ED 204 - Module 4- Culminating Assignment

Hi. My name is Kimberly

Chavez, and this project is for it to a five module, four accumulating assignment.

Um,

the title of this project is communicating

with families of Multilingual learners about re classification

I am currently teaching. And him in high school, 11th grade.

Er, W c um,

the information has won the gift so that you know what I'm tying this information to,

Which is him in school district, Him in high school.

Um, we're gonna start off with the first boxer is re classification.

There's a part one and part two to it. So we're gonna start off with part one.

So, um, re classification.

The question is opposed.

Here is what do your Multilingual learners need to

do to reclassify as fluent in this proficient?

So our FTP stands for reclassified fluent English, proficient, just a heads up.

So when you see this RFP just know that's what it stands for.

So we're gonna start off with criteria one.

So, criteria one,

the student must pass the annual English language proficiency assessment.

Um, that is California. That is the L pack. And they must get a four out of four.

This test is giving one time every year around March,

Um, the students have to have a two point Oh,

G p A on most last progress report Triad grade or semester.

Whatever that may be for the district before our district is triad,

they must also pass one of the district reading tests.

Um, you can either be the student reading inventory,

which is S ri or the measure of academic proficiency.

So at our high school, they do map test.

Um, so that is the test that they have to, um,

past past in order to be reclassified. So let's head back out.

And we're going to move over to criteria to their

all passing scores and GPS have to be up to date,

so cannot pick an old passing score and make it up with a new map.

For example, all of these scores also have to come from the most recent windows,

so that most recent try it.

So for the example, we cannot take an l pack score from two years

and go and match it up with their new try it grade and maps court. That doesn't work.

Um, so if we were to have the r f e p anyone if we were to r f e p anyone.

Right now, the scores for the L. Peck will have to come from the last from last March.

So, um,

that's where we have to drive from So and then the l packs.

L pack the scores for the map.

We'll have to come from the last window and the grades have to come from the last.

Try it. So what this is really saying is that

the L. Pak is given in March. Okay, so they have to have taken in by last March,

and then they have to have a recent map tests in the last window to the last Triad.

So we just ended another triad, so they would have to have one, Um,

according to this

this semester and then, of course, have their grades.

So this can be very tricky, because sometimes when reclassifying the student,

they don't match like so their grades may not come at the same time,

or they are mapped their map test me that come in

at the same time.

So ends up happening is the student

ends up missing that reclassification windows sadly,

and what ends up happening is that they end up

having to go back and take them off again,

the next try it and hope that they get the same points.

Um, Tim score so that they can continue.

So the best thing is that a lot of

the designated teachers have to really be watching their data

to make sure that everything lines up so that the

student can be reclassified and appearance can be notified.

So, um, that's really important.

So heading back to the main page, we're gonna go on to the classification part two.

So in this is communication. What is your school programs?

Criteria for four for reclassification.

So once a student has met our requirements,

we use the elevation education dot com where there's a lot of this data,

there's numbers or scores on it, um,

to set up a meeting and make sure that the students

has met all the requirements.

So that's just seeing all the scores, making sure they meet all the requirements.

And then with that,

RFP documents from elevations are printed and

signed by a designated teacher admin.

And in the district, Director Um,

documents are also signed by parent and guardian denoting that

they are okay to go ahead with the reclassification,

and then we can hold

a meeting in several ways. Not everyone has to be present. It could be phone

calls, letters,

um, home or even in person. So that is the form of

communication that takes place.

So I'm heading back to the main page,

Um, student performance.

So, um, comparison of student performance and basic skill against

quickly, um, savage rain to performance.

It's basic skills of English proficiency. Students of the same age.

So, um, these are my students. Um, this is a

a table of them.

So you see, on the first table,

it has my students initials their overall impact performance level.

Um, a lot of them are performing

at, um

for some of them are pouring from for us. It's kind of like equal.

Um, so all my force have been reclassified, of course.

And then my threes have not been reclassified yet, so we have the oral language.

One column. We have the written language

and another column in the most recent score criterion.

And then what will this student need to do to reclassify as fluent proficient?

So, um,

ba needs basically so their needs are on all three

and in order for them to actually be able to qualify

for re classification.

So we're hoping that these students that we do

have in the threes are able to move up and

get that help that they need Getting that help from a designated teacher,

which is actually focusing on

where they're struggling the most on the test and really were hoping for

a change in the district that you know not just the designated teacher,

but as well as the teachers, the other teachers, that they go into, um,

into class with their eggy horses that they're able to help them as well

and even refer back to the data that they're seeing on their map.

And, um, l pack scores. So the district is hoping to change that to where

all the teachers with us, That student is involved in this,

But that's going to take a lot.

