los angeles unified school district

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.