CHECKLIST BUILDING BLOCK: DESIGN SECONDARY SCHOOL ...

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<strong>BUILDING</strong> <strong>BLOCK</strong>: 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.
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CHECKLIST BUILDING BLOCK: DESIGN SECONDARY SCHOOL ...

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