Sunnyside: Favela/Lindberg 2008 1
Implementation of the SEI Model for English Language Learners
Sunnyside Unified School DistrictPresentation to Arizona ELL Task Force
May 13, 2008
Manuel Isquierdo, Ed.D. Jeannie Favela, Ph.D.Edwin Dawson, Ph.D. Julia Lindberg, Ph.D.
Sunnyside: Favela/Lindberg 2008 2
Sunnyside School District Demographics
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ELL
FEP--2
FEP-2+
Non-ELL
3690 = 41%
1091 = 12%
3659 = 41%
Language Groups: Elementary LevelTotal: 8990
550 = 6%
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ELL
FEP-2
FEP-2+
Non-ELL
1842 = 45%786 = 19%
517 = 13%
Language Groups: Middle School Level
Total = 4061
916 = 23%
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ELL
FEP-2
FEP- 2+
Non-ELL
Language Groups: High School LevelTotal: 4,168
2251 = 54% 580= 14%
270 = 6%1,067 = 26%
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Proficiency Level GroupsEnglish Language Development Reading 30 MinutesVocabulary 15 MinutesGrammar 15 Min
Proficiency Level GroupsEnglish Language Development Writing 30 Minutes Grammar 15 MinutesVocabulary 15 Minutes
Hour 1
Hour 2
English Language Development Block
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Applied ELD Block
Mixed Proficiency Groups Applied ELD Math
Reading 15 minutes
Grammar 15 Minutes
Oral language 15 minutes
Mixed Proficiency Groups Applied ELD Science
Reading 15 Minutes Writing 15 MinutesGrammar 15 Minutes
Oral language & Vocabulary 15 Minutes
Hour 3
Hour 4
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ComprehensionCohesionEquityGuaranteed & Viable CurriculumProficiency in EnglishAdditive & InclusiveApproach
Sunnyside’s Alternative SEI Model
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Provide structuredopportunities to talk and discussOral language development isa cumulative processand one that must be supported fromkindergarten throughtwelfth grade
Although the primarymeans to developing languageshould be structured practicewith language itself, this practice is further optimizedwhen also connected to reading & writing activities.
Reading aloud & sharedreadings accompanied bystructured discussion are anexcellent way to promotelanguage development.
. . .provide an opportunity forpractice and modelingeffective language use. . .
Effective language practice andproduction needs to be supportedby teachers, but not necessarilyled by teachers.
A key variable in the language acquisition of ELLs is the amount of opportunity to practice language with peers who have slightly more developed language and/or who are native English speakers.
U.S. Department of Education Presentation, ELL Ideal Conference, December, 2007
Applied ELD
School-Wide Focus
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Intervention Within Program
•Wednesday Interventions •Early Release
•Teacher and 1-2 Instructional Aides
•Evaluate at Semester
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Plan For Intervention
Use of Compensatory Education Funding for
•Before School/After School Programs•Saturday School•Summer School
Students who are ELL-AR
Students who are not making progress based on AZELLA
Sunnyside: Favela/Lindberg 2008 13
National Center for Education Evaluationand Regional AssistanceInstitute of Education Sciences
Provide intensive small-group reading interventions
[and] ensure that the programis implemented daily for at least 30 minutes in small, homogeneous [reading] groups of three to six students.
There could be advantagesto groups that include native English speakers and ELLs, because native English speakers can provide models of more advanced English language usage.
Intervention
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Program Evaluation
Stage 1: Formative Evaluation
Stage 2: Process Evaluation
Stage 3: Impact Evaluation
Stage 4: Outcome Evaluation
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Stage 1: Formative Evaluation
•Ensures the quality of the model; design, strategies, and activities
•Ensures that the model is feasible, appropriate, meaningful, and likely to be effective
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Stage 1 Formative Evaluation
•Research-based•Inclusive of stake-holders
•SEI Steering Committee•LEA Improvement Executive Committee•District Parent Council•Parent Involvement Assistants•Governing Board•District-Wide Principals
•On-Going
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Stage 2: Process Evaluation
• Indicates how well the program model is working
• Identifies early any problems that could inhibit effective implementation
•Provides data to make adjustments before logistical or administrative weaknesses become entrenched
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Stage 2: Process Evaluation
•Levels of Focus•Train-the-Trainers Workshops•On-site Training based on the ADE Framework•Classroom Walk-Throughs (coaching)
– ELD Block– Applied Block
•Academic Progress•Tiered Intervention Support•Quantitative and Qualitative Verification
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Stage 3: Impact Evaluation
•Determines the degree to which the program model is meeting its intermediate goals
•Changes in Instruction
• Increases in Language Acquisition
•Meeting academic benchmark goals
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Stage 4: Outcome Evaluation
•The degree to which the program has met its ultimate goals
•Measuring successes and challenges
•Planning for the subsequent year
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Level to Level Gains
0
20
40
60
80
100
120
Elementary Middle High
Level-level 2007
2008
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SMART Goal: Increase Level-to-Level Gains to 100%
for the 2008-09 school year
2008 Preliminary Numbers
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Average Reclassification Rates
05
10152025303540
2006 2007 2008
Elementary
Middle
High
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SMART Goal:
Increase Reclassification Rate to an average of 25% for 2008-2009
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AIMS Math, Reading and Writing
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
2005 2006 2007
Elementary Math
ElementaryReading
Elementary Writing
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SMART Goal: ELL Students will make gains
Proficiency in Math and Reading in 2008-2009
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Closing Comments• The Sunnyside Alternative SEI model is research-based
• ELL students will receive the same curriculum as their English speaking peers. ELL students need to have equal access to the grade level curriculum
• The Alternative Model will have a positive impact on our graduation rate
• Given the timeline for proposing and presenting the model, the staffing and sectioning planning has begun
• Cost analysis has been made for implementing the Alternative Model
• Staffing• Classrooms• Materials
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Questions?
Thank you!