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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