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Long term English Learners are students who have been identified as ELs for more than 5 years.

Strategies we use:
-Write Converse Write
-Assign clear listening tasks
-Vocabulary Development

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We know...
-have a hard time meeting proficiency
-primarily speak native language at home
-have difficulty understanding complex text
-not proficient in native tongue

We will:
Revision Strategies, sentence starters, reading comprehension strategies (summarizing, words in context, sentence structures, ways authors insert definitions in informational text)

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-We know that LTELs have been classified as Els for at least 5 years
-They have not reclassified yet
-7th grade has highest population of LTELs
-Take Math SBAC, but ELA
-Take the ELPAC
-Most are not meeting standards in ELA or Math
-We give them opportunities to participate in academic discussion across content areas
-We use ACE, WCW, Stronger Clearer, utilize strategic seating and partnerships, graphic organizers, chunking texts, model for students

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We know they are struggling with reaching proficient levels on all standardized tests (SBAC, CELDT, STAR, etc). They tend to struggle most with vocabulary and writing, comprehension as well. Based on our personal observations, there seems to be a trend of poor work habits/attention and/or maturity issues among many of the LTELS. We currently support them by focusing on key skills, seating, small group, conferencing, writing support, vocabulary, checking for understanding, revising strategies and communicating goals with students.

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We know they need additional support and additional time. Also, they need additional instruction in academic vocabulary.

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What we know:
-Over 5 years as ELs
-Need individualized support
How we are supporting them:
-Visuals
-Short concise cues
-Academic discourse
-Instructional Aides
-Instructional Assistants
-Sentence Frames (for writing and speaking)

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These students are currently in our ELD classes. The LTELS must pass the ELPAC which is more rigorous than the CELDT.

Multiple opportunities

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LTELS are students who have been ELs for more than 5 years.Academic language can be an area of difficulty for LTELs.  Their effort in school can decline because they feel defeated regarding their academic progress.  We support them in class targeting comprehension and vocabulary with simplifying instruction, provide graphic organizers, sentence starters, and allowing additional processing time. We also write goals that also address ELD needs in their IEP.

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Supports:
Discussion starters
ACE
Partner choices
Teacher check-in
IAs working with them

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Chunking text
WCW
ACE (sentence starters)
Clear modeling

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In addition, parents need to be informed and taught how to support their children at home. Also, students need to be informed where they are in the reclassification process and what criteria is needed to actually reclassify.

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In addition, parents need to be informed and taught how to support their children at home. Also, students need to be informed where they are in the reclassification process and what criteria is needed to actually reclassify.

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*Moving to front of classroom
*Sentence frames
*Connecting with individual
*Stressing the importance of the SBAC test

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We now have data to help us identify our LTELs so we are aware of who to target. We can use the strategies listed above to assist these students.

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We plan on continuing our use of ACE, WCW, Stronger Clearer, utilize strategic seating and partnerships, graphic organizers, chunking texts, model for students and being more intention about the language we use with our students as well as the questions we pose to students for discussions