Overview of the
EL Master Plan
A focus on students
Module:
Instructional Program Options and
Instructional Program Services
Level:
All Levels
Content:
EL Master Plan
Approximate
Time Frame:
1 hr.
Copyright:
2012
Module Summary
The “Big Ideas”
Instructional Program Options and Instructional Program Services
are designed to ensure English Learners, parents and staff meet
the needs of students, monitor their progress and develop
language proficiency.
Participants’
Learning/Performance
Objectives
By the end of this training module, participants should be able to
understand the following
 EL Program Options and Progress Expectations
 The importance of English Language Development
 ELD Instructional Grouping
 Use of primary language
Presenter’s Activities
to Support this
Learning
During this training, the presenter will engage participants in
 Use a scenario to further their capacity to explain program
options
 Turn and Talk
 Use textual evidence to enhance their understanding and
capacity to explain ELD
 Group Discussion
Tools and Materials
Handouts
 Powerpoint slides (If working with Elementary use the
following slides:1-14 and 20-22)
 Powerpoint slides: (If working with Secondary use the
following slides 1-9 and 15-22
 Copy of the Master Plan
Facilitator’s Guide EL Master Plan Module 2
1
Topic
Presentation Points
Slide 2
Opening
(2 minutes)
Supporting Materials
Learner Objectives
 Introduce yourself and review
objectives for the session.
 Display title Slide and go over the
objectives set out for the learners
Understand the following:
• EL Program Options and Progress Expectations
• The importance of English Language Development
• ELD Instructional Grouping
• Use of primary language
 Explain that in today’s session,
we will learn about the 5 program
options in Elementary and
Secondary and the importance of
English Language Development,
instructional grouping, primary
language instruction
Slide 3

Display slide #3
What needs to
happen?

Now that we have introduced the
objectives for the entire session
we are going to begin with an
objective.
(1 minute)
1
Chapter 2Instructional Program Options for English
Learners
•EL Program Options and Progress Expectations
2
Slide 4
 Display Slide #3
What are instructional
program options
offered?
In the area of program options we
designed 5 options in elementary
and secondary
(5 minutes)
The various instructional program
options are tailored to meet the
diverse needs of ELs, the
educational preferences of the
parents of ELs, along with a process
for providing intervention services
when needed.
The structured english immersion
program will be offered in both
elementary and secondary settings
and its main goal is the rapid
acquisition of the English language.
The mainstream English instructional
Facilitator’s Guide EL Master Plan Module 2
2
Topic
Presentation Points
Supporting Materials
program is also offered in elementary
and secondary and designed for
students who transitioned from SEI
or TBE, by parental exception waiver
or for students who have
Reclassified.
Dual Language or Two Way
immersion programs are designed
for students to acquire full proficiency
in both English and the target
language. Currently we offer
programs which target the
development of Korean, Mandarin
and Spanish languages.
The transitional Bilingual program
was designed to promote access to
grade level academic content and
early literacy development initially in
the primary language with a gradual
transition to English it is not
designed for students to reach
bilingualism or biliteracy as in the
case of Dual Language programs.
The maintenance bilingual education
program is designed for K-5/6
students to also reach bilingualism
and their primary language is used
for instruction with the goal of English
proficiency as well.
The accelerated learning program for
Long term english learners is
designed to ensure that students
who have not reached full proficiency
and met the reclassification criteria.
The goal is to accelerate both
English language development and
attain academic proficiency in the
core content areas.
The english learner newcomer
program is designed for students
who are new to the United States
and posses a variety of prior formal
or informal education the goal is to
prepare students to participate in and
understand their new environment
Facilitator’s Guide EL Master Plan Module 2
3
Topic
Presentation Points
Supporting Materials
while acquiring english language
proficiency
Slide 4
Grouping of students
for instruction
(2 minutes)
Slide 5
Scenario to process
the explanation of
Program Options
(10 minutes)
 Facilitator refer participants to p.
24 for elementary and p. 40 for
secondary
 Grouping and programming of
students is outlined in these
pages to ensure that students are
with level alike peers based on
proficiency levels. Please note
that SEI is now for levels 1-3
 After participants have a chance
to discuss ask for volunteers to
share with the large group and
out elicit from participants that
they should begin by describing
all options first, followed by the
options available at the site and
allow the parent to make an
informed decision about which
option is better suited for their
child by refraining from using
their personal beliefs.
Elementary p. 24
Secondary p. 40
Scenario
A parent comes to you interested in enrolling
his Spanish speaking only (Kindergarten,
Sixth grade or Ninth grade) child and asks that
you describe the program options
available at your school.
QUESTION
How would you proceed in helping the parent
understand the available option that best
meets the needs of his child?
Please consider in your explanation whether you would
describe all program options or just those available at your
school. As you prepare your response use Chapter 2 as a
reference.
5
 NOTE: in the online module
participants will know what are
the requirements stated in the
plan around enrollment decisions
and procedures.
Facilitator’s Guide EL Master Plan Module 2
4
Topic
Presentation Points
 They can also be directed to
chapter 1
Slide 6
What are the
expectations for
progress by
instructional
program?
Now that you have become
somewhat familiar with the
instructional program options let’s
go over what are minimum
progress expectations for each of
these options. The purpose of the
expectations is to help define
timelines and check points for
parents and school personnel and
monitor appropriate progress for
students by instructional program.
Supporting Materials
]
Elementary p. 26
Secondary p. 42
It will also assist in identifying
students who may need additional
support if they are not meeting
the benchmarks
Instead of going over the
progress expectations for each
program option what we want to
do is just use one as a sample to
ensure that you understand how
to read the charts. Refer them to
the page numbers on the slide for
use with the plan
Explain to participants how to
read the chart by focusing their
attention to the second column
labeled 1st year by explaining that
the expectation is that by the end
of end of the first full year of
instruction (1st year = end of first
full year of instruction the EL
student should have attained a
minimum level of proficiency of
Beginning on the CELDT a Far
Below Basic on the CST/CMA
ELA Core K-12
Facilitator’s Guide EL Master Plan Module 2
5
Topic
Presentation Points
Supporting Materials
Slide 7
Facilitator notes
Turn and Talk
(5 minutes)
Ask 2-3 volunteers to share with
the larger group
• What would you expect a student to have
achieved at the end his/her third full year of
instruction in a Structured English Immersion
program at your school?
Please emphasize to the
participants to use the text as
expert as much as possible.
• What will you do for students who do not meet the
minimum expectations?
• What will you do for students who far exceed the
minimum expectations?
Possible responses to keep in
mind:
7
At the Elementary Level see
section on Progress Monitoring p.
57-59 for secondary see section
Progress Monitoring p. 68-70 and
Section on Interventions p. 71-72
Possible interventions ideas:
Additional ELD instruction
Extended day with ELD
instruction
Summer ELD academy
*Other instructional supports
Slide 8
The importance of
ELD

