•   

  • LTEL programs

Long Term English Learner Programs

  •  

    Data shows that Long-Term ELL students (LTELs) who do not reclassify within six years  are disproportionately at risk on all academic measures including SRI, A-G completion and graduation rates. 

     

    OUSD offers two courses at the middle and high school level designed to boost the academic language and literacy of LTELs:

     

    • Literacy Acceleration for LTELs: focused on reading acceleration for students below grade level

     

    • Academic Language Acceleration: provides equal emphasis on language and literacy development (detail below)

     

Long Term English Learner Handbook

Detail on LTEL Courses

  • Academic Language Acceleration Course
     
    Designed For: Middle school and High School LTEL students and At-Risk ELLs
     
    Description:
     
    Designed to address the language and literacy gaps that impede academic success for LTELs and At-Risk ELLs while meeting A-G requirements for ELA course rigor. The Academic Language Acceleration course is still taken IN ADDITION to a core ELA class, not in lieu of it, and it meets the minimum 30-minutes per day Designated ELD instruction required for ELLs. The course focuses on academic language and literacy development and emphasizes student engagement, expository text, goal setting, and empowering pedagogy. Writing from evidence, vocabulary development, and reading of increasingly complex text and text-based academic discussions are key components. 
     
    Features:
    • Designed to explicitly address the language and literacy gaps that impede academic success for LTELs
    • Small class size: 15 or less is recommended, 8 to 10 students is ideal.
    • Site monitors progress throughout course using curriculum-embedded benchmark assessments.
    • Overall progress is monitored annually through CELDT/ELPAC and SRI.
    • Curriculum emphasizes rich oral and written academic language development.
    • Instruction is designed to provide appropriate supports and scaffolds without undermining “productive struggle.”
    • Student engagement is emphasized and encouraged through consistent instructional routines that emphasize structured speaking opportunities.
    • Goal-setting around language development and reclassification is emphasized.
    • Each LTEL is assigned to a counselor, teacher or TSA to monitor progress across all content areas.
    • For LTELs with IEPs, provide clear articulation and consistent implementation of IEP language development goals.