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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.
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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
Enrollment by Language Classification 2000 -2001 Reclassified Fluent English Proficient: 17% 119,169 students
Enrollment by Language Classification 2000 -2001 Initial Fluent English Proficient: 8% 57,375 students
Enrollment by Language Classfication 2000 -2001 English Learners: 42% 307,594 students
Structured English Immersion • Contingency plan developed in months prior to the election
Structured English Immersion • Contingency plan developed in months prior to the election • No state guidelines or definitions
Structured English Immersion • Contingency plan developed in months prior to the election • No state guidelines or definitions • Planners worked hastily
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
Two Versions : Model A and B • Instruction primarily in English
Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by:
Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by: -a bilingual teacher (Model B)
Two Versions: Model A and B • Instruction primarily in English • Primary language support provided by: -a bilingual teacher (Model B) -a paraeducator (Model A)
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
Options for Parents • Structured English Immersion Model A
Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B
Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B • Parental Exception Waiver for a Bilingual Program
Options for Parents • Structured English Immersion Model A • Structured English Immersion Model B • Parental Exemption Waiver for a Bilingual Program • Mainstream Program
Structured English Immersion Model A=38% Model B=50% Total=88% Instructional Programs
Structured English Immersion: Model A=38% Model B=50% Total=88% Basic Bilingual or Dual Language Programs: Total = 10-11% Instructional Programs
Evaluation of SEI Models A & B Two Years of Data
Evaluation of SEI Models A & B Two Years of Data Program Evaluation and Research Branch
Evaluation of SEI Models A & B Two Years of Data Program Evaluation and Research Branch Evaluation of the Structured English Immersion Program
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
Evaluation of SEI Models A & B General Findings:
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
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
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
Evaluation of SEI Models A & B General Findings (cont’d): • English learners made similar gains in English language development
Recommendation To clarify the Structured English Immersion Program, the Division of Educational Services recommends that the two models be merged to create one program.
Structured English Immersion Program Parent Options 2002 -2003
Structured English Immersion Program Alternative Program: Basic Bilingual Dual Language or Mainstream Program Parent Options 2002 -2003
Structured English Immersion • Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible
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
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
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.
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.
Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE)
Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE) • Primary language instructional support
Special Methods and Accommodations • Specially designed academic instruction in English (SDAIE) • Primary language support • Additional content-based ELD
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
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
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
Teacher Qualifications for SEI ELD Level 4 1. LDS/CLAD/SB1969 with bilingual paraeducator
Teacher Qualifications for SEI ELD Level 4 1. LDS/CLAD/SB1969 with bilingual paraeducator 2. Teacher-in-Training with bilingual paraeducator