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San Diego Unified School District, Office of Language Acquisition

INSTRUCTIONAL PROGRAM OPTIONS FOR ENGLISH LEARNERS Doyle Elementary October 12, 2011 ELAC Meeting #1. San Diego Unified School District, Office of Language Acquisition. Agenda. Parent Expectations Language Policy

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San Diego Unified School District, Office of Language Acquisition

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  1. INSTRUCTIONAL PROGRAM OPTIONS FOR ENGLISH LEARNERSDoyle ElementaryOctober 12, 2011 ELAC Meeting #1 San Diego Unified School District, Office of Language Acquisition

  2. Agenda • Parent Expectations • Language Policy • Identification of English Learners (ELs) • Three Instructional Programs for ELs • Structured English Immersion (SEI) • Mainstream English Instruction (MEC) • Alternative Bilingual • Parent Waivers

  3. Reflect • What expectations do you have for your child with regard to his or her education and what career would you love your child to have?

  4. District Policy: Language Learning Opportunities, K-12 • Excerpt from Policy Statement: “The Board of Education recognizes that in addition to being academically prepared and fully proficient in English, all students benefit from being proficient in another language and opportunities to develop competencies in multiple languages enhance and contribute to their ultimate achievement.”

  5. Goals • The two primary goals for all three programs are for students to: • Learn English • Meet appropriate academic achievement standards for grade promotion and graduation

  6. Expectations for Progress in Developing English Proficiency Year 1 Year 2 Year 5 Year 6 Year 3 Year 4 Start EarlyIntermediate Beginning Intermediate Early Advanced Advanced Reclassification Start Early Advanced Intermediate Advanced Reclassification English Learners are expected to gain one proficiency level per year as measured by the CELDT.

  7. Identification of English Learners • Identification: New/Annual • Home Language Survey • Given to all students new to the district. • California English Language Development Test (CELDT) • Students identified as English Learners take the test annually.

  8. Identification (cont.) • School notifies parents of their child’s program placement after administering the CELDT test (new students). • District continues to notify parents of their child’s annual progress in English.

  9. Three Instructional Programs for ELs • All ELs will be placed in the English language acquisition program that is appropriate for their grade and English proficiency level. • Structured English Immersion (SEI) • Mainstream English Cluster (MEC) OR , through the Parental Exception Waiver • Alternative Bilingual

  10. Instructional Programs for ELs (cont.) • Teachers are specially trained to teach ELs. • Programs include: • English Language Development (ELD) instruction • At Doyle: 4 days a week, 30 minutes a day of ELD or English Enrichment • Specially Designed Academic Instruction in English (SDAIE)…Excellent for all students!

  11. ELD and SDAIE • English Language Development (ELD) • Specific instruction to develop English skills • Part of the core curriculum for English Learners: Systematic ELD . • Specially Designed Academic Instruction in English (SDAIE) • Teaching approach used to teach core curriculum subjects…what does this look like?

  12. ELD at Doyle—Intermediate Level • Students in 1st grade request assistance and clarification at the store Systematic ELD Unit 4, Lesson 3 • How much does the – cost? • The – costs … *Mrs. Izzard shared a video highlighting the use of the ELD curriculum and how students use the language frames to practice English.

  13. SDAIE Strategies Charting with pictures Charting – labeling

  14. SDAIE Strategies Sentence Frames Graphic Organizers or Thinking Maps

  15. ELD and SDAIE (cont.) • Students learn and practice language at their proficiency level. • Teacher uses SDAIE strategies to support comprehension. • –picture cards • – sentence frames • – target vocabulary • –realia • – dramatization

  16. Program Selection

  17. Goals of SEI and MEC Programs • Students will: • Demonstrate grade level standards and expectations in all content areas in English. • Develop proficiency in English.

  18. Structured English Immersion (SEI) • Designed for ELs who are new to English or at the early levels of English Proficiency. • Instruction is provided in English. • Receive daily focused ELD instruction by English proficiency levels. • SDAIE strategies are provided. • Differentiated instruction is provided throughout the day.

  19. Mainstream English Cluster (MEC) • Designed for ELs who have acquired reasonable fluency in English and are at higher levels of proficiency. • ELD instruction is targeted to higher proficiency levels. • SDAIE strategies are provided. • MEC classes include native and fluent speakers of English.

  20. Mainstream English Cluster (MEC)

  21. Partner Talk • How are our students organized into classrooms? • How can our students benefit from having a combined SEI and MEC class? • What strategies are teachers using to help all of our students access grade level curriculum and improve English at each level of proficiency?

  22. Alternative Bilingual Program

  23. Definition of Biliteracy Biliteracy is defined as the development of academic proficiency in the student’s primary language, simultaneous with the development of language and academic proficiencies in a second language.

  24. Goals of an Alternative Bilingual Program • Students will: • Demonstrate grade level standards and expectations in all content areas in both languages. • Develop proficiency in both languages. • Develop respect for cultural and linguistic diversity.

  25. Alternative Bilingual Program • Literacy and content instruction is provided in both languages. • Daily, dedicated time for English Language Development (ELD) instruction by proficiency levels. • Teachers use Specially Designed Academic Instruction in English (SDAIE) strategies. • Daily, dedicated time for Spanish to English transfer instruction.

  26. Parent Exception Waiver • Parents must personally visit the school to apply for the waiver. • Student participation in the Alternative Bilingual Program requires an approved parental exception waiver. • Schools must offer the Alternative Bilingual Program when waivers are approved for 20 or more students of the same language group and in the same grade. • Parents receive a copy of the waiver submitted.

  27. Thank you!

  28. Informational Item • Vision 2020 • Document created in May 2011 • Common foci for our district (SDUSD): • Professional Learning Communities for teaching staff • Students will graduate career and, or college ready • Community Engagement

  29. Informational Item • Community-Based School Reform Model • How is Doyle supporting this model? Partner talk.

  30. How is Doyle supporting this model?

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