ELD Terms
Structured Collaboration
Structured collaboration. While the term has been used extensively in the business world, its advent in education is relatively new. We know the power of collaboration; the sum of our knowledge and creative juices is greater than that of any one person. Structured collaboration, in the context of English language development (ELD), brings content-area teachers and ELD teachers together with the focused goal of co-constructing lesson plans that specifically meet the needs of English learners. Over-structuring our collaboration runs the risk of stifling our creativity, but a lack of structure has its disadvantages as well. Without structure, we may lose focus. During structured collaboration sessions, the ELD teacher brings his or her knowledge of English language acquisition to the discussion. The result can be lesson plans that are appropriately scaffolded, for English learners at all levels. Other benefits include increased knowledge on the part of all teachers; content area teachers grow in their understanding of scaffolding instruction for English learners and ELD teachers grow in their knowledge of grade-level expectations of the content standards.
***For more information on structured collaboration, check out the District Catalog for Voluntary PD offerings on the topic!
Structured collaboration. While the term has been used extensively in the business world, its advent in education is relatively new. We know the power of collaboration; the sum of our knowledge and creative juices is greater than that of any one person. Structured collaboration, in the context of English language development (ELD), brings content-area teachers and ELD teachers together with the focused goal of co-constructing lesson plans that specifically meet the needs of English learners. Over-structuring our collaboration runs the risk of stifling our creativity, but a lack of structure has its disadvantages as well. Without structure, we may lose focus. During structured collaboration sessions, the ELD teacher brings his or her knowledge of English language acquisition to the discussion. The result can be lesson plans that are appropriately scaffolded, for English learners at all levels. Other benefits include increased knowledge on the part of all teachers; content area teachers grow in their understanding of scaffolding instruction for English learners and ELD teachers grow in their knowledge of grade-level expectations of the content standards.
***For more information on structured collaboration, check out the District Catalog for Voluntary PD offerings on the topic!
Former English Learner (FEL)
A former English learner, or FEL, is a student that received English language development (ELD) services in the past but has been reclassified, or exited, from the ELD program. In order for an English learner (EL) to be reclassified, they must demonstrate the ability to access challenging academic content and interact with other students and teachers both academically and socially in an English language setting. These criteria are determined by the Pennsylvania Department of Education.
Once an EL demonstrates proficiency according to those criteria and are reclassified, they become a FEL and are monitored to ensure that their transition out of the ELD program is successful. FELs are actively monitored for the first two years after reclassification, but are tracked for an additional two years. When a FEL is in their first two years of monitoring, they still may need some scaffolds, especially early on in the monitoring, to ensure a successful transition and to support their continued language development.
A former English learner, or FEL, is a student that received English language development (ELD) services in the past but has been reclassified, or exited, from the ELD program. In order for an English learner (EL) to be reclassified, they must demonstrate the ability to access challenging academic content and interact with other students and teachers both academically and socially in an English language setting. These criteria are determined by the Pennsylvania Department of Education.
Once an EL demonstrates proficiency according to those criteria and are reclassified, they become a FEL and are monitored to ensure that their transition out of the ELD program is successful. FELs are actively monitored for the first two years after reclassification, but are tracked for an additional two years. When a FEL is in their first two years of monitoring, they still may need some scaffolds, especially early on in the monitoring, to ensure a successful transition and to support their continued language development.
WIDA Screener
WIDA has a new screener for identifying ELs: the WIDA Screener. This screener will replace the W-APT for first through twelfth graders. Just like the W-APT, the WIDA screener can be administered at any time in the year to aid in identifying students who may be a candidate fro English language support services.
This new screener is available as either a paper-based or online assessment. As with the W-APT all for language domains of listening, speaking, reading and writing are assessed.
If you would like to learn more about the WIDA Screener, please go to www.wida.us/assessment/Screener.
WIDA has a new screener for identifying ELs: the WIDA Screener. This screener will replace the W-APT for first through twelfth graders. Just like the W-APT, the WIDA screener can be administered at any time in the year to aid in identifying students who may be a candidate fro English language support services.
This new screener is available as either a paper-based or online assessment. As with the W-APT all for language domains of listening, speaking, reading and writing are assessed.
If you would like to learn more about the WIDA Screener, please go to www.wida.us/assessment/Screener.
LTEL
What is an LTEL? An LTEL is a long-term English learner. While definitions vary, an LTEL is an English learner (EL) that has been in an English language instruction program in US schools for more than 5 years. In that time, the EL was unable to meet the state exit criteria. ESSA is now requiring that districts report the number and percentage of LTELs served by Title III.
There are several characteristics of LTELs. These include strong oral English skills but weak English literacy skills and weak native language literacy skills. The EL may also be dual identified as needing learning support. These students have poor grades, chronic absenteeism, and low personal expectations. LTELs are also unassuming or exhibit challenging behaviors. Ultimately, they are at risk for dropping out of schooling.
Many factors can lead to LTEL status such as high mobility, frequent absenteeism, and transnationalism. Other school factors could be a switch in programming from bilingual to ESL, weak or brief ESL monogramming, limited access to the content curriculum, and lack of monitoring data from year to year. Socio-emotional issues and unidentified learning disabilities can also be a factor.
What is an LTEL? An LTEL is a long-term English learner. While definitions vary, an LTEL is an English learner (EL) that has been in an English language instruction program in US schools for more than 5 years. In that time, the EL was unable to meet the state exit criteria. ESSA is now requiring that districts report the number and percentage of LTELs served by Title III.
There are several characteristics of LTELs. These include strong oral English skills but weak English literacy skills and weak native language literacy skills. The EL may also be dual identified as needing learning support. These students have poor grades, chronic absenteeism, and low personal expectations. LTELs are also unassuming or exhibit challenging behaviors. Ultimately, they are at risk for dropping out of schooling.
Many factors can lead to LTEL status such as high mobility, frequent absenteeism, and transnationalism. Other school factors could be a switch in programming from bilingual to ESL, weak or brief ESL monogramming, limited access to the content curriculum, and lack of monitoring data from year to year. Socio-emotional issues and unidentified learning disabilities can also be a factor.