CHECKLIST BUILDING BLOCK: DESIGN SECONDARY SCHOOL ...

CHECKLIST
BUILDING BLOCK: DESIGN SECONDARY SCHOOL PROGRAMS
Do LTELs in our secondary schools receive……
Clustered placement in mainstream academic classes, with teachers using
differentiated strategies to ensure access and participation – and with focus
on language across the curriculum
A specialized LTEL class to address their language and academic needs
Language development across the curriculum
Native speakers classes articulated and available through Advanced
Placement levels
A four‐year high school program that provides access to A‐G
Thinking about our LTEL support or ELD class, are we providing the components needed
for maximum success
COMPONENT Definitely! To some
degree
Focus on oral language
Active student engagement
Emphasis on academic language
Expository text
Multiple genres of reading and writing
Consistent routines
Goal setting, data chats
Empowering pedagogy
Rigor
Community building and relationship building
Development of study skills
Not
really
Don’t
know

BUILDING BLOCK: RESEARCH BASED EL PRACTICES IN THE ERA OF THE
COMMON CORE STANDARDS
Programs and Placement
We have an English Learner Master Plan that includes clearly
defined descriptions of research‐based program models for different
typologies of English Learners, including a designated program and
placements for students at risk of becoming Long Term English
Learners
English Language Development:
Standards‐based ELD instruction is delivered on a daily basis during a
dedicated ELD time, using ELD materials and curriculum aligned to the ELD standards.
This instruction focuses primarily on oral and listening skills – but also includes
reading and writing as appropriate. Long Term English Learners receive a
specialized ELD focused on their needs and separate from other English Learners
Teachers have received professional development in the use of the ELD
curriculum and materials, and feel it is an effective program.
English language development occurs across the curriculum (explicit language
objectives, focus on academic language and vocabulary, multiple opportunities to
produce language through oral and written forms).
Curriculum and Instruction:
English Learners are receiving a full curriculum (e.g., math, science, social
studies/history, English) and are able to enroll in full complement of A‐G required
classes
Our teachers use SDAIE strategies and modify lessons/
curriculum as needed to support English Learners to access the
curriculum.
A hallmark of instruction in the school is structured activities that elicit high
levels of student talk and interaction focusing on academic content and tasks. The
language students are exposed to, taught and use is high level, complex and precise
academic language.
Classroom pedagogy emphasizes collaborative inquiry, active engagement in
groupwork, and teamwork.

English Learners are provided quality reading materials including rigorous,
complex informational text, whole literature books selected for their relevance and
expressive uses of language – and are provided both the invitation and the
scaffolding to engage with those materials.
All teachers have received professional development in understanding the
needs of English Learners, instructional strategies for scaffolding access to the
curriculum for English learners, approaches for developing academic language and
promoting student engagement.
Instructional coaching is available and is used by teachers for support in
implementing instructional strategies effective with English Learners.
Across the school and grade‐levels, teachers focus together on a set of key
high‐leverage instructional strategies that promote language development and
access for English Learners to the academic content.
School has regular collaborative structures for teachers to focus on curriculum
planning, lesson study, instructional planning, and professional dialogue about
English Learner issues.
Books, glossaries and materials tied to academic content are available in the
home language to enable students to receive primary language support.
Home Language:
School policy and practices affirm the value of bilingualism – and, whenever
possible provides support for the development of bilingualism. Where possible,
Native Speakers classes are offered articulated through Advanced Placement levels.
Interventions and Support:
Interventions and support services/support classes are available that are
designed for and meet the specific needs of English Learners, including a focus on
their language development needs, rich oral language, functions and forms of
English, academic language, and writing.
Parent Information, Education, Engagement:
We report annually to English Learner parents on their
student’s status compared to the number of years that research
indicates English Learners need to achieve English proficiency and
compared to district expectations. These reports include longitudinal
data for their child indicating growth.

Parent education is provided regarding strategies parents can use to support
their student’s academic development, English development, the role and
importance of developing the child’s home language, issues of reclassification,
graduation requirements and pathways to college