2016-17 English Learner
Master Plan Institute
Content: Content: Secondary EL Programs
Day 3
Approximate Time Frame: 3hrs
Copyright: 2016
Session Summary
Participants’
Learning/Performance
Objectives
By the end of this training, participants should be able to
understand:
Tools and Materials
Handouts
•
•
•
•
Monitoring and supporting the progress of EL students
Reclassification and reclassifying eligible students
Monitoring and supporting the progress of RFEP students
Developing/using systems at the school site to help ELs
and RFEPs reach and maintain academic proficiency
• HO 4 EL Learner on site FPM Instrument
• HO 5-6 The First 30 Days Task Calendar (Elem. & Sec.)
• HO 8 Reclassification Criteria Chart
• HO 16 2016-17 Planning Calendar
• HO 23 Reclassification Data Drop
• HO 30 Minimum Progress Expectations
• HO 31 Initial Meeting Form
Student A and Student B data
• HO 32 Give One/Get One
Facilitator’s Guide EL Master Plan Institute 2016-17
1
Topic
Presentation Points
Slide #1 (1 minute)
Supporting Materials
Insert name
2016-17 English Learner Master Plan Institute
English Learner Programs
Elementary
Day 3
Slide #2 (1 minute)
Review logistics
Slide #3 (1 minute)
Review norms
Slide #4 (1 minute)
Read slide
4
Learning Outcomes
Day 3
Understand the process for:
• Monitoring and supporting the
progress of EL students
• Reclassification and reclassifying
eligible students
• Monitoring and supporting the
progress of RFEP students
• Developing/using systems at the
school site to help ELs and RFEPs
reach and maintain academic
proficiency
Slide #5 (2 minutes)
Say: The role of the EL Designee is to put
together all the pieces of an effective
program necessary to guide all EL students
towards linguistic and academic proficiency.
If any piece is missing, the puzzle is
incomplete. Today, we will be focusing of
the first three pieces of the puzzle:
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
5
Piecing together Linguistic and
Academic Proficiency
ENROLLMENT AND
IDENTIFICATION
PLACEMENT
AND CLASS
ORGANIZATION
PROGRAM
OPTIONS
RECLASSIFICATION
RFEP
EL
PROGRESS
PROGRESS
Slide #6 (1 minute)
12
Practices and Processes Activity
PURPOSE:
• Understand the legal requirements for English Leaner
Programs.
• Compare current practices and processes to current legal
requirements for English Leaner Programs.
• Use Constructive Conversation Skills to engage in
reflective conversations with colleagues.
Slide #7 (5 minutes)
13
Partner Work
Slide #8 (2 minutes)
14
Practices and Processes: Partners
Use a paper to create a divided Circle
Map to capture your discussion.
EVIDENCE
MoreEffective
Survey
parents
for best
meeting
times
Read your assigned Task Card and
discuss with a Constructive
Conversation Partner at your table.
LessEffective
Strategies
Meeting logs
Review
enrollment
packets
once per
month
Master Plan
Rostermissing ILCs
Supporting Materials
Enrollment and identification, Program
options, and Placement and class
organization. Our next segment will focus
on monitoring Els, reclassification, and
making sure students maintain proficiency
after they reclassify and enter the
mainstream program. By the end of these
sessions, our goal is for you to understand
how all the pieces of an effective EL
program fit together.
We’re going to engage in an activity where
you will reflect on your current practices
and processes and relate them to the EL
Instrument that the CDE uses to monitor
our EL Programs.
Task Cards
Paper
Chart paper
pens and markers
Refer to the Constructive Conversation
posters displayed in the room.
Say: In this activity you will use the CC
skills to complete your task. CC skills,
adapted from Common Core in Diverse
Classrooms, are being used across the
district to engage students in meaningful
academic conversations. For the for the
first part of this task you will use….
Use 10 minutes to complete the task with
you CC partner.
