Sunnyside Unified School District ADE ELL Audit Preliminary Findings

1. Sunnyside Unified School DistrictADE ELL Audit Preliminary Findings November 30th-December 4th

3. Findings

4. Paperwork Compliance Files inconsistent in completion of paperwork across sites AZELLA student reports are not present in all the blue folders Some students were reassessed outside of the 2 year monitoring period, with no evidence of �falling back� necessitating additional testing Parent Notification and Consent forms not present in all folders ELL-AR parent letter not present in all folders of monitored students

5. Paperwork Compliance Reclassification sheets are present, but also, ADE requires proof that parents were notified of their child�s reclassified status. Entering the date of the parent communication is not enough. [This was not communicated as a requirement, and has not been brought forth as a finding in the last 4 rounds of monitoring conducted by OELAS] Monitoring Forms-Students who are in the 2 year monitoring period should have information about their progress. The state monitoring form does not have to be used, but progress should be recorded. The schools are using the monitoring form, but if teachers write �see attached� they need to attach grade reports and AIMS information WICIP forms need to be filed for students participating in the Comp Ed program outside the regular school day

6. Model Compliance Schools allocated the 4-hour blocks on paper, but this was not evident in the instruction Lesson plans were different from the Master Schedule In Middle and High Schools, the allocations were incorrect. At this level, the blocks should be: 1 hour grammar 1 hour reading 1 hour writing 1 hour oral/academic vocabulary development At DV, there was no distinction among the blocks that was observable in the instruction

7. Model Compliance Teachers misinterpret the oral block. Oral language development should focus on �training the ear� of students through phonology and �other activities� 2 teachers (in the 8 schools visited) didn�t know what the blocks were HS teachers using the materials to drive the curriculum instead of the standards Mixing ELL with Non-ELL students: mainly in schools using ILLP�s where the demographics of the student population didn�t warrant it Use of ELP Standards and DSI interchangeably for Language Objectives ILLP�s did not have objectives based on the ELP Standards

8. Highly Qualified One teacher at Desert View, one at Los Amigos, and one at Sierra were found to be not HQ for the SEI positions they hold. Two teachers observed had �fluency issues.�

9. Other Issues Posters in Spanish Books in Spanish When students speak in Spanish, the teacher doesn�t redirect. One teacher being observed said to a student, �Its okay. You can tell me in Spanish.� Super Strategies poster on the wall, but not being used

10. ADE Suggestions Consider cross grade-level grouping Continuation of Staff development using the Round II format Need higher degree of rigor at the middle and high school levels Change Questions on Registration form to reflect one Language Question

11. Future SUSD Actions Program Model: Consult with Principals and staff as courses are blocked and teachers assigned for the SEI Program Paperwork Compliance: Revise the Reclassification form to include information from parent letter Revise Monitoring form and procedure Provide schools with revised blue folder that will help school staff to more accurately track paperwork

12. Programmatic Framework

13. Students Testing at AZELLA Pre-Emergent, Emergent, Basic, and Intermediate

14. Students Testing at AZELLA Pre-Emergent & Emergent

15. Next Steps Meet with all principals to discuss 4 hour model guidance Meet with ELD Liaisons to review compliance and organizational efficiency Begin Curriculum Adoption Process for Middle School Language Development