LAUSD Student Data

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LAUSD Student Data
ELD Implementation Report 2006
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Evaluation of the ELD PracticumYear 1 Report

• In July of 2006, Los Angeles Unified School
  District (LAUSD) began implementing a newly
  designed English Language Development (ELD)
  program consisting of the original Into English!
  lessons and the enhanced Into English! Task-Based
  Language Teaching (TBLT) lessons.
• Research and Planning launched a study in 2006 to
  examine the effects of the ELD Program in third
  and fourth grade as supported by the Title III
  ELD Practicum Professional Development.

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Evaluation of the ELD Practicum Four Key Findings

• 1. The majority of sample teachers completed the
  mandatory training, received all the required
  curricular materials, and implemented the ELD
  Program.

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Student DataELD Instruction
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Evaluation of the ELD Practicum Four Key Findings

• 2. ELA CST and CELDT data reveal that students in
  classes that implemented the ELD program
  outperformed students in classes with no
  implementation.

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CST Outcomes across ELD Levels and Program
Implementation
Student Data
ELA CST measured from 2006 to 2007
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Evaluation of the ELD Practicum Four Key
Findings

• 3. In classes where all students preformed well,
• high quality teaching practices were evident.

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High Quality Instructional Practices

• High student engagement
• Access prior knowledge
• Use of the ELD strategies
• Use of Thinking Maps to provide rigor
• Multi-level differentiation
• Explicit vocabulary instruction
• Comprehensible input/output
• Activities in which language is used to carry out
  meaningful tasks
• Standardized assessments
• Positive classroom environment
• Good management skills
• Model language tasks
• Encourage students to speak in complete sentences
• Listen to student responses and provide feedback
• Use TPR, gestures realia
• Give additional oral language opportunities

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High Quality Instructional Practices
Teachers use researched-based ELD strategies
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Evaluation of the ELD Practicum Four Key
Findings

• 4. In classrooms with a mix upper-level ELD
  students and lower-level ELD students, there was
  less evidence of differentiation and high quality
  teaching practices.
• Many of the observed classes contained all five
  ELD levels.
• Many of the observed teachers aimed their
  teaching to the higher ELD students, and followed
  few of the suggested differentiation activities.

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Recommendations

• Local District superintendents and directors of
  school services should plan for professional
  development of school administrators and monitor
  the capacity of schools to implement and support
  the ELD program.
• Principals and assistant principals in
  partnership with the school site leadership team
  should develop detailed plans for the
  implementation of the ELD program, provide
  necessary support, and closely monitor program
  implementation in each classroom with English
  learners.

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Recommendations (continued)

• Administrators must pay regular visits to the
  classrooms, observe instructional practices, and
  provide assistance when necessary to ensure
  implementation.
• Principals and assistant principals should take
  responsibility for personal development and
  training in the ELD programs and practices, as
  well as the professional development of school
  staff and teachers.

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Recommendations (continued)

• Schools need to make a greater effort to organize
  classes by English learner proficiency levels and
  limit the number of levels per class.
• School professional development should emphasize
  the use of multi-level differentiation.
• School professional development should emphasize
  high quality teaching strategies across all core
  content professional development.

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REFLECTIONQuick Write

• How are English learners placed for ELD
  instruction at your school?
• How did placement affect the level of
  implementation of ELD instruction?
• 3. Please share your school information at your
  table.