1. Sunnyside: Favela/Lindberg 20081 Implementation of the SEI Model for English Language Learners Sunnyside Unified School District Presentation to Arizona ELL Task Force May 13, 2008 Manuel Isquierdo, Ed.D. Jeannie Favela, Ph.D. Edwin Dawson, Ph.D. Julia Lindberg, Ph.D.

2. Sunnyside: Favela/Lindberg 20082 Sunnyside School District Demographics

3. Sunnyside: Favela/Lindberg 20083 3690 = 41% 1091 = 12% 3659 = 41% Language Groups: Elementary Level Total: 8990 550 = 6%

4. Sunnyside: Favela/Lindberg 20084 1842 = 45% 786 = 19% 517 = 13% Language Groups: Middle School Level Total = 4061 916 = 23%

5. Sunnyside: Favela/Lindberg 20085 Language Groups: High School Level Total: 4,168 2251 = 54% 580= 14% 270 = 6% 1,067 = 26%

6. Sunnyside: Favela/Lindberg 20086

7. 7 English Language Development Block

8. Sunnyside: Favela/Lindberg 20088 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 Minutes Grammar 15 Minutes Oral language & Vocabulary 15 Minutes Hour 3 Hour 4

9. Sunnyside: Favela/Lindberg 20089 Comprehension CohesionEquity Guaranteed & Viable Curriculum Proficiency in English Additive & Inclusive Approach Sunnyside’s Alternative SEI Model

10. Sunnyside: Favela/Lindberg 200810 Provide structured opportunities to talk and discuss Oral language development is a cumulative process and one that must be supported from kindergarten through twelfth grade Although the primary means to developing language should be structured practice with language itself, this practice is further optimized when also connected to reading & writing activities. Reading aloud & shared readings accompanied by structured discussion are an excellent way to promote language development....provide an opportunity for practice and modeling effective language use... Effective language practice and production needs to be supported by teachers, but not necessarily led 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

11. Sunnyside: Favela/Lindberg 200811 Intervention Within Program Wednesday Interventions Early Release Teacher and 1-2 Instructional Aides Evaluate at Semester

12. Sunnyside: Favela/Lindberg 200812 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

13. Sunnyside: Favela/Lindberg 200813 National Center for Education Evaluation and Regional Assistance Institute of Education Sciences Provide intensive small-group reading interventions [and] ensure that the program is implemented daily for at least 30 minutes in small, homogeneous [reading] groups of three to six students. There could be advantages to groups that include native English speakers and ELLs, because native English speakers can provide models of more advanced English language usage. Intervention

14. Sunnyside: Favela/Lindberg 200814 Program Evaluation Stage 1: Formative Evaluation Stage 2: Process Evaluation Stage 3: Impact Evaluation Stage 4: Outcome Evaluation

15. Sunnyside: Favela/Lindberg 200815 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

16. Sunnyside: Favela/Lindberg 200816 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

17. Sunnyside: Favela/Lindberg 200817 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

18. Sunnyside: Favela/Lindberg 200818 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

19. Sunnyside: Favela/Lindberg 200819 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

20. Sunnyside: Favela/Lindberg 200820 Stage 4: Outcome Evaluation The degree to which the program has met its ultimate goals Measuring successes and challenges Planning for the subsequent year

21. Sunnyside: Favela/Lindberg 200821 Level to Level Gains

22. Sunnyside: Favela/Lindberg 200822 SMART Goal: Increase Level-to-Level Gains to 100% for the 2008-09 school year 2008 Preliminary Numbers

23. Sunnyside: Favela/Lindberg 200823 Average Reclassification Rates

24. Sunnyside: Favela/Lindberg 200824 SMART Goal: Increase Reclassification Rate to an average of 25% for 2008-2009

25. Sunnyside: Favela/Lindberg 200825 AIMS Math, Reading and Writing

26. Sunnyside: Favela/Lindberg 200826 SMART Goal: ELL Students will make gains Proficiency in Math and Reading in 2008-2009

27. Sunnyside: Favela/Lindberg 200827 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

28. Sunnyside: Favela/Lindberg 200828 Questions? Thank you!