So, um,

going back to the main page now we're going

to be moving into informing students and families.

There are three of these, So bear with me as we go through them.

The first one is informed students and families. The question as opposes.

How can I inform my students and their families about re classification?

So meeting with a student or parent by phone or via email is a way to do that.

Also sending letters home? I think I say to these things.

And once all documents are signed and approved, final notification of R A.

F P is melting the home so they will

received documents that their student has been, um,

reclassified. The sad thing about is a lot of the parents which I spoke to, Um,

the director over,

Well, totally won't learners is that a lot of them

do not know their their child is actually in a program like this.

So when they do get,

the notification is like the first time they've ever heard about it.

And also sometimes when the paperwork is into the house

to the house that the parents just don't understand the lingo that's

inside of the paper and or they just understand the words period,

Um, and some of them cannot read English, of course,

but they do supply them in Spanish, but they just don't understand,

and most of them don't come in to ask

questions or they have workshops at the parent center

and they don't show up.

I know that the doctor was telling me that

they have literally one parent show up one time.

And

it was really heartbreaking to see because that one parent

actually cared and wanted to get information about this program.

Um,

for their students, the supports and the resources and things. And

some parents just don't know about it, or they just choose not to.

They choose to be out of it.

Um,

so moving on so more about informing students and families.

Um,

what information would you share with the students family about their students,

doesn't it?

Language dies. So if you were referring to General,

how do we let parents know about a l. A s, which is language acquisition status?

We would first mel out the mandated, um,

30 day annual parent notification letter that needs to be mailed within, like,

30 days of the start of school.

And then normally it is a matter of showing them that

The class, um, a 3G approved and then, of course, college prep.

Um, that the student knows English. Yes, but he or she needs some assistance.

with enquiring academic English that's often used

in careers and needed for college.

So that also does the place that they still have those supports for them. Um,

another thing that directors pointed out to me was that a lot of these students,

if they are not reclassified

before they leave high school,

it really puts a damper on them applying for college like they're not.

Given the choice of a four year university versus,

you know, being reclassified, getting that option fulfilling, that's their goal.

That's their dream to go to afford university.

Most of them are not able to do that because they haven't been reclassified,

and most of them end up at J.

C s and then some of them

from completing it.

JC is it's very heartbreaking to see these students really, um,

struggle and how much.

How is so important for them to be paying attention to the data of the students,

the journey,

paying into the data so that they can reclassify

it and everything falls into place for the student

more biased? What information does the student family to know about their student?

Doesn't it language level? Um, families should be aware of the requirements of how

to our FTP. And if the student is not our FTP, the families should also know, um,

The expected timeline for fluency around 6-7 years. But the state wants four.

So, um, that's really important information for families.

And then also, this is the annual, um, notification letter that

the parents receive when they're notified that their students going to be

re classified.

So I'm actually going to drop that into my submission area because I

don't know if you're going to be able to click on it,

um,

onto the slide shows,

so I'll make sure to drop that in so you can see

that letter That's actually what the director gave me was amazing.

She used to play that for me, for me to actually go through and look at the scores.

It was like a sample of another student.

She did cover up the name of the student and family members,

but it was really good to see, and

she was going can send out to the

to the parents for notification.

Okay, so at the very bottom, we're going to be on the left hand side.

Is his student reclassification we're going to be looking at the student now.

So how can the student reclassify and what does he do?

Classification. Why does reclassifications gives me matter?

So reclassification shows that the student is performing

as in fluent English proficient student and can be competitive,

um, with his or her English only peers academically.

Our our students are reclassified students. So our ftp often, um,

I'll form help perform English only soon on stat assessments due to

the reboost of academic preparation that is required for re classification.

So that is really good re classification matters,

because it is a great indicator of the students future success in life.

Um,

students who can Our FTP are one of the

highest scoring subgroups on campus for standardized tests,

and these students are generally well prepared for the future.

Um, college and future, whatever career they choose.

And the students who do not RFP generally have a harder time,

have become successful after high school and

are not usually college or career ready.

So that's kind of what I was going back to

and talking about how the student that reclassified or they haven't

really honestly gotten the support they needed around

overall like they will suffer for it later.

But mostly, students do a phenomenal job because they've been testing.

They've been working hard to get to that level.

Nail shining the English learning students and which is so great to know,

going on to teacher's role in

student classification. Excuse nails. A little beep on my mail. Email.

Um, so teachers role in student re classification?

What role does the teacher playing

the reclassification conversation with the parents?

So the teacher, often the eels site leader, teacher

that is the person overseeing.

