The goal of the State Board of Education-approved SB 472 ELPD: Focus on Transference of Skills and Strategies is to increase English Learner student achievement. This goal will be accomplished by developing competencies of teachers and to effectively assess and teach the continuum of language skills, knowledge, and instructional strategies that promote English language proficiency and academic success including ELD standards, content standards, and instructional materials.
While meeting all ELPD requirements outlined by the California State Department, this SB 472-ELPD has been specifically designed for Alternative Bilingual Program teachers using Lectura or Foro Abierto.
It focuses on transference of language arts skills, through a contrastive analysis of Spanish and English phonemic awareness, phonics, vocabulary, comprehension skills, writing and content area instruction. Instructional routines for explicit teaching of skill transference will be modeled and practiced.
Building upon the literacy and language foundation provided to students in primary language, teachers will practice strategies to explicitly develop high levels of academic proficiency in English:
- Use of language functions and contrastive Spanish-English analysis to teach content objectives
- Differentiated higher-order questions by language proficiency levels
- Use of Spanish-English contrastive analysis of phonemes and graphemes to explicitly teach transferable and non-transferable sounds to support reciprocal and integrated reading-writing process
- Contrastive analysis of Spanish-English morphology, etymology and word relationships
- Contrastive analysis of Spanish-English parts of speech and sentence construction
- Contrastive analysis of Spanish-English text structures, text features, signal words, and graphic organizers
- Metacognitive teaching and learning strategies to engage students in text comprehension
- Transference of the recursive and interactive writing processes from Spanish to English
- Structured academic and accountable listening and speaking protocols
District Indication of Interest
Districts interested in having teachers attend an institute must complete and submit a District Indication of Interest form. This document gives SDCOE information regarding publisher used, estimated number of participants needing training, and contact information for the district.
Districts must have an Indication of Interest Form on file in order for participants to register.
Online registration is required. Registration is found at http://readinglions.net/register and is open to districts that have a current Indication of Interest form/contract on file for the current fiscal year. Registration closes when the classes fill or two weeks prior to the event start date. Participants are encouraged to register on the wait list for closed classes and will be given updates about their wait list status prior to the start of the event. Walk-ins are accepted on a space-available basis.
Participants can change or cancel their registration at http://readinglions.net/register
Schedules and other Institute information: http://readinglions.net/schedule
District Technical Assistance
Participant Follow Up
Passport Follow-Up Portfolios are provided to participants in SB 472 and Advanced Institutes. Individuals log hours and collect evidence of implementation in four categories:
- Grade-Level Work: Meetings, planning and/or preparation related to implementation of Houghton Mifflin, Open Court, and/or the Spanish versions of these programs.
- Assessments: Time spent analyzing data and planning instruction using assessment data.
- Additional Professional Development: Participation in site or district coaching, professional development or workshops directly related to the implementation of the adopted curriculum.
- Special Events: Other Reading/Language Arts professional development that is research and standards-based.
Passport Portfolio - PDF
The district provides guidance and support as to what the expectations and guidelines are for completing the practicum. The deadline for submission of the Passport Follow-Up Portfolio to the site administrator is on the front of the document. Administrators review and approve the content of the Passport Follow-Up Portfolio, assuring that the time and evidence is complete. The site/district must maintain these portfolios for a minimum of 5 years as documentation of completion.
The Reading Implementation Center offers an online verification system, which allows a site administrator, or designee, to log in and verify that their institute participants completed the 80-hour practicum. The district receives a consolidated verification roster to support application for reimbursement for the 80-hour practicum.
Administrator Online Verification (Elementary)
Jeri Powell, Administrative Assistant, Reading Implementation Center
Kim Tullis, Coordinator RIC/RTAC
Silvia Dorta-Duque de Reyes, English Learner Services Coordinator
Sandra Ceja, Director RIC/RTAC