(20 minutes)
Chapter 3Instructional Services for English Learners
•The importance of English Language
Development
•ELD Instructional Grouping
•Use of primary language
8
Facilitator’s Guide EL Master Plan Module 2
6
Topic
Presentation Points
Slide 9
Facilitator note
Create a message to
compel others about
the importance of ELD
Top of p. 54 means right before A
Model for Instructed ELD
Slide 10
You may want to skip to slide #15
if you are with Secondary
Transition slide to
Elementary
Supporting Materials
English Language Development
• Read p. 52 to the top of p. 54
• As a group use the text as the expert to
create a twitter message (50 words or
less) describing a compelling need for
ELD
ELEMENTARY
10
Slide 11
Mandatory ELD times
These mandatory times for ELD
are minimum daily ELD
instructional time recommended
by the California Department of
Education
A separate time block devoted to
ELD
p. 55
Elementary- New Time blocks
ELD levels 1-3 60 minutes/day
ELD levels 4-5 45 minutes/day
In an addition to core
instruction/mainstream.
We keep students of similar
proficiency levels grouped
together as much as possible
In the event that the issue of lack
of instructional minutes is brought
in the conversation please refer to
this guiding chart
Content
ELA
Math
Facilitator’s Guide EL Master Plan Module 2
K-3
120-150
50
4-5
120
50
7
Topic
Presentation Points
PE (200 minutes
in 10 days)
SS/SCIENCE
ELD
Arts
Breakfast in the
Classroom
Slide 12
Instructional
Groupings for
Elementary Students
Ask participants to
respond to the
purpose of
instructional
groupings
Slide 13
20
20
45
60 (EL 1-3)
15
10
45
30-45 (EL 4-5)
15
10
Facilitator notes



