1 / 56

Los Angeles Unified School District

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.

elmo-doyle
Download Presentation

Los Angeles Unified School District

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Los Angeles Unified School District Language Acquisition Branch Oscar Lafarga (213) 625-5582

  2. Enrollment by Language Classification 2000 -2001 Total = 720,080

  3. Enrollment by Language Classification 2000 -2001 English-Only: 33% 235,942 students

  4. Enrollment by Language Classification 2000 -2001 Reclassified Fluent English Proficient: 17% 119,169 students

  5. Enrollment by Language Classification 2000 -2001 Initial Fluent English Proficient: 8% 57,375 students

  6. Enrollment by Language Classfication 2000 -2001 English Learners: 42% 307,594 students

  7. Structured English Immersion • Contingency plan developed in months prior to the election

  8. Structured English Immersion • Contingency plan developed in months prior to the election • No state guidelines or definitions

  9. Structured English Immersion • Contingency plan developed in months prior to the election • No state guidelines or definitions • Planners worked hastily

  10. Structured 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

  11. Two Versions : Model A and B • Instruction primarily in English

  12. Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by:

  13. Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by: -a bilingual teacher (Model B)

  14. Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by: -a bilingual teacher (Model B) -a paraeducator (Model A)

  15. Two 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

  16. Options for Parents • Structured English Immersion Model A

  17. Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B

  18. Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B • Parental Exception Waiver for a Bilingual Program

  19. Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B • Parental Exemption Waiver for a Bilingual Program • Mainstream Program

  20. Structured English Immersion Model A=38% Model B=50% Total=88% Instructional Programs

  21. Structured English Immersion: Model A=38% Model B=50% Total=88% Basic Bilingual or Dual Language Programs: Total = 10-11% Instructional Programs

  22. Evaluation of SEI Models A & B Two Years of Data

  23. Evaluation of SEI Models A & B Two Years of Data Program Evaluation and Research Branch

  24. Evaluation of SEI Models A & B Two Years of Data Program Evaluation and Research Branch Evaluation of the Structured English Immersion Program

  25. Evaluation 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

  26. Evaluation of SEI Models A & B General Findings:

  27. Evaluation of SEI Models A & B General Findings: • Many Model A and B students are mixed together in classes and receive the same instructional treatment

  28. Evaluation 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

  29. Evaluation 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

  30. Evaluation of SEI Models A & B General Findings (cont’d): • English learners made similar gains in English language development

  31. Recommendation

  32. Recommendation To clarify the Structured English Immersion Program, the Division of Educational Services recommends that the two models be merged to create one program.

  33. Parent Options 2002 -2003

  34. Structured English Immersion Program Parent Options 2002 -2003

  35. Structured English Immersion Program Alternative Program: Basic Bilingual Dual Language or Mainstream Program Parent Options 2002 -2003

  36. Structured English Immersion

  37. Structured English Immersion • Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible

  38. Structured 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

  39. Structured 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

  40. Two Essential Components

  41. Two Essential Components • 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.

  42. Two Essential Components • 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. • 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.

  43. Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE)

  44. Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE) • Primary language instructional support

  45. Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE) • Primary language support • Additional content-based ELD

  46. Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE) • Primary language instructional support • Additional content-based ELD • Additional explicit instruction in learning strategies

  47. Teacher Qualifications for SEI ELD Levels 1-3 1. BCC/BCLAD or LDS/CLAD/SB1969 with A-Level or LDS/CLAD/SB1969 with bilingual paraeducator

  48. Teacher Qualifications for SEI ELD Levels 1-3 1. 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

  49. Teacher Qualifications for SEI ELD Level 4 1. LDS/CLAD/SB1969 with bilingual paraeducator

  50. Teacher Qualifications for SEI ELD Level 4 1. LDS/CLAD/SB1969 with bilingual paraeducator 2. Teacher-in-Training with bilingual paraeducator

More Related