Transcript SDAIE Specially Designed Academic Instruction in English

Session 1:
Overview of Title III Plan, Data, and
Review of Specially Designed Academic
Instruction in English (SDAIE)
Title III Access to Core
Professional Development
2009-2010
Office of Curriculum, Instruction, and School Support
Language Acquisition Branch
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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.
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Objectives
1. Share English learner achievement data.
2. Acquire a common definition of
SDAIE/sheltered instruction that can be
operationalized throughout the district.
3. Identify the features within the four critical
elements of SDAIE.
4. Develop a common lexicon to describe SDAIE
and its characteristics.
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“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
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NCLB Title III Student
Achievement Targets
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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
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AYP Targets and Percentage of Students
Proficient in ELA (AMAO 3)
Target
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AYP Targets, 2002-2014 ELA
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AYP Targets and Percentage of Students
Proficient in Mathematics (AMAO 3)
Target
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AYP Targets, 2002-2014 Math
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CELDT and CST ELA Achievement
LAUSD Districts 1-8 - ELs Proficient on CELDT
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CELDT and Math CST Achievement
LAUSD Districts 1-8 - ELs Proficient on CELDT
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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
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SDAIE: Specially Designed
Academic Instruction in English
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Self-reflection
Quick Write:
Define SDAIE
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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.
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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
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Four Critical Elements of SDAIE:
Reading Activity

Select a recorder, timekeeper and reporter for
your group

Read assigned section/s on your own

Table Talk
- Identify 4-5 key points/critical features of
the section/s
- Chart key points on the Divided Circle Map

Group Share
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Content
Connections
SDAIE
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Four Critical Elements of SDAIE:
Reading Activity

Select a recorder, timekeeper and reporter for
your group

Read assigned section/s on your own

Table Talk
- Identify 4-5 key points/critical features of
the section/s
- Chart key points on the Divided Circle Map

Group Share
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Content
 Determine key concepts and skills from state
frameworks and standards
 Design lesson objectives that focus on specific
concepts and language
 Use district/state adopted grade level curriculum
 Choose ancillary text and other materials that
help clarify the content
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Connections
 Build connections between what is to be learned
and what students already know. Take into
consideration:
- Previous content learning
- Processes and skills learned (e.g., Think-PairShare, outlines)
- Personal experiences (e.g., selecting culturally
responsive examples from the student’s life to
illustrate a key concept)
 Organize lessons that build on previous knowledge
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Content
Connections
SDAIE
Comprehensibility
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Comprehensibility
 Combine visual clues such as pictures,
diagrams with verbal and written communication
 Make a one to one correspondence between
spoken and written concept and the visual clue
 Control range and diversity of vocabulary (e.g.,
idiomatic expressions)
 Repeat new key words in different context and
chart them
 Check frequently for comprehension
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Content
Connections
SDAIE
Comprehensibility
Interaction
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Interaction
 Use a variety of groupings
 Use modeling and sentence frames to scaffold
academic language development
 Make sure students use targeted academic
language
 Ask many and varied questions
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Video Observation
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Video Observation Activity

Identify features of each of the critical elements
as you observe the video clip

Record your observations on handout
- Table Talk

Group Share
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High school SDAIE Chemistry lesson
Main Standard: 5. Acids, bases, and
salts are three classes of compounds
that form ions in water solutions.
Focus Standard: 5a. Students know
the observable properties of acids,
bases, and salt solutions.
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 Clear content and
language objectives
 Tapped students
personal experiences
with chemicals
 Briefly reviewed
previous learning
 Reinforced previously
learned vocabulary
Asked questions
 Restated vocabulary
 Used key vocabulary in
different context
 Teacher to student
interaction only
 Combined visual clues
with verbal communication
 One to one correspondence
between spoken and written
vocabulary to the visual clue
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Objectives
1. Share English learner achievement data.
2. Acquire a common definition of
SDAIE/sheltered instruction that can be
operationalized throughout the district.
3. Identify the features within the four critical
elements of SDAIE.
4. Develop a common lexicon to describe SDAIE
and its characteristics.
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Next Steps
Continue to deepen our knowledge of SDAIE
methodology to provide access to core for
English learners.

Session 2: Introduction of the Universal
Access/SDAIE Lesson Design Template
 Session 3: UA/SDAIE Lesson Design
Template - Language Objective as the Key
to Providing Equitable Access to the Core
Instruction
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“A language is not just a grammar
and a vocabulary. It is a flash of the
human spirit. The soul of a culture,
the old-growth forest of the mind.”
- Wade Davis
Anthropologist
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