The document discusses California's diverse student population and strategies for meeting their needs. It notes that no single ethnic group is in the majority of California students. It then provides data showing that over 50% of students in 2011-2012 were Hispanic/Latino, and about 24% of students were classified as English Learners. It also shares that Latino/Hispanic economically disadvantaged students scored lower on English standardized tests. The rest of the document outlines strategies for using students' diverse backgrounds and ensuring equal opportunities to learn, including using multicultural perspectives and materials in lessons.

1. Meeting the Diverse Needs of
Students in California
SDAIE Strategies for Meeting Needs of English
Language Learners
Carla Piper, Ed. D.

2. Student Ethnicity
California students are so ethnically diverse
that no one group is in the majority.
How many Hispanic or Latino
students were enrolled in K-12
public schools in 2011-2012?

3. 2011-2012 Enrollment
Look up the Statistics for your county, district, or school at:
http://www.ed-data.k12.ca.us/
Dataquest - http://data1.cde.ca.gov/dataquest/

4. How Many English Learners
in California Schools in
2011-2012?

5. English Learner (EL) Enrollment

6. What percentage of Latino/Hispanic
economically disadvantaged students
scored “proficient” or above in English
Language Arts standardized tests in 2012?

7. Achievement Gap by Ethnicity and Race: ELA

8. Multicultural Approach
Equal Opportunity to learn, succeed, and
become what he or she would like regardless
of:
Gender, race, social class background, ethnicity,
sexual orientation, disability
Cultural Pluralism
No one best way to be “U.S. American”
Does not mean you have to give up your families’
identities, sense of group solidarity, or cultural
beliefs

9. Breakout Discussion
What is the all-American child?
Brainstorm ways a teacher provide an
equal opportunity to learn for every
student in a culturally diverse
classroom.
What can the teacher do to provide
multiple perspectives?

10. Multiple Perspectives
Emphasis typically on Eurocentric History
Use of Visuals in your Classroom
What does your classroom look like?
Are there people of different races, sexes,
extended families, disabilities, etc.
Quotations from diverse leaders?
Role models
Non-stereotypical, gender and ethnicity
Depicting diverse life styles, cultures, etc.

11. How do you teach content to English
Language Learners?
SDAIE Strategies - Specially Designed
Academic Instruction in English
Introduce and Scaffold Key Concepts
Language and Vocabulary Needed to
Understand Content
Download NEW 2012 ELD Standards –
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
SDAIE Handbook -
http://www.suhsd.k12.ca.us/suh/---suhionline/SDAIE/SDAIEhandbook.html

12. SDAIE Lesson Planning Strategies
Introducing Content
Prepare Students by Scaffolding
Hands-On Experiences
Tap into Prior Knowledge
Graphic Organizers and Mind Maps
Visuals, Maps, Models
Realia
Vocabulary and Language
Development

13. Explore
Provide relevant instruction and
practice through SDAIE strategies:
Practice independently, with
partners, and collaboratively
Use varied grouping configurations
and activities for various learning
styles.
Monitor students and provide
feedback.
Modify materials and presentation to
enhance learning

14. Extend and Continually Assess
Student Learning
Extend, enrich, and integrate learning across
the curriculum.
Help students make conceptual and linguistic
connections across the curriculum.
Assess
Check for clarification
Observe and assess concept and skill
development
Ongoing assessment and modification of
instruction when needed

15. Modeling
Gives a clear example of
expectation
Shows a finished product
(student work)
Performs a mini-
demonstration
SDAIE Checklist by Williams, 1996

16. Bridging
Weaves to existing schema
Engages students in “into” activities
Builds on prior
knowledge/experience

17. Contextualizing
Provides right environment to
explore concept
Uses concrete referents
(picture, realia)
Elaborates through
synonyms, antonyms,
metaphors, analogies,
anecdotes, examples,
descriptions, storytelling

18. Building Schema
Presents a skeletal
framework to build new
information
Provides advanced
organizers for direct
teaching
Presents new information
with graphic organizer
(Mapping, Venn diagram)

19. Building Schema

20. Developing Metacognition
Thinking about thinking
Teaches strategies for learner autonomy
Debriefs process of learning
Discusses implications of strategies for
future learning

21. Reframing
Guides revisitation of material
with a meaningful collaborative
activity
Teaches same concept in
different context
Students transform narrative
into graphic (art)
Students transform test into
skit (letter to the editor)

22. Checking for Comprehension
Finds out if understanding has been
achieved
Employs specific interactive activities
Allows for multiple ways to show
understanding

23. Monitoring and Assessing
Assesses on an on-going basis
Observes student behaviors and
language
Collects students’ products, writing,
audio-tapes

24. Questioning
Asks questions that are open-
ended/referential
Asks questions that have multiple
possible responses
Encourages students to question
each other
Engages students in collaborative
activities

25. Adjusting Speech Register
Addresses students with NNS (Non-
Native Speaker) in mind
Faces students when speaking
Incorporates non-verbal behaviors to
support verbal presentation
Enunciates clearly, highlight key words
Allows for more pause time in
answering questions

26. Orchestrating All Modalities for
Learning
Activities all senses in the
learning process
Provides hands-on activities
Supports auditory learning
with visual and kinesthetic
experience

27. Interacting (Teacher/Student,
Student/Student,
Student/Material, Student/Self)
Engages students in
interactions for negotiating
Identity and meaning
Provides opportunity for all
kinds of interaction

28. History of California Diversity
Timeline - http://www.californiahistoricalsociety.org/timeline/
California Historical Society – http://www.californiahistoricalsociety.org/
Online Archives of California - http://www.oac.cdlib.org/
Early California History - http://memory.loc.gov/ammem/cbhtml/cbintro.html
Urban Dreams Project: Oakland Schools - http://urbandreams.ousd.k12.ca.us/
United Farmworkers http://www.ufw.org/
Oakland History - http://www.oaklandhistory.com/files/hmenu.html
San Diego History Center - http://www.sandiegohistory.org/
The Virtual Museum of the City of San Francisco - http://www.sfmuseum.org/
Sacramento History Online - http://www.sacramentohistory.org/
California Native Americans - http://www.nahc.ca.gov/cna.html
Cal Poly San Luis Obispo Historical Collections -
http://lib.calpoly.edu/specialcollections/history/
California Digital Library Collections -
http://www.ca.gov/Multimedia/multimedia_audio_libraries.html

29. Who is a Californian?
UC Santa Barbara California Ethnic and Multicultural Archives -
http://www.library.ucsb.edu/speccoll/collections/cema/index.html
The LA History Archive - http://www.lahistoryarchive.org/index.htm
California History and Genealogy – Fresno:
http://www.fresnolibrary.org/calif/genimmi.html
Our Shared History - http://www.cr.nps.gov/aahistory/
Asian American History Timeline -
http://www.digitalhistory.uh.edu/asian_voices/asian_timeline.cfm
Asian American Voices -
http://www.digitalhistory.uh.edu/asian_voices/asian_voices.cfm
Asian Nation - http://www.asian-nation.org/first.shtml
Punjabi-Mexican Families - Roots in the Sand:
http://www.pbs.org/rootsinthesand/
Manzanar - http://www.nps.gov/manz/
Africans in America - http://www.pbs.org/wgbh/aia/
Martin Luther King Research and Education – Stanford - http://mlk-
kpp01.stanford.edu/