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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 CoreProfessional Development

2009-2010

Office of Curriculum, Instruction, and School Support

Language Acquisition Branch

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Long Range Goals

Achieve consistency and continuity in ourunderstanding of SDAIE and how wecommunicate it to all stakeholders.

Implement effective district-wide use of SDAIEto provide access to core curriculum forEnglish learners.

Build a Culturally Relevant and Responsive(CRRE) learning environment incorporating thedifferent ways our students learn, behave, anduse communicative language patterns.

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Objectives1.Share English learner achievement data.

2.Acquire a common definition ofSDAIE/sheltered instruction that can beoperationalized throughout the district.

3. Identify the features within the four criticalelements of SDAIE.

4.Develop a common lexicon to describe SDAIEand its characteristics.

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Universal Access (UA) refers to the right

ofall 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 AchievementTargets

All Subgroups must meet Adequate YearlyProgress (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

Local District 4 - ELs Proficient on CELDT

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CELDT and Math CST Achievement

Local District 4 - 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 appropriateELD

Implement common access to core strategies formath 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 specificstrategies) designed to make instructioncomprehensible and to make grade levelacademic content accessible for Englishlearners.

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Effective Access to Core instruction ischaracterized by four critical elements:

3 Cs and an I

FourCritical Elements of SDAIE

Content

Connections

Comprehensibility

nteraction

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FourCritical Elements of SDAIE:

Reading Activity

Select a recorder, timekeeper and reporter foryour group

Read assigned section/s on your own

Table Talk

- Identify 4-5 key points/critical features ofthe section/s

- Chart key points on the Divided Circle Map

Group Share

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Content Connections

SDAIE

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FourCritical Elements of SDAIE:

Reading Activity

Select a recorder, timekeeper and reporter foryour group

Read assigned section/s on your own

Table Talk

- Identify 4-5 key points/critical features ofthe section/s

- Chart key points on the Divided Circle Map

Group Share

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Content

Determine key concepts and skills from stateframeworks 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 intoconsideration:

- Previous content learning

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

- Personal experiences (e.g., selecting culturallyresponsive examples from the students life toillustrate 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 andchart 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 academiclanguage

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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Play Video Clip

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Objectives1.Share English learner achievement data.

2.Acquire a common definition ofSDAIE/sheltered instruction that can beoperationalized throughout the district.

3. Identify the features within the four criticalelements of SDAIE.

4.Develop a common lexicon to describe SDAIEand its characteristics.

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Next Steps

Continue to deepen our knowledge of SDAIE

methodology to provide access to core forEnglish 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 CoreInstruction

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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 DavisAnthropologist