Say: We will do a group activity to explore
our learning topics. You will first engage in
a partner activity, and then in a table group
activity. Our topic for discussion is what
process and practices at your school site
may or less effective in implementing a
comprehensive and compliant instructional
program for English Learners.
Assign a Task Cards to each pair of
participants
Read the slide
Slide #9 (2 minutes)
Say: In this next part of this activity you will
work in groups and use the CC Skill of
Negotiate. (explain negotiate and how it will
be used for the task)
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
15
Group Work
EVIDENCE
More Effective
Less Effective
Supporting Materials
You will need: your divided circle maps
from the pair activity, markers, a piece of
chart paper
Transition participant into table groups of 4
-6 participants.
Strategies
Slide #10 (1 minute)
16
Practices and Processes: Groups
Create a divided Circle Map on chart paper to
capture your group’s common findings for
effective and less effective practices.
Read slide to participants: Negotiate to
capture and strengthen their common
findings.
Allow 10 minutes for group to complete task
Task
EVIDENCE
NEGOTIATE:
More Effective Less Effective
Strategies
• Continue the Constructive
Conversation about your assigned
task with your table group.
• Negotiate and chart commonalities
about what has been more/less
effective.
• Prepare to share common findings
and an “Aha!” with the whole group.
Slide #11 (15 minutes)
Each group shares out
17
Share Findings…
PLACEMENT
AND CLASS
ORGANIZATION
ENROLLMENT
AND
IDENTIFICATION
Slide #12 (1 minute)
12
In the next few slides, we will discuss the
Monitoring English Learners. According to
EL 20, there must be a process and
documented evidence of this process
maintained at the school site.
Handout 4
Monitoring English
Learners
VII-EL 20: Access to the Core Subject Matter
Slide #13 (1 minute)
(From the EL Program Options video:)
English Learners have a double task every
day to master English, learning the
English Learner Challenges
rigorous subject matter and being held to
the same grade level standards as all
other students in the district. We
understand the learning English and
subject matter are vital for success.
Although it may be difficult to master both
at the same time, it is not impossible.
Facilitator’s Guide EL Master Plan Institute 2016-17
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4
Topic
Presentation Points
Supporting Materials
Say: However, since English Learners are
facing a challenging double workload, we
have an obligation to monitor their
progress closely at each step along the
way. It is also very important to identify
any difficulties, or barriers to mastering
English and subject matter as rapidly as
possible…and to address these difficulties
immediately.
Slide #14 (2 minutes)
14
Minimum Progress Expectations for ELs
Say: English Learners are expected to
achieve annual linguistic and academic
progress through effective and evidence
based first instruction. The minimum
progress expectations for English Learners
is displayed on this chart (handout). This
tool used by teachers and EL Designees to
monitor EL progress and/or to determine
next steps to supporting the student.
Handout 30
Handout 30
Allow participants to review chart.
Slide #15 (1 minute)
15
Supports for Success
RFEP Monitoring
Identification &
Placement
EL Monitoring
& Supports
Slide #16 (1 minute)
16
Circles of Support
Family &
Community
School &
SSPT
Teacher &
Classroom
Student
Yesterday we discussed identification and
placement for English Learners (Click for
animation.). This is the phase during which
we determine a need for support, and then
create the conditions for EL supports to
happen. Today, we will discuss the
continued support we provide to English
Learners as well as the way we ease their
transition to the mainstream instructional
program when they reclassify (Click for
animation.). The Student Support and
Progress Team (SSPT) plays a role in
monitoring and supporting ELs and RFEPs,
just as it does during the process of EL
placement.
In a student-centered system, all members
of the learning community should work
together towards linguistic and academic
proficiency for all students. When this
happens, the school is able to provide
circles of support to make sure each student
makes progress towards linguistic and
academic proficiency…and beyond. These
circles of support constitute the school’s
system for moving every student forward.
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Slide #17 (2 minutes)
Supporting Materials
Read slide. Discuss as needed
17
EL Monitoring: Classroom
•
How do teachers
monitor EL progress?
