Planning Session Template by ibt64833

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									                Overview of
   Title III Plan, Data, and Review of
Specially Designed Academic Instruction
            in English (SDAIE)
         for K-12 Administrators
                         Session 1

                   Local District 1
                 Principals’ Meeting
                 September 22, 2010

    Office of Curriculum, Instruction, and School Support
                Language Acquisition Branch


                                                            1
              Purpose
To focus on English learners who scored
 Intermediate or above on the CELDT and
 who are not proficient on the CST and to
  examine how to provide access to core
    curriculum through the use of SDAIE
                 strategies.




                                            2
          Long Range Goals
 Achieve consistency and continuity in our
  understanding of SDAIE and how we
  communicate it to all stakeholders.
 Implement effective district-wide use of SDAIE
  to provide access to core curriculum for
  English learners.
 Build a Culturally Relevant and Responsive
  (CRRE) learning environment incorporating the
  different ways our students learn, behave, and
  use communicative language patterns.
                                                   3
 SDAIE Training for Local District 1

   Session 1                 Session 2                 Session 3
   Overview of              SDAIE Lesson              SDAIE Lesson
     SDAIE                 Design Template           Planning Protocol



■ Administrator Training: Overview of SDAIE Sessions 1 – 3
       (September 2010 – November 2010)
■ School Trainers Training: Three half-day trainings Sessions 1 – 3 TOTs
       (October 2010 – December 2010)
■ School Site Training: SDAIE Sessions 1 – 3
       (October 2010 – May 2011)



                                                                           4
“Universal Access (UA) refers to the right
of all students to have equal opportunity
and access to high quality, grade-level
instruction regardless of socio-economic
status, ethnicity, background, or
disabilities. In order to ensure UA for all,
instruction is differentiated to meet
students’ needs.” p.3

Multi -Tiered Framework for Instruction, Intervention, and Support, BUL-4827,
LAUSD, July, 2009

                                                                                5
                    Objectives
1. To analyze achievement data for English learners

2. To acquire a common understanding of SDAIE
   strategies to promote Universal Access to core
   curriculum for English learners

3. To identify the four critical elements that characterize
   SDAIE strategies and develop a shared vocabulary to
   describe these strategies

4. To develop 2010 – 2011 Professional Development
   Plan to support the implementation of SDAIE strategies


                                                              6
                           Reflection
                            Think-Pair-Share
What professional development was provided by your school
    over the past couple of years to address the needs of
  English learners to have access to the core curriculum?

                           LD 1 Access to Core P.D.

              Elementary                         Secondary
           Think-Pair-Share                    Think-Pair-Share
                R.A.S.P.                   Numbered Heads Together
               Recasting                      Anticipation Guide
         Pull Out and Talk/Write                Thinking Maps
          Backward Build-Up
           Vocalized Reading
             Thinking Maps
                                                                     7
        Objective #1

 To analyze achievement data for
English learners in Local District 1




                                       8
     Title III Action Plan Tenets
 All students have access to robust/rigorous first
  teaching
 All English learners have access to appropriate
  ELD
 Implement common access to core strategies for
  math and English Language Arts in
  Kindergarten - 12th grades
 Professional Development for teachers,
  administrators, and support staff aligned to
  AMAOs 1-3

                                                      9
    NCLB Student Achievement
            Targets
 All Subgroups must meet Adequate Yearly
 Progress (AYP) in ELA and math for LAUSD to
 exit PI
• Annual progress for English learners is
  measured by the following Annual Measurable
  Achievement Objectives:
  – AMAO 1: Percent making annual progress in English
  – AMAO 2: Percent attaining English proficiency
  – AMAO 3: Percent proficient in ELA and Math
                                                        10
 Percentage of LD1 Students
Proficient in ELA by Subgroup
 60.0                                              All
                                                   African Am.
 50.0                                              Hispanic
                                                   ELS
 40.0                                                Target

 30.0

 20.0
                                    15.1    14.4
           13.3    12.1    12.3
 10.0

  0.0
        2005-06 2006-07 2007-08 2008-09 2009-10


                                                              11
AYP Targets, 2002-2014 ELA




                             12
     Percentage of LD1 Students
   Proficient in Math by Subgroup
60.0                                             All
                                                 African Am.
50.0                                             Hispanic
                                                 ELS
40.0                                               Target

30.0      25.6            25.9    27.3    26.1
                  24.1
20.0

10.0

 0.0
       2005-06 2006-07 2007-08 2008-09 2009-10


                                                            13
AYP Targets, 2002-2014 Math




                              14
CELDT and CST ELA Achievement
 Local District 1 - ELs Proficient on CELDT




                 Source: English Learner Subgroup Self-Assessment (ELSSA) Report (2008-2009)

                                                                                               15
CELDT and Math CST Achievement
 Local District 1 - ELs Proficient on CELDT




                               Source: ELSSA Report (2008-2009)

                                                                  16
        Objective #2
To acquire a common understanding
   of SDAIE strategies to promote
Universal Access to core curriculum
        for English learners




                                      17
  SDAIE: Specially Designed
Academic Instruction in English




                                  18
Define SDAIE




   SDAIE




               19
  SDAIE: Specially Designed
Academic Instruction in English

SDAIE is a methodology (a set of specific
strategies) designed to make instruction
comprehensible and to make grade level
academic content accessible for English
learners.




                                            20
Four Critical Elements of SDAIE
Effective Access to Core instruction is
characterized by four critical elements:
“3 C’s and an I”

 Content

 Connections

 Comprehensibility

 Interaction

                                           21
      Four Critical Elements of SDAIE:
           Jigsaw Reading Activity
   Select a recorder, timekeeper and reporter for
    your group
   Read assigned section on your own
    (HANDOUT #1)



   Table Talk
     - Identify 4-5 key points/critical features of
       the section
    - Record key points to share with whole group

   Group Share
                                                      22
           Content       Connections




                     SDAIE
Comprehensibility               Interaction




                                              24
        Objective #3
To identify the four critical elements
 that characterize SDAIE strategies
and develop a shared vocabulary to
      describe these strategies




                                         25
HANDOUT #2




             26
       Video Observation Activity

   Identify features of each of
    the critical elements as
    you observe the video clip
   Record your observations
    on handout
   Think-Pair-Share



                                   HANDOUT #3



                                           27
       Objective #4
     To develop 2010 – 2011
Professional Development Plan to
  support the implementation of
        SDAIE strategies




                                   28
         Reflection
         Think-Pair-Share


How will your school’s Professional
 Development plan for 2010-2011
       incorporate SDAIE?




                                      29
Next Steps




             HANDOUT #4


                     30
31
                    Objectives
1. To analyze achievement data for English learners

2. To acquire a common understanding of SDAIE
   strategies to promote Universal Access to core
   curriculum for English learners

3. To identify the four critical elements that characterize
   SDAIE strategies and develop a shared vocabulary to
   describe these strategies

4. To develop 2010 – 2011 Professional Development
   Plan to support the implementation of SDAIE strategies


                                                              32

								
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