• Secondary Newcomer Instructional Resources

Master Plan Guiding Principles For Instructional Services For English Learners
LAUSD commits to implementing the following three guiding principles in all its instructional services for ELs.

              ELs possess a variety of linguistic and cultural abilities that are viewed as assets.
 
              Focused instruction for these students build on their cultural and linguistic strengths and provides meaningful access
                to a curriculum that is standard-based, cognitively complex, rigorous, and coherent. 
 
              All teachers are teachers of language and content.  

 

2016-17 Enrollment and Placement of Newcomer students

1.    Recently Immigrated Youth: Students who are 18 years old must be enrolled.  For students 18+ please see  REF-6554.1, pages 21-22, Recently Immigrated Youth and page 24 English Learners for more information

          a.    ELs may be enrolled in school until the age of 21
 

2.    Students must be assessed with the initial CELDT.  In addition, the following primary language assessments are highly recommended.  These assessments help to determine additional needs.

          a.    LAS en Español (see REF-4803.3)
         b.    BINL (see REF-4822.2)
 
3.     Based on CELDT results, place student accordingly:
      

Years in US School

Overall CELDT Level

Course Placement

Curriculum

Staffing/Credentials

No more than 1.5

1 or 2

2 consecutive periods of ELD 1A/B

High Point, The Basics

English, Foreign Language, or Multiple Subject Preferred

No more than 2.5

2 or 3

2 consecutive periods of ELD 2A/B

High Point, Level A

 

 English, Foreign Language, or Multiple Subject Preferred

No more than 3.5

3

1 period of ELD 3A/B

+

1 period of grade level ELA

High Point, Level B

Grade level text

English, Foreign Language, or Multiple Subject Preferred

No more than 4.5 years

3 or 4

1 period of ELD 4A/B

 

+

 

 

1 period of grade level ELA

High Point Level C in high schools or adopted curriculum in middle school

Grade level text

English, Foreign Language, or Multiple Subject Preferred

 
4. Prior schooling may also help determine placement
 

Newcomers with prior schooling

Newcomers with interrupted or no prior schooling

1.     Counselors request foreign transcripts and conduct a transcript review

If there are no transcripts available or transferrable credits, newcomers are to be placed in 9th grade to allow them time to meet graduation requirements in a timely manner

2.     Newcomer students may be able to receive credits for prior schooling

See BUL-1545.1 for more details

3.     Based on verifiable and transferrable credits, newcomers are to be placed in the most appropriate grade level to help them meet graduation requirements in a timely manner

 
5.     Schools are to determine student needs and provide appropriate support

 

Support

Resources

Primary Language Support

Bilingual teacher

Bilingual paraprofessional

Primary language materials

·       Primary language materials vary by content area and vendors.  Contact ILTSS for more information: (213) 241-2733.

Supplemental language support

Contact Beyond the Bell Branch Extended Day Programs

(213) 241-3111 for Rosetta Stone program for outside the school day

Social Emotional Support

Student Health and Human Services

(213) 241-3840

 

School Enrollment, Placement and Assessment (SEPA) Center

(213) 482-3957

 

Beyond the Bell Social Emotional Learning

(213) 241-7900

 

School Mental Health

(213) 241-3841

Homelessness:

Unaccompanied Youth

Living “doubled-up” temporarily with other family members

Homeless Education Program

(213)241-3844

 

REF- 6554.1 2016-2017 Opening Day Procedures: Supplemental Guide and Updates pages 15-17-22, Students Experiencing Homelessness and Unaccompanied

Primary Language Resources
 
 
English Language Development (ELD)
 
 
 
 
 
Foundational Literacy Skills
 
 
 
Online Language Programs
 
 
Quick Links