Reclassification readiness
•
•
•
CELDT
Grades
Grade-level basic skills
• Mastery of ELD Standards
• Progress towards mastery of
Content Standards
• Strengths and Needs
• Other factors that may affect
learning
•
•
Attendance
Socio-emotional factors
• COLLEGE AND CAREER
READINESS
Slide #18 (2 minutes)
Read slide. Discuss as needed.
18
EL Monitoring: School
How do schools
monitor EL
progress?
•SSPT meetings
•PD/Class observation
cycles
•Grade level/department
meetings, PLCs, SLCs,
teaching teams
•Progress monitoring by EL
Designee and other staff
•ELAC
•School-wide intervention
Slide #19 (1 minute)
Review each tool for EL/RFEP monitoring.
19
EL Monitoring: Tools
EL Rosters
MiSiS Student Profile
Student Work
•
•
•
•
•
•
•
Other Tools
Report cards
Teacher notes/logs
Intervention records
ELD Student Progress Forms
IEP
EL Progress Profile (MiSiS)
LTEL Goal Sheet
Student Progress Form
Slide #20 (2 minutes)
English Learner Dashboard
The EL Dashboard will have several access
points. Starting the new year, you can
access it through MISiS by clicking Admin >
EL Dashboard.
The EL Dashboard has 7 components:
The EL Profile table is in the top left for
reference. The last row informs the user of
when the data for each criteria was
captured.
To the right of the table are Location filters
which allow single or multiple searches by:
Local District
Director Network
School site.
Next to the location filters, there is a
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Supporting Materials
Performance tile that provides the total
number of ELs based on the user’s
selection criteria.
The Student Information of filters allow for
single or multiple selections of:
Grade Levels
ELD Levels
EL Years
Gifted Program
Special Education Program.
The horizontal bar graph on the bottom left
allows the user to view the counts of ELs
for each profile based on the user’s
selection criteria.
The pie graph in the bottom right provides
the percentage of students at each profile
based on the user’s selection criteria.
After selecting the targeted EL population,
the user may double click on any profile in
either graph to receive a report that
contains the data for those students
selected and has the option to print or
export providing the opportunity to use data
accordingly.
Slide #21 (3 minutes)
English Learner Profiles
The EL Profile Dashboard is a tool
designed to provide users with data that will
be used for support and guidance in
determining the language and literacy
needs of English Learners. The purpose of
the dashboard is to assist in monitoring the
progress of ELs toward reclassification in
accordance with the Master Plan.
This reference table demonstrates how the
EL Profiles are based on the three criteria
for reclassification: CELDT, Basic Skills
Reading Test (DIBELS for Elementary and
SRI for Secondary), and Grades. *A
footnote, a pass on the CAHSEE is still
valid for the Basic Skills Reading Test for
the 2015-2016 school year. Based on an
English Learner’s most recent
performances on these 3 criteria, each EL
is tagged with one of eight profiles labeled
“A” through “H”. In this chart we can see the
eight profiles listed in column1 and the
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Supporting Materials
three criteria for reclassification in columns
2 through 4..
If a criterion is met, the font for that criterion
is blue. If the criterion is not met, the font is
red. When the 3 criteria for reclassification
are merged, a profile for each student is
determined.
For example, if a student meets the
CELDT, the Basic Reading Skills Test
(DIBELS or SRI), and the Grades criteria,
all 3 criteria will be blue. This indicates that
the student is “Profile A” and is ready for
reclassification, which is our goal for all
English Learners.
If a student meets the CELDT criterion, but
not the Basic Reading Skills Test (DIBELS
or SRI) or the Grades criteria, the students
is labeled as “Profile D”.
The profile of a student is dynamic. As
results of the criteria are reported to MISIS,
the profile of a student will change. These
changes will provide the guidance in
modifying the instructional needs of
students as necessary.
Slide #22 (1 minute)
•
22
EL Monitoring: Family/Community
How do families monitor EL
progress?
•Parent notifications…
For ELs who were enrolled in the district
the previous school year, parental
notification must be provided no later
than 30 calendar days after the
beginning of the school year/track.
