los angeles unified school district
DESCRIPTION
Los Angeles Unified School District. Language Acquisition Branch Oscar Lafarga (213) 625-5582. Enrollment by Language Classification 2000 -2001. Total = 720,080. Enrollment by Language Classification 2000 -2001. English-Only: 33% 235,942 students. - PowerPoint PPT PresentationTRANSCRIPT
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Los Angeles Unified School DistrictLos Angeles Unified School District
Language Acquisition Branch
Oscar Lafarga
(213) 625-5582
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Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
33%
17%8%
42% EORFEPIFEPEL
Total = 720,080
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Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
English-Only: 33%
235,942 students
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Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
Reclassified Fluent English Proficient: 17%
119,169 students
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Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
Initial Fluent English Proficient: 8%
57,375 students
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Enrollment by Language Classfication 2000 -2001Enrollment by Language Classfication 2000 -2001
EO
RFEP
IFEP
EL
English Learners: 42%
307,594 students
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Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
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Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
• No state guidelines or definitions
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Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
• No state guidelines or definitions
• Planners worked hastily
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Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
• No state guidelines or definitions
• Planners worked hastily
• Parents with different points of view
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Two Versions : Model A and BTwo Versions : Model A and B
• Instruction primarily in English
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Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
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Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
-a bilingual teacher (Model B)
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Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
-a bilingual teacher (Model B)
-a paraeducator (Model A)
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Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
-a bilingual teacher (Model B)
-a oaraeducator (Model A)
• Implementation began in July 1998
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Options for ParentsOptions for Parents
• Structured English Immersion Model A
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Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B
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Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B• Parental Exception Waiver for a Bilingual
Program
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Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B• Parental Exemption Waiver for a Bilingual
Program• Mainstream Program
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Instructional ProgramsInstructional Programs
Structured English Immersion
Model A=38%
Model B=50%
Total=88%
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Instructional ProgramsInstructional Programs
Structured English Immersion:
Model A=38%
Model B=50%
Total=88%
Basic Bilingual or Dual Language Programs:
Total = 10-11%
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
Program Evaluation and Research Branch
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
Program Evaluation and Research Branch
Evaluation of the Structured English Immersion Program
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
Program Evaluation and Research Branch
Evaluation of the Structured English Immersion Program
Master Plan Evaluation Report for English Learners
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
General Findings:
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
General Findings:
• Many Model A and B students are mixed together in classes and receive the same instructional treatment
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
General Findings:
• Many Model A and B students are mixed together in classes and receive the same instructional treatment
• Many English learners are mixed with English-only and fluent-English-proficient students in classes
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
General Findings:• Many Model A and B students are mixed together
in classes and receive the same instructional treatment
• Many English learners are mixed with English-only and fluent-English-proficient students in classes
• SAT 9 scores show no educational significance in the differences between adjusted gains
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Evaluation of SEI Models A & BEvaluation of SEI Models A & B
General Findings (cont’d):
• English learners made similar gains in English language development
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RecommendationRecommendation
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RecommendationRecommendation
To clarify the Structured English Immersion Program, the Division of Educational Services recommends that the two models be merged to create one program.
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Parent Options 2002 -2003Parent Options 2002 -2003
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Parent Options 2002 -2003Parent Options 2002 -2003
• Structured English Immersion Program
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Parent Options 2002 -2003Parent Options 2002 -2003
• Structured English Immersion Program
Alternative Program:
1. Basic Bilingual
2. Dual Language
or
Mainstream Program
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Structured English ImmersionStructured English Immersion
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Structured English ImmersionStructured English Immersion
• Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible
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Structured English ImmersionStructured English Immersion
• Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible
• The approach emphasizes learning English first for the purpose of learning grade-level content standards in English
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Structured English ImmersionStructured English Immersion
• Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible
• The approach emphasizes learning English first for the purpose of learning grade-level content standards in English
• From the beginning, specially designed academic instruction in English is used to teach core concepts and skills in increasing levels of difficulty
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Two Essential ComponentsTwo Essential Components
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Two Essential ComponentsTwo Essential Components
1. English language development (ELD): the component that provides language acquisition opportunities for English learners to learn the academic English necessary to access grade-level content standards.
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Two Essential ComponentsTwo Essential Components
1. English language development (ELD): the component that provides language acquisition opportunities for English learners to learn the academic English necessary to access grade-level content standards.
2. Access to the core curriculum: the component that provides special teaching methods and accommodations to assist English learners to meet the content standards in language arts, math, science,and social studies.
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Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
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Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language instructional support
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Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language support3. Additional content-based ELD
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Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language instructional support3. Additional content-based ELD4. Additional explicit instruction in learning
strategies
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Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Levels 1-31. BCC/BCLAD or
LDS/CLAD/SB1969 with A-Level or LDS/CLAD/SB1969 with bilingual paraeducator
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Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Levels 1-31. BCC/BCLAD or
LDS/CLAD/SB1969 with A-Level or LDS/CLAD/SB1969 with bilingual paraeducator
2. Teacher-in-Training (including A-level) with bilingual paraeducator
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Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator
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Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator2. Teacher-in-Training with bilingual
paraeducator
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Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator2. Teacher-in-Training with bilingual
paraeducatorNote:BCC/BCLAD teachers may be assigned
to teach ELD level 4 when all classes with ELD levels 1-3 have been staffed appropriately.
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Sequential ProgramsSequential Programs
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Sequential ProgramsSequential Programs
• Sequential rely primarily upon English for core academic instruction
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Sequential ProgramsSequential Programs
• Sequential programs rely primarily upon English for core academic instruction
• Initial language barriers may cause academic deficits in English language arts, math, science, or social studies
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Catch-Up PlanCatch-Up Plan
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Catch-Up PlanCatch-Up Plan
When English learners are not able to develop enough English proficiency initially to keep up with their English-only or fluent-English-proficient peers in the core subjects, they must receive additional and extended services to assist them to catch up in English and in the core subjects.