Sunnyside: Favela/Lindberg 20081 Implementation of the SEI Model for English Language Learners Sunnyside Unified School District Presentation to Arizona

Sunnyside: Favela/Lindberg 2008 1

Implementation of the SEI Model for English Language Learners

Sunnyside Unified School DistrictPresentation to Arizona ELL Task Force

May 13, 2008

Manuel Isquierdo, Ed.D. Jeannie Favela, Ph.D.Edwin Dawson, Ph.D. Julia Lindberg, Ph.D.


Sunnyside School District Demographics


ELL

FEP--2

FEP-2+

Non-ELL

3690 = 41%

1091 = 12%

3659 = 41%

Language Groups: Elementary LevelTotal: 8990

550 = 6%


ELL

FEP-2

FEP-2+

Non-ELL

1842 = 45%786 = 19%

517 = 13%

Language Groups: Middle School Level

Total = 4061

916 = 23%


ELL

FEP-2

FEP- 2+

Non-ELL

Language Groups: High School LevelTotal: 4,168

2251 = 54% 580= 14%

270 = 6%1,067 = 26%



Proficiency Level GroupsEnglish Language Development Reading 30 MinutesVocabulary 15 MinutesGrammar 15 Min

Proficiency Level GroupsEnglish Language Development Writing 30 Minutes Grammar 15 MinutesVocabulary 15 Minutes

Hour 1

Hour 2

English Language Development Block


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 MinutesGrammar 15 Minutes

Oral language & Vocabulary 15 Minutes

Hour 3

Hour 4


ComprehensionCohesionEquityGuaranteed & Viable CurriculumProficiency in EnglishAdditive & InclusiveApproach

Sunnyside’s Alternative SEI Model


Provide structuredopportunities to talk and discussOral language development isa cumulative processand one that must be supported fromkindergarten throughtwelfth grade

Although the primarymeans to developing languageshould be structured practicewith language itself, this practice is further optimizedwhen also connected to reading & writing activities.

Reading aloud & sharedreadings accompanied bystructured discussion are anexcellent way to promotelanguage development.

. . .provide an opportunity forpractice and modelingeffective language use. . .

Effective language practice andproduction needs to be supportedby teachers, but not necessarilyled 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


Intervention Within Program

•Wednesday Interventions •Early Release

•Teacher and 1-2 Instructional Aides

•Evaluate at Semester


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


National Center for Education Evaluationand Regional AssistanceInstitute of Education Sciences

Provide intensive small-group reading interventions

[and] ensure that the programis implemented daily for at least 30 minutes in small, homogeneous [reading] groups of three to six students.

There could be advantagesto groups that include native English speakers and ELLs, because native English speakers can provide models of more advanced English language usage.

Intervention


Program Evaluation

Stage 1: Formative Evaluation

Stage 2: Process Evaluation

Stage 3: Impact Evaluation

Stage 4: Outcome Evaluation


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


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



• 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



•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


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


Stage 4: Outcome Evaluation

•The degree to which the program has met its ultimate goals

•Measuring successes and challenges

•Planning for the subsequent year


Level to Level Gains

0

20

40

60

80

100

120

Elementary Middle High

Level-level 2007

2008


SMART Goal: Increase Level-to-Level Gains to 100%

for the 2008-09 school year

2008 Preliminary Numbers


Average Reclassification Rates

05

10152025303540

2006 2007 2008

Elementary

Middle

High


SMART Goal:

Increase Reclassification Rate to an average of 25% for 2008-2009


AIMS Math, Reading and Writing

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

2005 2006 2007

Elementary Math

ElementaryReading

Elementary Writing


SMART Goal: ELL Students will make gains

Proficiency in Math and Reading in 2008-2009


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


Questions?

Thank you!

Documents

Sunnyside: Favela/Lindberg 20081 Implementation of the SEI Model for English Language Learners Sunnyside Unified School District Presentation to Arizona