• The annual notification process applies
to continuing EL students only.
Review slide. Emphasize the importance of
notifying parents of EL progress on an
annual basis with 30 calendar days (not
school days).
NOTE: It is advisable to not wait until the
end of the 30 day window to send out letters
to parents. This is a highly audited item
where auditors closely scrutinize the parent
signature date.
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Slide #23 (1 minute)
•
For ELs who were enrolled in the district
the previous school year, parental
notification must be provided no later
than 30 calendar days after the
beginning of the school year/track.
•
The annual notification process applies
to continuing EL students only.
23
EL Monitoring: Family/Community
Families monitor EL progress
through:
•Parent notifications
•Report cards
•Parent conferences
•Back to School Night
•ELAC/SSC
•SSPT meetings (for individual
students)
•Coffee with the Principal
Supporting Materials
Review slide. Emphasize the importance of
notifying parents of EL progress on an
annual basis with 30 calendar days (not
school days).
•Class visits
•Parent/family workshops
NOTE: It is advisable to not wait until the
end of the 30 day window to send out
letters to parents. This is a highly audited
item where auditors closely scrutinize the
parent signature date.
Slide #24 (1 minute)
24
MiSiS Mass Notification Screen
The new MiSiS Mass Notification screen
has been developed to ensure that schools
are able to keep track of the notifications
they provide to parents, and thereby
communicate effectively.
2. Choose a notification letter and an attempt.
1. Access through the
Reports Menu.
3. Enter notification dates for one or more students at a time.
Parent notification dates entered in MiSiS for each attempt
Slide #25 (1 minute)
25
Interventions
The new MiSiS Mass Notification screen has been
developed to ensure that schools are able to keep track
of the notifications they provide to parents, and thereby
communicate effectively.
Slide #26 (1 minute)
26
MiSiS SSPT Screens and
Reports
Schools determine adjustments to
instruction and intervention using the
problem-solving process. (Review steps of
the problem-solving process.) (Click for
animation.) The problem-solving process
occurs in and between all the circles of
support. (Ask participants for one or two
examples of how this might look in different
situations.)
School Principals received a training at their
Principal’s Institute earlier this month. This
will be implemented, and further training will
be offered, in the 2016-17 school year.
• LATs transitioning to SSPTs in 2016-17
• Schools will be able to enter student
referral requests, referrals, and meeting
notes in MiSiS after December 2016
• Referral and follow-up data available at
student’s school
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Slide #27 (1 minute)
27
Supporting Materials
Now we will discuss reclassification.
According to EL 14, there must be a
process and documented evidence of this
process maintained at the school site
Handout 4
Read slide
BUL-5619.4, Reclassification
of English Learners
Reclassification
IV-EL 14: Reclassification
Slide #28 (1 minute)
28
Reclassification
Ø Reclassification is the process by
which school districts determine if
English Learners (ELs) have
acquired sufficient proficiency in
English to perform successfully in
core academic subjects without
English Language Development
(ELD) support.
Handout 8
Ø EL Designees monitor EL
progress towards
Reclassification.
Source: BUL-5619.4, Reclassification of English Learners
Handout 8
Slide #29 (1 minute)
30
Reclassification Considerations
ELs with Disabilities in grades 2-12
Reclassification
Measures
District Criteria
Considerations
for EL SWDs
Annual CELDT or
Alternate
Assessment
Overall score of
4 or 5
with each subtest score at
least a 3
BUL-5619.4
Attachment C
Use for recommending an
EL SWD for
reclassification if taking
CELDT with modifications
or if taking COM/Alternate
Assessment.
Refer to BUL-3778.0
for students to be
assessed with COM.
Teacher
Evaluation
Grade of 3 or C (or better)
Reading/ELA or
B-requirement English/ELD
BUL 5619.4,
Attachment B
Use to recommend an EL SWD
for reclassification who has not
met Teacher Evaluation
criterion.
