(5 Day Event) Aug 23, 2013 - Apr 25, 2014
The Long-Term English Learner (LTEL) Focus Group and Task Force holds five meetings a year during which leadership, legislation, research, and best practices are presented to assist long-term English learners, those who have been enrolled in U.S. schools for five years or more who have not yet reached English proficiency as measured by the California English Language Development Test (CELDT) and proficient on the Standardized Testing and Reporting (STAR) English language arts (ELA) test (California Standards Test [CST], California Modified Assessment [CMA]), as well as Redesignated Long-Term English Learners (RLTELs), those English learners (ELs) who have met district criteria for reclassification but have not yet scored proficient or above three times on the STAR ELA (CST, CMA). The mission of the LTEL Task Force is to identify sustainable systems from the county level to the classroom that support best practices in meeting the linguistic and academic needs of ELs, LTELs, and RLTELs to prepare them for graduation from high school well prepared for college and the workforce.
The Long-Term English Learner (LTEL) Focus Group and Task Force holds five meetings a year during which leadership, legislation, research, and best practices are presented to assist long-term English learners, those who have been enrolled in U.S. schools for five years or more who have not yet reached English proficiency as measured by the California English Language Development Test (CELDT) and proficient on the Standardized Testing and Reporting (STAR) English language arts (ELA) test (California Standards Test [CST], California Modified Assessment [CMA]), as well as Redesignated Long-Term English Learners (RLTELs), those English learners (ELs) who have met district criteria for reclassification but have not yet scored proficient or above three times on the STAR ELA (CST, CMA). The mission of the LTEL Task Force is to identify sustainable systems from the county level to the classroom that support best practices in meeting the linguistic and academic needs of ELs, LTELs, and RLTELs to prepare them for graduation from high school well prepared for college and the workforce.