1. Overview of Title III Plan, Data, and Review of Specially Designed Academic Instruction in English (SDAIE) for K-12 Administrators Session 1
Local District 1
Principals’ Meeting
September 22, 2010
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch

2. Purpose
To focus on English learners who scored Intermediate or above on the CELDT and who are not proficient on the CST and to examine how to provide access to core curriculum through the use of SDAIE strategies. 2 2

3. Long Range Goals
Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders.
Implement effective district-wide use of SDAIE to provide access to core curriculum for English learners.
Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns. 3 3

4. SDAIE Training for Local District 1
Session 1
Overview of SDAIE
Session 2
SDAIE Lesson Design Template
Session 3
SDAIE Lesson Planning Protocol
■ Administrator Training: Overview of SDAIE Sessions 1 – (September 2010 – November 2010)
■ School Trainers Training: Three half-day trainings Sessions 1 – 3 TOTs (October 2010 – December 2010)
■ School Site Training: SDAIE Sessions 1 – (October 2010 – May 2011) 4 4

5. “Universal Access (UA) refers to the right of all students to have equal opportunity and access to high quality, grade-level instruction regardless of socio-economic status, ethnicity, background, or disabilities. In order to ensure UA for all, instruction is differentiated to meet students’ needs.” p.3
Multi -Tiered Framework for Instruction, Intervention, and Support, BUL-4827, LAUSD, July, 2009

6. Objectives To analyze achievement data for English learners
To acquire a common understanding of SDAIE strategies to promote Universal Access to core curriculum for English learners
To identify the four critical elements that characterize SDAIE strategies and develop a shared vocabulary to describe these strategies
To develop 2010 – 2011 Professional Development Plan to support the implementation of SDAIE strategies 6 6

7. Reflection Think-Pair-Share
What professional development was provided by your school over the past couple of years to address the needs of English learners to have access to the core curriculum?
LD 1 Access to Core P.D.
Elementary
Secondary
Think-Pair-Share
R.A.S.P.
Numbered Heads Together
Recasting
Anticipation Guide
Pull Out and Talk/Write
Thinking Maps
Backward Build-Up
Vocalized Reading 7 7

8. To analyze achievement data for English learners in Local District 1
Objective #1
To analyze achievement data for English learners in Local District 1 8 8

9. Title III Action Plan Tenets
All students have access to robust/rigorous first teaching
All English learners have access to appropriate ELD
Implement common access to core strategies for math and English Language Arts in Kindergarten - 12th grades
Professional Development for teachers, administrators, and support staff aligned to AMAOs 1-3

10. NCLB Student Achievement Targets
All Subgroups must meet Adequate Yearly Progress (AYP) in ELA and math for LAUSD to exit PI
Annual progress for English learners is measured by the following Annual Measurable Achievement Objectives:
AMAO 1: Percent making annual progress in English
AMAO 2: Percent attaining English proficiency
AMAO 3: Percent proficient in ELA and Math

11. Percentage of LD1 Students Proficient in ELA by Subgroup
Target 11

12. AYP Targets, ELA

13. Percentage of LD1 Students Proficient in Math by Subgroup
Target 13

14. AYP Targets, Math

15. CELDT and CST ELA Achievement
Local District 1 - ELs Proficient on CELDT
Source: English Learner Subgroup Self-Assessment (ELSSA) Report ( )

16. CELDT and Math CST Achievement
Local District 1 - ELs Proficient on CELDT
Source: ELSSA Report ( )

17. Objective #2
To acquire a common understanding of SDAIE strategies to promote Universal Access to core curriculum for English learners 17 17

18. SDAIE: Specially Designed Academic Instruction in English18 18

19. Define SDAIE
SDAIE

20. SDAIE: Specially Designed Academic Instruction in English
SDAIE is a methodology (a set of specific strategies) designed to make instruction comprehensible and to make grade level academic content accessible for English learners.

21. Four Critical Elements of SDAIE
Effective Access to Core instruction is characterized by four critical elements:
“3 C’s and an I”
Content
Connections
Comprehensibility
Interaction

22. Four Critical Elements of SDAIE: Jigsaw Reading Activity
Select a recorder, timekeeper and reporter for your group
Read assigned section on your own
(HANDOUT #1)
Table Talk
- Identify 4-5 key points/critical features of the section
- Record key points to share with whole group
Group Share

23. Content
Connections
SDAIE
Comprehensibility
Interaction 24

24. Objective #3
To identify the four critical elements that characterize SDAIE strategies and develop a shared vocabulary to describe these strategies 25 25

25. HANDOUT #2

26. Video Observation Activity
Identify features of each of the critical elements as you observe the video clip
Record your observations on handout
Think-Pair-Share
HANDOUT #3

27. Objective #4
To develop 2010 – 2011 Professional Development Plan to support the implementation of SDAIE strategies 28 28

28. Reflection Think-Pair-Share
How will your school’s Professional Development plan for incorporate SDAIE? 29 29

29. Next Steps
HANDOUT #4

30. Culturally Relevant and Responsive Pedagogy31 31

31. Objectives To analyze achievement data for English learners
To acquire a common understanding of SDAIE strategies to promote Universal Access to core curriculum for English learners
To identify the four critical elements that characterize SDAIE strategies and develop a shared vocabulary to describe these strategies
To develop 2010 – 2011 Professional Development Plan to support the implementation of SDAIE strategies 32 32