To be discussed in IEP meeting
first,
Then SSPT with parent/guardian
present.
Basic
Skills
Assessment
Parent
Notification &
Approval
Score of Basic or better on
District’s basic skills
assessment
or passing score on SRI or
CAHSEE ELA
Parent notification
and approval
required
Students who are Deaf or
Hard of Hearing:
Do not use DIBELS Next or
SRI; teacher will administer
MAP through DHH Program.
Assessments other than
DIBELS/SRI can be
considered for all EL SWDs
who may need to meet this
criterion alternately.
Use Attachment C.
Provide enough time for the questions that
may arise.
BUL-5619.3: Reclassification
of English Learners
Review considerations:
•
Annual CELDT or Alternate
Assessment- Use BUL-5619.4,
Attachment C. Use for
recommending an EL SWD for
reclassification if taking CELDT with
modifications or if taking
COM/Alternate Assessment. Refer
to BUL-3778.0 for students to be
assessed with COM
•
Teacher Evaluation-Use BUL5619.4, Attachment B. Use to
recommend an EL SWD for
reclassification who has not met
Teacher Evaluation criterion. To be
discussed in IEP meeting first, then
LAT with parent/guardian present.
•
Basic Skills Assessment-For
Students who are Deaf or Hard of
Hearing (DHH) do not use DIBELS
Next or SRI; teacher will administer
the Making Action Plan assessment
(MAP) through DHH Program.
Assessments other than
DIBELS/SRI can be considered for
IEP meeting may
need to be held
prior to
recommending an
EL SWD for
reclassification.
Confer with IEP
Case Manager.
Source: BUL-5619.3: Reclassification of English Learners
BUL-3778.0: Policies and Procedures for Identifying Students with Disabilities as Low-Verbal/Non-Verbal and as Potential ELs
Facilitator’s Guide EL Master Plan Institute 2016-17
BUL-3778.0: Policies and
Procedures for Identifying
Students with Disabilities as
Low-Verbal/Non-Verbal and
as Potential ELs
10
Topic
Presentation Points
Supporting Materials
all EL SWDs who may need to meet
this criterion alternately. Use
Attachment C.
•
Slide #30 (1 minute)
Parent Approval-IEP meeting may
need to be held prior to
recommending an EL SWD for
reclassification. Confer with IEP
Case Manager.
Read slide
Hanout 23
31
Reclassification: Monitoring
Reclassification
Data Drop Guide
• Created to help school-site
EL Designees determine
reclassification
opportunities
• Students should be
reclassified as soon as they
are eligible
Handout 23
Slide #31 (1 minute)
Review monitoring tools
32
Reclassification: Monitoring Tools
EL Dashboard
MiSiS Potential Reclassification Roster
MiSiS Ready to Reclassifiy Roster
Slide #32 (1 minute)
Review slide
33
Reclassification Letter
Elementary
Secondary
Y
Facilitator’s Guide EL Master Plan Institute 2016-17
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Presentation Points
Slide #33 (1 minute)
Supporting Materials
Read slide
33
SSPT must review secondary students to
determine if they should be recommended for
reclassification when:
• ELs meet all
reclassification criteria
except ELA/LTEL
course grade
Reference: BUL-5619.4
NOTE: EL students with IEPs will
be reviewed by the IEP team.
Slide #34 (1 minute)
Introduce task, assign cases to groups
35
Case Study
Role cards
Groups determine roles based on role
cards
In table groups, participants will engage in a mock meeting. Each
member of the group will be assigned a role to review and analyze a
Case Study. Your questions and responses will be determined by you
assigned role.
ROLES:
Teacher
Parent
Administrator
EL Designee
Counselor or Intervention teacher
Other
Slide #35 (15 minutes)
36
Group Task:
Groups review data and discuss:
Your group is reviewing a student to determine strengths, needs,
and a plan for support.
1.
Take 5 minutes to review and discuss the student data with your group.
2.
