Model and Strategy
SEAL was designed to be a new, powerful and scalable model of early education that builds the capacity of educators to better serve the needs of English Learners. Speaking to the challenges of alignment and articulation across preschool and K-3 systems, addressing gaps in both systems for meeting the needs of ELLs, and designing mechanisms for building teacher and administrator skills to deliver responsive and high quality education, SEAL sought from the beginning to lead innovation and shape the future of early education. The model is research- based, and vison-based as well - honoring the languages and cultures of the children and families, committed to principles of equity and access, and dedicated to providing high-quality, assets-based, engaging and joyful education. The model was piloted and evaluated so there would be an evidence base, and is now pursuing widespread replication, mechanisms of scale, and policy impact in order to have a broad impact on the field.
Impact
SEAL was piloted and evaluated in 3 Title I schools, all serving majority low-income, ELL student populations, from 2008 to 2013, showing powerful impacts. Replication began in 2013 at 13 new schools throughout Silicon Valley, with an additional 23 schools in the fall of 2014. In 2015, SEAL expanded to 65 schools across 11 districts. Last spring the SFF board approved strategic expansion to up to 100 schools by 2018. In 2016, SEAL will be impacting 1464 teachers and 49,776 students per year. Strategic scaling will include other geographic regions of California serving large numbers of ELLs and with policy import (Southern California, Inland Empire, Central Valley, and Sacramento). The policy intent is to position SEAL as a model of equity and excellence for young ELLs. This agenda includes re-envisioning what education for ELLs looks like, and re-calibrating the level of investment, both financial and systemic, that is needed for schools to implement new 21st century standards in rich and vibrant ways that truly support and serve the needs of ELLs. The policy agenda has the potential to impact many more students, school communities, educators, and school systems.
Leadership
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Laurie Olsen, Ph.D
Director