Lausd Teacher Training Academy

Since these are new teachers to our district, we begin by identifying the population of students who meet the criteria of English Learner, what percentage they represent at the various grade levels, and some of the primary languages that they speak. We also review some of the complexities of the English Language and expose them to the various language levels that the district uses to classify ELs. We discuss specific English Language Development strategies to promote language development as well as provide them with questioning techniques that teachers should take into account when working with ELs. The second portion is focused on how to make content comprehensible to ELs using Specially Designed Academic Instruction in English (SDAIE) strategies. We identify those strategies that are proven to work as well as others that model connections, comprehensibiltiy, and interaction/engagement. Finally, we show our teachers how this may look in the classroom using actual clips of teachers carefully scaffolding content to their English Learners. During this video, teachers must identify those effective strategies and discuss their effectiveness with their peers.

After defining the SEL acronym, students who fit this critieria are identified. New teachers are then exposed to strategies that affectively model and support academic English mastery for this population. Some of the key strategies include: building on cultural knowledge, making connections to cultural histories, and builiding stronger home and school connections.

After defining the acronym GATE, we provide new teachers with some strategies of what to do and not do when working with gifted and talented students (i.e. providing enrichment and extension activities, not giving them busy work or things that they have already mastered, etc.). We also discuss possible areas where students may excel and thus possibly qualify for the GATE program.

English learners' instructional needs are attended to when teachers learn how to identify students' needs through the Individualized Education Plan (IEP). The English Learner's level as well as the strategies needed are identified in the IEP. (Teachers will be able to differentiate instructions needed for students through the use of accommodations and modifications. ) Yearly assessments are conducted to gauge student's improvement and

Before students are identified with special needs, teachers need to be aware of other research-based teaching strategies to help Standard English Learners (SELs). Special Education teachers need to collaborate and suggest intervention techniques that teachers in the Student Success Team (SST) could use before identifying and placing students in special education. Programs such as: "Teaching Students with Autism," "Second Step," and "Behavior Management" give teachers the techniques and strategies to build an accepting and risk-free classroom environment (CSTP 2). These strategies, when built into daily instruction, increase student confidence, social skills, self-control, and problem-solving behaviors which in turn empowers students to achieve their full potential. The "IEP and New Policies and Procedures" and "Teaching Students with Autism" professional development sessions empower teachers with accommodations, modifications, chunking and organizing subject matter for student learning and helps all students, including ELs and SELs, achieve proficiency in academic English.

All the workshops presented in this professional development are designed to address the needs of students with special needs. The IEP professional development helps teachers identify how to better serve the special needs student. It also assists with planning and implemeting classroom procedures and routines, especially for students with autism and behavior problems. "Second Step," "Assests Building," "Equity and Compliance," "Behavior Management Support," and "Teaching Students with Autism" assists teachers with instructional strategies that help to promote and build students' confidence, self-esteem, and empower them to achieve their full potential.

New teachers receive 16 contact hours of explicit instruction and 40 hours of integrated instruction. We begin by identifying the population of students who meet the criteria of the English Learner (demographics, percentages), what the legalities are when addressing EL needs, and specific resources found within the district that teachers can use as tools. We also instruct them on the various levels ELs are assigned once they are assessed. Specific descriptors of each ELD level and strategies that teachers should use for each level are discussed and explained. Afterwards, teachers are required to complete an ELD Performance Descriptors Assessment which allows us to see whether or not they can correctly sequence EL descriptors in the various domains of Language Arts. They are also required to complete a Questioning Strategies Assessment which allows us to see if they are able to modify questions accurately according to their ELD level. Making content comprehensible is another major component of the PD. Participants see how ELs need Specially Designed Academic Instruction in English (SDAIE) strategies in order to make meaning of the content presented. Using actual video clips from classrooms, these various strategies are discussed. Teachers are also provided with a six hour training on Thinking Maps. Finally, participants incorporate some of these strategies (realia, graphic aids, connections/prior knowledge) into a standards-based lesson, from the subject they will be teaching, and present it to their peers and advisors for feedback.

The Acadmic English Mastery Program (AEMP) delivers an eight hour presentation on effective strategies for meeting the needs of our district's SELs. Some of the key points from this segment include: building on cultural knowledge, making connections to cultural histories, and building stronger home and school connections.

Teachers are presented with the foundations of special education [History of the Law, Individuals with Disability Educational Act (IDEA), 504 Plan, Student Success Team (SST)], the different forms of disabilities, the characteristics of special needs students, and how to effectively and appropriately serve them. Teaching pedagogies are research-based and aligned to the state standards. Participants are given an intensive training on the Individualized Education Plan (IEP) and with being in compliance with the Modified Consent Decree. Through the IEP process, teachers are able to select the most appropriate differentiated instruction and strategies by taking into account students' needs and developmental levels. Differentiated instruction, accomodations, and modifications are based on the essential standards for students with disabilities which are aligned to the content standards.
In addition, participants pursuing the Moderate-Severe Credential are given differentiated instruction in the Special Education Administrators of County Offices (SEACO) Curriculum, which addresses the functional academic curriculum of students with severe special needs.