1 session 1: overview of title iii plan, data, and review of specially designed academic instruction...

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Session 1:

Overview of Title III Plan, Data, and Review of Specially Designed Academic

Instruction in English (SDAIE)

Title III Access to Core Professional Development

2009-2010

Office of Curriculum, Instruction, and School SupportLanguage Acquisition Branch

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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.

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Objectives

1.Share English learner achievement data.

2.Acquire a common definition of SDAIE/sheltered instruction that can be operationalized throughout the district.

3. Identify the features within the four critical elements of SDAIE.

4.Develop a common lexicon to describe SDAIE and its characteristics.

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“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

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NCLB Title III Student Achievement Targets

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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

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Target

AYP Targets and Percentage of Students Proficient in ELA (AMAO 3)

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AYP Targets, 2002-2014 ELA

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AYP Targets and Percentage of Students Proficient in Mathematics (AMAO 3)

Target

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AYP Targets, 2002-2014 Math

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CELDT and CST ELA Achievement

LAUSD Districts 1-8 - ELs Proficient on CELDT

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CELDT and Math CST Achievement

LAUSD Districts 1-8 - ELs Proficient on CELDT

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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

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SDAIE: Specially Designed Academic Instruction in English

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Self-reflection

Quick Write:Define SDAIE

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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.

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Effective Access to Core instruction is characterized by four critical elements:

“3 C’s and an I”

Four Critical Elements of SDAIE

Content Connections Comprehensibility

Interaction

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Four Critical Elements of SDAIE:Reading Activity

Select a recorder, timekeeper and reporter for your group

Read assigned section/s on your own

Table Talk - Identify 4-5 key points/critical features of the section/s

- Chart key points on the Divided Circle Map

Group Share

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Content Connections

SDAIE

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Four Critical Elements of SDAIE:Reading Activity

Select a recorder, timekeeper and reporter for your group

Read assigned section/s on your own

Table Talk - Identify 4-5 key points/critical features of the section/s

- Chart key points on the Divided Circle Map

Group Share

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Content

Determine key concepts and skills from state frameworks and standards

Design lesson objectives that focus on specific concepts and language

Use district/state adopted grade level curriculum

Choose ancillary text and other materials that help clarify the content

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Connections

Build connections between what is to be learned and what students already know. Take into consideration:

- Previous content learning

- Processes and skills learned (e.g., Think-Pair- Share, outlines)

- Personal experiences (e.g., selecting culturally responsive examples from the student’s life to illustrate a key concept)

Organize lessons that build on previous knowledge

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Content Connections

Comprehensibility

SDAIE

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Comprehensibility

Combine visual clues such as pictures, diagrams with verbal and written communication

Make a one to one correspondence between spoken and written concept and the visual clue

Control range and diversity of vocabulary (e.g., idiomatic expressions)

Repeat new key words in different context and chart them

Check frequently for comprehension

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Content Connections

Comprehensibility

SDAIE

Interaction

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Interaction

Use a variety of groupings

Use modeling and sentence frames to scaffold academic language development

Make sure students use targeted academic language

Ask many and varied questions

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Video Observation

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Video Observation Activity

Identify features of each of the critical elements as you observe the video clip

Record your observations on handout

- Table Talk

Group Share

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High school SDAIE Chemistry lesson

Main Standard: 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions.

Focus Standard: 5a. Students know the observable properties of acids, bases, and salt solutions.

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Clear content and language objectives

Tapped students personal experienceswith chemicals

Briefly reviewed previous learning

Reinforced previously learned vocabulary

Teacher to student interaction only

Asked questions

Restated vocabulary

Used key vocabulary in different context

Combined visual clues with verbal communication

One to one correspondence between spoken and written vocabulary to the visual clue

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Objectives

1.Share English learner achievement data.

2.Acquire a common definition of SDAIE/sheltered instruction that can be operationalized throughout the district.

3. Identify the features within the four critical elements of SDAIE.

4.Develop a common lexicon to describe SDAIE and its characteristics.

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Next Steps Continue to deepen our knowledge of SDAIE methodology to provide access to core for English learners.

Session 2: Introduction of the Universal Access/SDAIE Lesson Design Template Session 3: UA/SDAIE Lesson Design Template - Language Objective as the Key to Providing Equitable Access to the Core Instruction

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“A language is not just a grammar and a vocabulary. It is a flash of the human spirit. The soul of a culture, the old-growth forest of the mind.”

- Wade Davis Anthropologist