Possible comments that
may surface will be:
Is this considered tracking
or segregating students?
The response would be
NO the purpose again is to
better address the
language needs of the
students having a wide
range of language abilities
in addition to a wide range
of academic abilities within
one group makes the
concept of differentiation a
serious challenge for the
teacher to meet in addition
this grouping is what we
consider flexible grouping
as opposed to fixed group
because the intent is to
move children along the
continuum of proficiency.
Explain to participants that given
the variety of school populations,
EL population by proficiency
numbers and program enrollment
we have given you guidelines for
how to group students. Remind
them that the purpose is address
the language needs is the priority.
Facilitator’s Guide EL Master Plan Module 2
Supporting Materials
Instructional Groupings for Elementary students
The purpose of instructional groupings is to
better address the language needs of the
students by creating homogenous groups by
English Language proficiency levels when
feasibly possible.
Respond
In your table groups, discuss your reactions to
this statement.
Instructional Groupings for Elementary students
“The purpose of instructional groupings is to better
address the language needs of the students by creating
homogenous groups by English Language proficiency
levels when feasibly possible.
Guidelines for instructional groups
• One to two levels per instructional setting
• At one grade level
• At adjacent grade level
Within ELD standard grade span (i.e. K-2, 3-4)
Meeting this requirement may require grade level or cross
grade level teaming.
8
Topic
Presentation Points
Supporting Materials
In the ideal world you will be able
to group them in 20-24 in one
classroom given the reality of
students numbers here are some
possible options
Slide 14
Facilitator notes:
What do we do when
they don’t learn?
Read the first part of the slide and
explain to the participants
some examples of in-depth
diagnostic evaluation can include
assessments such as Gates
MacGintie, running records, as
well as parent interviews, student
interviews, student observation in
both informal or formal settings,
and a review of the quality of
instruction that the student has
been exposed to.
Three year milestone
Every year there should be a review of the underlying
causes that are preventing students from meeting the
progress expectations however;
if by the third year of instruction, an EL student is
not meeting the minimum benchmarks of
progress for his/her instructional program, an in
depth diagnostic assessment must be
administered to identify specific needs and
provide appropriate interventions to accelerate
student’s progress. (p. 57)
This in-depth evaluation does not mean special
education screening.
Slide 15
Transition slide to
Secondary
SECONDARY
15
Slide #16
Points to highlight
What are the changes
to Secondary?
Secondary makes a change from
ESL to ELD.
Provides a common language
from elementary to secondary
ELD instruction in the Secondary Settings
ESL (English as a Second Language)
is NOW
ELD (English Language Development)
ELD emphasizes that it is about
language development
Facilitator’s Guide EL Master Plan Module 2
9
Topic
Slide 17
Presentation Points

What does instruction
in secondary look
like?

Slide 18
Though there is a
sequence of courses for
ELD it does not imply that
students have to move
through it in a linear
fashion. A student, for
example, can move from
ELD 1 to ELD 3 if
evaluation of his or her
progress determines that
he/she is ready for such
placement.
When considering master
scheduling and class
placements, it is
recommended that Long
Term English Learners and
Newcomers are separated
due to the varying
language needs they
present.
Have participants read the slide
while you explain that LTELS will
be enrolled in a mandated
elective that focuses on academic
language and expository writing.
ELD classes are in addition to
English course
Supporting Materials
ELD instruction in the secondary setting
Middle school and senior high
1-3 periods minimum day depending on instructional
program (p. 64-65)
Up to 8 single-semester courses
•
•
•
•
Multiple entry points
Opportunities for regrouping at end of each semester
Grouped by English proficiency level
Provides for differentiation between Long Term
English Learners (LTELs) and Newcomers
ELD instruction in the Secondary Setting
• ELD is an elective course (mandated for ELs)
• ELD courses do not replace Core English Classes;
only exception is the Newcomer Program
• The following classes are under development:
- Advanced ELD course for LTELS (formerly PRP
students)
- Academic Literacy course for LTELs at third
grade level or below
These two courses will be submitted to the UCOP
(University of California Office of the President for
English A-G credit approval)
The creation of the new classes is
under development and will be
sent to UCOP for approval to
meet A-G requirement
Facilitator’s Guide EL Master Plan Module 2
10
Topic
Slide 19
Transition
Presentation Points
Supporting Materials
Transition back to both
Elementary and Secondary
ELEMENTARY AND
SECONDARY
19
Slide 20
Slide 21
Facilitator
English Learners with Disabilities
Inform participants that on p. 7071 there is a section on ELD for
students with Disabilities and
these are some of the highlights.
• Not knowing English is not a disability
Ask participants to highlight the
last paragraph on p. 70 and
emphasize that this requires in
change of practice in IEP writing
for English Learners.
• ELD is mandatory for all ELs including
those with IEPs
Ask participants to do a Turn and
Talk and discuss the question on
the slide while referring to p 77-80
• EL learners are entitled to the same
services as non-ELs
• ELs with IEP are expected to make
progress in English Language Content
Mastery
Primary Language Instruction
Turn and Talk
Discuss how you would use primary language
instruction to help English Learners provide
textual evidence from pages 77-80
Slide 22
Let participants know that you will
now have them read this slide as a
last word.
As they prepare to leave they are to
reflect on these words.
Facilitator’s Guide EL Master Plan Module 2
Reflection
“We are all language teachers and our teachers
in LAUSD hold the keys that unlock the
language of academic success, the language of
college and careers, and the language of power
for all our students.”
Jaime Aquino, Ph.D.
Deputy Superintendent of Instruction
English Learner Master Plan p. iv
11