1. Instructional Program Options for English Learners
San Diego Unified School District
Office of Language Acquisition
Program Options February 2016

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
Program Options February 2016

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?
This slide is optional.
Program Options February 2016

4. Language Learning Opportunities, K-12
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.”
If you used the previous slide, connect parent answers to Board Policy.
Through this policy the district is recognizing and valuing the diversity and languages that our students bring to our schools.
Background info on how it was developed & by whom
On Aug. 4, 2009 the Board of Education adopted the District Language Learning Policy that affirms the District commitment to language learning opportunities for all District students.
The policy specifically recognizes Bilingual/Biliteracy programs as valuable options for all of our students not just our ELs and commits District support to these programs.
Program Options February 2016

5. 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.
Explain to parents that they are in this meeting because their children were identified as ELs by indicating a language other than English on the Home Language Survey.
As a result your child is tested with the CELDT.
Program Options February 2016

6. Identification of ELs (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.
Program Options February 2016

7. Expectations for Progress in Developing English Proficiency
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Start
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Reclassification
Start
Intermediate
Early
Advanced
Advanced
Reclassification
Explain two examples.
Student entered and was identified as an EL at the Beginning proficiency level. This gives 6 years to be reclassified.
Student entered and was identified as an EL at the Intermediate proficiency level. This give 4 years to be reclassified.
English Learners are expected to gain one proficiency level per year as measured by the CELDT.
Program Options February 2016

8. 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
Program Options February 2016

9. Goals of SEI and MEC Programs
Students will:
Meet grade level standards and expectations in all content areas in English.
Develop academic language proficiency in English.
First we will discuss the goals of the SEI & MEC programs. Later we will address the goals of the Alternative Bilingual Program.
Program Options February 2016

10. Instructional Programs for ELs
Teachers are specially trained to teach ELs.
Programs include:
English Language Development (ELD) instruction
Specially Designed Academic Instruction in English (SDAIE).
Program Options February 2016

11. ELD and SDAIE English Language Development (ELD)
Specific instruction to develop English skills
Part of the core curriculum for English Learners
Specially Designed Academic Instruction in English (SDAIE)
Teaching approach used to teach core curriculum subjects
Program Options February 2016

12. Examples of ELD and SDAIE
Students learn and practice language at their proficiency level.
Teacher uses SDAIE strategies to support comprehension.
– picture cards
– sentence frames
– target vocabulary
– realia
– dramatization
Program Options February 2016

13. Program Placement
For secondary students – the lowest 1/3 of the Intermediate band goes into SEI. Top 2/3 go into MEC.
Program Options February 2016

14. 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.
Program Options February 2016

15. Structured English Immersion (SEI)
USE FOR ELEMENTARY.
We included a short video clip to show you an example of what the instruction might look like in an SEI class.
You will see a teacher reading aloud to the students. As you watch the video, I will point out the instructional supports she has in place to support her EL students' comprehension of the lesson.
Highlight the following while showing the video:
The teacher is:
using gestures to help students understand what is being read. (TPR)
using a real life object (flower). (realia)
highlighting key vocabulary
using a picture representation of a flower
Students also receive small group instruction.
Program Options February 2016

16. 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.
Program Options February 2016

17. Mainstream English Cluster (MEC)
Students in a MEC class will also receive small group instruction in addition to any of the supports we saw in the video clip as needed.
Program Options February 2016

18. Alternative Bilingual Program
Program Options February 2016

19. Benefits of Being Bilingual
Multicultural Perspective
Connect to Parents’ goals for their own kids at beginning of presentation.
Additional Benefits:
“Ready to learn” Students can immediately access the content.
Holding on to the students’ primary language. It doesn’t take away from one language to learn another language. The primary language is used to support the instruction of the second language. Additive Biliteracy
Establishes a strong foundation for the A-G requirements.
Develops appreciation of other cultures and languages
Lowers high school drop out rates
Generates higher interest in attending college
Increases job opportunities
Enhances creativity and problem-solving skills
Enhances academic and linguistic competence in two languages
Develops collaborative and cooperative skills
Expands and enhances travel experiences
Cooperative Skills
Success and
Opportunity
Flexible and Creative
Program Options February 2016

20. Goals of an Alternative Bilingual Program
Students will:
Meet grade level standards and expectations in all content areas in both the target language and English.
Develop academic language proficiency in the target language and English.
Develop respect for cultural and linguistic diversity.
Program Options February 2016

21. Alternative Bilingual Program
Daily, dedicated time for English Language Development (ELD) instruction by proficiency levels.
Teachers use Specially Designed Academic Instruction in English (SDAIE) strategies.
Program Options February 2016

22. Biliteracy K-12 Pathways
K-5 Models
Spanish for Spanish Speakers (Middle School )
Honors and Advance Placement Courses (High School)
Intro:
The district’s goal/motto is for students to start early and stay late because we want students’ to attain the highest level of proficiency.
The district is identifying pathways so that students are able to continue an extended or long term course of study in world languages.
The goal is to build and maintain the new language and each school site needs to plan for longevity.
Address the bullets on slide:
Working towards or maintaining a K-5 program.
Courses have been identified at the middle school and high school that enable students to continue refining their language skills. For example, Spanish for Spanish Speakers, Honors and AP courses.
Program Options February 2016

23. Biliteracy & “A-G” Requirements
A: History
B: English 9-12
C: Mathematics
D: Science
E: Foreign Language
F: Visual & Performing Arts
G: Elective Courses
All students will be required to fulfill the A-G requirements as graduation requirements. “A-G” includes world language as a requirement.
It will be required for students to take at least 2 years of a second language course, but highly recommend 3 years.
CSU systems require 2 years, and UC systems state 2 yrs, but highly recommend 3 years.
The 3rd year helps students be more competitive.
A: US History, Government/World History (2 years)
B: English 9-12 (4 years)
C: Algebra, Formal Geometry, Intermediate Algebra,
Math Analysis, Calculus (3 years, 4 recommended)
D: Biology, Chemistry, Physics (2 years, recommended)
E: Foreign Language (2 years, 3 recommended)
F: Visual & Performing Arts (1 year)
G: College Prep Elective or additional year of any of the above (1 year)
Program Options February 2016

24. 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
when submitted.
Program Options February 2016

25. Thank you!
Program Options February 2016