As a group, consider the following guiding questions to complete the meeting
form:
a. Is this student meeting the minimum progress expectations?
b. What questions/concerns do you have, based on the data?
c. What instructional/intervention supports have been provided? What
was the outcome?
d. What criterion has/has not been met for reclassification?
Action Plan
a. What additional instructional/intervention supports are needed? For
how long?
b. What is the expected outcome? How will progress be monitored?
Share out in 15 minutes.
15 min minimum progress expectation,
meeting form, student data, criteria
Handouts 31
Student A
Student B
Slide #36 (1 minute)
37
Handouts 31
Student A
Student B
What did you get from the documents?
What further information came out during
the “meeting?”
Should the student reclassify? (Provide
evidence.)
Now we will discuss monitoring reclassified
students. According to EL 14, there must
be a process and documented evidence of
this process maintained at the school site
Handout 4
Monitoring Reclassified
Students
IV- EL 14: Reclassification (Monitoring RFEP Students)
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Slide #37 (1 minute)
38
Supports for Success
14.2 The LEA must monitor for a minimum of two years the progress of
reclassified pupils to ensure correct classification, placement, and additional
academic support, if needed.
Supporting Materials
RFEP Monitoring is the final phase of the
continuum of support. We continue to meet
the needs of reclassified students until they
no longer need additional help in the
mainstream instructional program.
RFEP
EL
Monitoring
Identification Monitoring
& Placement & Supports
Slide #38 (1 minute)
39
Circles of support
Family &
Community
School &
SSPT
Teacher &
Classroom
In a student-centered system, all members
of the learning community should work
together towards linguistic and academic
proficiency for all students. When this
happens, the school is able to provide
circles of support to make sure each
student makes progress towards linguistic
and academic proficiency…and beyond.
Student
Slide #39 (1 minute)
Read slide.
40
RFEP Monitoring
How do teachers
monitor RFEP
progress?
•SSPT meetings
• Grades
• Progress towards mastery of
•
•
•
•
How do schools
monitor RFEP
progress?
Content Standards
DIBELS and/or SBAC results
Classroom/school-designed
assessments
Other factors that may affect
learning
• Attendance
• Socio-emotional factors
COLLEGE AND CAREER
READINESS
•PD/Class observation
cycles
•Grade level/department
meetings, PLCs, SLCs,
teaching teams
•Progress monitoring by EL
Designee and other staff
•ELAC
•School-wide intervention
Slide #40 (1 minute)
Review each tool for EL/RFEP monitoring
41
RFEP Monitoring:Tools
MiSiS Student Profile
Student Work
14.2 The LEA must monitor for a minimum of two years the
progress of reclassified pupils to ensure correct classification,
placement, and additional academic support, if needed.
RFEP Monitoring Roster
Other Tools
• Report cards
• Teacher notes/logs
• Intervention
records
• IEP
Slide #41 (1 minute)
•
For ELs who were enrolled in the district
the previous school year, parental
notification must be provided no later
than 30 calendar days after the
beginning of the school year/track.
•
The annual notification process applies
to continuing EL students only.
Facilitator’s Guide EL Master Plan Institute 2016-17
13
Topic
Presentation Points
42
RFEP Monitoring: Family/Community
How do parents monitor
RFEP progress?
•RFEP
Supporting Materials
Review slide. Emphasize the importance of
notifying parents of EL progress on an
annual basis with 30 calendar days (not
school days).
NOTE: It is advisable to not wait until the
end of the 30 day window to send out
letters to parents. This is a highly audited
item where auditors closely scrutinize the
parent signature date.
Monitoring Letter
•Report cards
•SSPT meetings (for
individual students)
•Parent conferences
•Class visits
•Parent/family workshops
Slide #42 (1 minute)
43
Read slide. RFEP monitoring letter is sent
to parents only once per year.
SSPT reviews RFEP student progress twice per
year to review ongoing supports for RFEPs
and recommend further steps:
• RFEPs must be monitored
and supported for a minimum
of two years
• Support for RFEP students
must continue until they
achieve and maintain gradelevel academic proficiency
Slide #43 (1 minute)
44
Interventions
RFEP interventions and supports are
determined using the problem-solving
process. Here are some guiding questions.
