Secondary EL
Designee Meeting
September 11, 2015
2015-16 SRI TESTING FOR
RECLASSIFICATION
SRI FAQs
• In groups, match the red question strip to the white answer
strip.
• Be prepared to share with the whole group.
SRI FAQs
• When do we administer the SRI?
• What happens if we administer outside of the testing window?
• Who should administer SRI?
• Why can’t my Title III Coach administer the SRI?
• If I was trained to administer the SRI last year, do I have to be
trained again this year?
• Do all ELs take the SRI?
• Why do ELD 1 and ELD 2 students have to take the SRI if they
can’t reclassify anyway?
• Do ELs who are already in a Read180 class have to take an
additional SRI exam?
SRI FAQs
• Do I have to load software to give the SRI?
• Can I use iPads to give the SRI?
• What is the minimum passing score for SRI?
• Why do students who scored Basic last year but did not reclassify
have to take the SRI again this year?
• Is SRI aligned to the CCSS?
• Is there any use for this assessment data apart from
reclassification?
• Can students in grades other than 6-12 use the SRI for
reclassification?
• What assessment is used for elementary grades?
WAIVER VS WITHDRAWAL
Waiver vs. Withdrawal
Parental Exception
Waivers refer to the
parent’s request for an
alternative program in
which the language of
instruction is English,
paired with another
language (i.e., in a
Dual Language
program or Newcomer
–Spanish program).
Parent Withdrawal
from Services means
the parent has
requested in writing
(each year) that the
student be placed in a
mainstream program
(no ELD course). ELD
must still be provided
daily until
reclassification.
Steps to follow when a parent
requests Withdrawal from
Services:
1. Parent must make the request in writing (each year)
2. EL designee or Administrator needs to schedule a conference with
parent
3. During the conference, the Mainstream Checklist items need to be
discussed (obtained through the MMED website under forms);
Checklist is signed
4. Parent signs "Change of Program Request" (from MMED website)
5. Change Master Plan Program in MiSiS to "Withdrawal by Parent
Request"
THE SCHOOL MUST STILL PROVIDE SERVICES IN SOME OTHER WAY.
Instructional Services Plan:
The Facts
• Parents may choose the environment in which their children
receive services, but it is the student’s civil right to receive
English Language Development support services and our
obligation as a public school system to provide it.*
• California Education Code calls for 1 period daily (or its
equivalent) of ELD for LEP students in secondary schools.
• Most secondary EL students in LAUSD are served via ELD 1-4,
Advanced ELD, Literacy and Language, or Developing English
Language Skills courses.
* For more information about Federal guidelines, please see the “Dear Colleague”
letter at https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
Instructional Services Plan:
The Implementation
• The new CA ELA/ELD Framework calls for Designated and
Integrated ELD. In other words, one or more periods of instruction
dedicated to language development aligned to the new ELD
standards, and language development via other content areas the
rest of the day. ALL TEACHERS ARE RESPONSIBLE FOR LANGUAGE
DEVELOPMENT INSTRUCTION.
• For students withdrawn from ELD programs, language
development instruction still must happen.
•
•
•
•
A different course (usually an elective) will be provided.
The teacher must be trained in the use of ELD Standards.
The instruction must address the ELD Standards.
Progress in ELD must be monitored by the teacher and school
What courses might work?
• AVID
• ELA course or elective
• Computer Literacy
LTEL PLACEMENT MONITORING
How to run this report:
LDNW Website
InstructionEnglish Learners Secondary Instruction
SMART START
“Dear Colleague” Fact Sheet
• Read the following sections of the document:
• Pg. 1 paragraphs 1-3
• Pg. 2-3 Evaluating EL Students for Special Education
and Providing Dual Services
• Pg. 3 Meeting the Needs of Students Who Opt Out of
EL Programs or Particular Services
• Prepare to participate in a Constructive Conversation
with your partner about this document.
• Attempt to take at least two turns for each skill.
Constructive Conversation
Prompt:
How does the text help shape your
thinking about the ways we ensure
English Learner students can
participate meaningfully and
equally in educational programs at
your school?