los angeles unified school district language acquisition branch oscar lafarga (213) 625-5582
TRANSCRIPT
Los Angeles Unified School DistrictLos Angeles Unified School District
Language Acquisition Branch
Oscar Lafarga
(213) 625-5582
Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
33%
17%8%
42% EORFEPIFEPEL
Total = 720,080
Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
English-Only: 33%
235,942 students
Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
Reclassified Fluent English Proficient: 17%
119,169 students
Enrollment by Language Classification 2000 -2001Enrollment by Language Classification 2000 -2001
EO
RFEP
IFEP
EL
Initial Fluent English Proficient: 8%
57,375 students
Enrollment by Language Classfication 2000 -2001Enrollment by Language Classfication 2000 -2001
EO
RFEP
IFEP
EL
English Learners: 42%
307,594 students
Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
• No state guidelines or definitions
Structured English ImmersionStructured English Immersion
• Contingency plan developed in months prior to the election
• No state guidelines or definitions
• Planners worked hastily
Structured English ImmersionStructured 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 BTwo Versions : Model A and B
• Instruction primarily in English
Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
Two Versions: Model A and BTwo Versions: Model A and B
• Instruction primarily in English
• Primary language support provided by:
-a bilingual teacher (Model B)
Two Versions: Model A and BTwo 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 BTwo 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 ParentsOptions for Parents
• Structured English Immersion Model A
Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B
Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B• Parental Exception Waiver for a Bilingual
Program
Options for ParentsOptions for Parents
• Structured English Immersion Model A• Structured English Immersion Model B• Parental Exemption Waiver for a Bilingual
Program• Mainstream Program
Instructional ProgramsInstructional Programs
Structured English Immersion
Model A=38%
Model B=50%
Total=88%
Instructional ProgramsInstructional Programs
Structured English Immersion:
Model A=38%
Model B=50%
Total=88%
Basic Bilingual or Dual Language Programs:
Total = 10-11%
Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
Evaluation of SEI Models A & BEvaluation of SEI Models A & B
Two Years of Data
Program Evaluation and Research Branch
Evaluation of SEI Models A & BEvaluation 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 & BEvaluation 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 & BEvaluation of SEI Models A & B
General Findings:
Evaluation of SEI Models A & BEvaluation 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 & BEvaluation 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 & BEvaluation 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 & BEvaluation of SEI Models A & B
General Findings (cont’d):
• English learners made similar gains in English language development
RecommendationRecommendation
RecommendationRecommendation
To clarify the Structured English Immersion Program, the Division of Educational Services recommends that the two models be merged to create one program.
Parent Options 2002 -2003Parent Options 2002 -2003
Parent Options 2002 -2003Parent Options 2002 -2003
• Structured English Immersion Program
Parent Options 2002 -2003Parent Options 2002 -2003
• Structured English Immersion Program
Alternative Program:
1. Basic Bilingual
2. Dual Language
or
Mainstream Program
Structured English ImmersionStructured English Immersion
Structured English ImmersionStructured English Immersion
• Structured English Immersion is designed to develop reasonable English fluency as rapidly and effectively as possible
Structured English ImmersionStructured 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 ImmersionStructured 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 ComponentsTwo Essential Components
Two Essential ComponentsTwo Essential Components
1. 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 ComponentsTwo Essential Components
1. 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.
2. 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
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language instructional support
Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language support3. Additional content-based ELD
Special Methods and Accommodations
Special Methods and Accommodations
1. Specially designed academic instruction in English (SDAIE)
2. Primary language instructional support3. Additional content-based ELD4. Additional explicit instruction in learning
strategies
Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Levels 1-31. BCC/BCLAD or
LDS/CLAD/SB1969 with A-Level or LDS/CLAD/SB1969 with bilingual paraeducator
Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Levels 1-31. 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 SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator
Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator2. Teacher-in-Training with bilingual
paraeducator
Teacher Qualifications for SEITeacher Qualifications for SEI
ELD Level 41. LDS/CLAD/SB1969 with bilingual
paraeducator2. Teacher-in-Training with bilingual
paraeducatorNote:BCC/BCLAD teachers may be assigned
to teach ELD level 4 when all classes with ELD levels 1-3 have been staffed appropriately.
Sequential ProgramsSequential Programs
Sequential ProgramsSequential Programs
• Sequential rely primarily upon English for core academic instruction
Sequential ProgramsSequential Programs
• Sequential programs rely primarily upon English for core academic instruction
• Initial language barriers may cause academic deficits in English language arts, math, science, or social studies
Catch-Up PlanCatch-Up Plan
Catch-Up PlanCatch-Up Plan
When English learners are not able to develop enough English proficiency initially to keep up with their English-only or fluent-English-proficient peers in the core subjects, they must receive additional and extended services to assist them to catch up in English and in the core subjects.