Or they call them the Desert Day teacher, which every way they put it,

the district puts it but meets with the parent to go over all the criteria

and to let the parent know about their students posit progress and

what re classification might mean for the student's schedule and secretary.

This is more relevant

because the L.

D class is taking up one effective period in their time,

So most middle and high school students are very happy to get out of here

because it's actually taking a class from them.

So, um, I know one of the directors say that

there was, you know, there have been teachers or people say to students like, Well,

you're doing L.

D.

And that's taking up an elective for you like you

won't be able to take a left it next year.

I mean, that's hard to say. Why would you say that to someone?

And some people have been caught saying that.

So the thing about getting on E. L. D.

Opens up other opportunities for them so they can,

you know, be able to do you know, whatever mechanical,

mechanical class or they may be able to do pottery or theater or whatever.

But this class is

is taken up as an elective, so they're not able to do

other lectures because sometimes they have to take it for for 44 years.

Um, if they don't reclassify in enough time, they may be in it for four years.

Sadly, um,

the teacher gets the parent's signature under the classification paperwork

and forged that to the Department of the District.

Um, this really depends on the district,

but there here there's more than one measure for teachers.

Um, progress reports and semester grades tell us if the student is ready or not,

but also the students e l l teacher plays a role in

into So it's a big role that they play in it,

Um,

every classified in the student and the role that we play in our students life.

We really do as teachers play a huge role in them being successful in life.

And we don't need to take that,

um, for granted

that we are

the one that is changing their lives and making them better so

they can go out and do amazing things in the world.

Um,

The last one is student support. So

how can we support our students before and after reclassification?

Um,

so we currently monitor the progress of

our students using revelation elevations using platform,

which houses all r e l data.

So that's where all the data is sitting right now

and then we make sure that students who are not progressing

academically as measured by test scores or try it or

quarter grades are given action plans intervention to help them.

So

they have as much support as many researches as possible for

the students to make sure that they're getting their work done.

Their grades are staying up.

Um, so that's really important and then e r F e P. Students are required

by the state to be monitored for four years following the reclassification.

So even once they are reclassified, they have to be monitored for four years.

And, um, their core teachers also have to sign off on paperwork.

Um, every I think every semester I can't really remember what she said,

But they have to sign off on people to make

sure that the student is still at that level.

And if they are not at that level of basing them kind of slipping,

they'll put them back in the focus, um, teacher's classroom,

um, or the you know, Disney Teacher's Classroom. But

it's not seen as they're not seen as English language learners anymore,

or multi language learns.

I call multi, lingers. They still calling them and they're saying, is learning.

So it's still stuck there, but they

we'll put them back in there. But they're not seen as that.

So it's like just that extra support just kind of like still boosting them.

So even if they do slip, they see the students slipping. They don't get,

you know,

they stay in their reclassification. There is not stripped away from them.

In other words, before our EVP,

um,

teachers are requested to fill out monitoring forms those

those forms I was talking about that a teacher

a Yogi teacher will have to fill out about each student at the end of the semester.

So it's every semester, right?

Asking about how the student is being successful and if the student is not

being successful in your class as a teacher and what you can do,

um, further to help.

So sometimes teachers will have, um,

to consider changing tactics for the students to become successful.

And I have done a lot in my classroom where we literally had to adjust things.

My mentor and I on the fly like

we had to come up with different ways of teaching.

Now I've gotten to the point where I am what I'm presenting

a lesson to my students. I'm always thinking about my Multilingual students. I put

um, definitions. I put my power point. I put both.

I put it up there in English and Spanish like I remember the first time I did that.

I remember seeing my Multilingual students faces like it's in Spanish to like

Wait a minute I can do this assignment.

She put all the vocabulary, all the instructions.

It was like an eye opener for them,

seeing that a teacher actually cared enough to put it

in their language into their language into Spanish and English.

So they're able to reference both, and

I hope that I can maintain that. But I know a lot of the secular.

You're gonna have a hard time maintaining that. But,

I mean, they need it.

And what's wrong with putting the work in to help change their lives,

to make them more successful?

Um,

in the future. And that's what we're here for. Teachers.

We're here to change lives and

make her students

better than us.

So they can go on and change the world around us because they're going to be the next,

um, world changers. I call them world Changers. So,

anyways, thank you for joining me with my screen cast.

I hope it's not too long, and I hope that

everything I explained was well and that you understand.

And if you have any questions,

please reach out to me by email or by messaging through campus,

and I will be posting the that particular report.

Well, the letter that's going to be sent out to parents,

Um,

on my submission. So thank you so much for joining me and have a great day.

ED 204 - Module 4- Culminating Assignment

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