at that level This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 3

    4. Annual Measurable Achievement Objective 1 Progressing in English language acquisition Annual increases in the number or percentage of students making progress in learning English GOAL: Move up one CELDT Level This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 4

    5. Annual Measurable Achievement Objective 2 Exiting or reaching English language proficiency Annual increases in the number or percentage of students attaining English language proficiency by the end of each school year GOAL: RFEP or 4/5 CELDT This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 5

    6. Annual Measurable Achievement Objective 3 ELL-Adequate Yearly Progress (AYP) AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics GOAL: ELA and MATH grade level proficient status This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 6

    7. Awareness: Socio-Cultural Context Socio-Economic Status Poverty Level Home Life While acknowledging each child’s context, understand these factors are not indicators of a student’s academic potential. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 7

    8. LTELs May Participate In: Non-existing or poorly implemented language development programs Programs where curriculum and materials were not designed to meet EL needs Inconsistent programs Only part of the full curriculum Programs allowing social and linguistic isolation Transnational schooling This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 8

    9. Possible Challenges Lack of Formal Approaches for LTELs: Inappropriate placement in mainstream classes (no ELD program) Students placed and kept in classes with newcomer students Students taught by unprepared teachers Students excluded from electives Limited access to full curriculum Inadequate interventions This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 9

    10. Long Term Language Learner Data Insert District Data Here This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 10

    11. Profile of a Long Term English Language Learner Familiar with English and American culture Still acquiring English syntax, grammar structures, but is able to function in social situations.

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