Review the slide.
• How are we addressing
the linguistic and
academic needs of all
RFEP students?
• What evidence supports
our conclusion?
• What steps might we take
to ensure academic
proficiency for RFEPs?
Teachers are the first to notice strengths
and needs in their students.
Teachers are responsible for providing the
first stages of student support.
Intervention should occur and documented
before LAT.
Teachers can use the problem solving
process in the classroom, but may also
decide to refer to SSPT.
Slide #44 (1 minute)
Review the slide.
45
Interventions
Placement in an
intervention
program
Change
classroom
grouping
patterns
Differentiation
and
individualized
assistance
Conference and
discuss with
parent/guardian
Refer to SSPT to
develop an
intervention plan
Adjust instruction
to meet the
student’s
linguistic and
academic needs
Address
quality of core
instructional
program
Resources from
the district and
the community
Discuss
progress
and needs
with the
student
Teachers are the first to notice strengths
and needs in their students.
Teachers are responsible for providing the
first stages of student support.
Intervention should occur and documented
before LAT.
Teachers can use the problem solving
process in the classroom, but may also
decide to refer to LAT.
Facilitator’s Guide EL Master Plan Institute 2016-17
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Topic
Presentation Points
Slide #45 (1 minute)
46
Planning the first 30 days
Slide #47 (3 minutes)
47
The First 30 Days Task Calendar
Elementary
Secondary
Supporting Materials
We know that you might be feeling a bit
overwhelmed with all of the information
you’ve learned today. This is why we have
built in time for you to begin the planning
process for the first thirty days of school.
Also, this is a great time to ask questions
you still have.
Have participants share some of their
highlights out. Let them know that they will
receive/have received further training on
many of the listed items during the MPI.
Handout 5
Allow time for participants to calendar
items/tasks
Handout 16
Pull out handout
Handout 32
Handout 6
What questions might you have?
Source: REF-5081.2, Qualifications and Responsibilities for School- Based English
Learner (EL) Program Designees
Handouts 5-6
Slide #48 (10 minutes)
48
Planning Ahead
Pupil
Free
Day
1st Day
of
School
Handout 16
Slide #49 (5 minutes)
49
Planning for 2016-2017
GIVE ONE
GET ONE
Time to
share…
Give time to write one strategies (1 min)
Find a partner. Give one strategy and get
one. (2mins)
Find a different partner. Do 3 rounds.
What effective
strategies will I use to
maintain an
instructionally focused
and compliant EL
Program?
2-3 participants share out
Handout 32
Slide #50 (1 minute)
Recap learning
Facilitator’s Guide EL Master Plan Institute 2016-17
15
Topic
Presentation Points
Supporting Materials
50
Piecing together Linguistic and
Academic Proficiency
PROGRAM
OPTIONS
ENROLLMENT AND
IDENTIFICATION
PLACEMENT
AND CLASS
ORGANIZATION
RECLASSIFICATION
EL
PROGRESS
RFEP
PROGRESS
Slide #51 (1 minute)
Read slide
51
Access Resources on the
MMED Website
1. Type http://home.lausd.net in your browser
2. Go to Offices
3. Click on Multilingual and Multicultural Education
Department
4. Under Departments, click on English Learner
Programs
Slide #52 (1 minute)
Read slide.
52
Support
Questions?
Answer any questions they may have.
Have participants fill out the evaluation.
•Ongoing and Online
support through:
Have them fill out the payment vouchers.
•Monthly EL Designee
Meetings through the
Local District
Thank participants and wish them a
great evening!
•Technical Assistance
•MMED website
•Local District websites
•Webinars
Slide #53 (1 minute)
Read slide
53
Additional Resources
Access Inside LAUSD for policy updates
Access MISIS for Job Aids
Facilitator’s Guide EL Master Plan Institute 2016-17
16