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Green Central Language Programming 201415 and beyond Facilitated by the ESL and DDL PLC & PD

Green-Language programming presentation

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Page 1: Green-Language programming presentation

Green  Central  Language  Programming  2014-­‐15  and  

beyond  Facilitated  by  the  ESL  and  DDL  PLC  &  PD  

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Richard  Green  Central  Community  School  

Ê  Lorraine  Cruz,  Principal  

Ê  P  F,  Assistant  Principal  

Ê  A  K,  Instructional,  ESL,  Bilingual  Specialist  

 

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Where  we  are  today:  

Ê  %  of  students  are  English  Language  Learners  

Ê  Developmental  Dual  Language  (DDL)—program  for  native  Spanish  speakers  to  provide  students  opportunity  to  learn  content  in  Spanish  and  achieve  English  proficiency  by  5th  grade.  

Ê  1-­‐Kinder,  2-­‐1st  Grade,  1-­‐2nd  Grade,  1-­‐3rd  Grade  

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Where  we  are  today:  

English  Immersion  

Ê  All  content  areas  taught  in  English.  

Ê  Co-­‐teaching  in  Science  and  Social  Studies  for  all  students  

Ê  ESL  pull-­‐out  30  minutes  everyday  for  level  1&2  students  

DDL  

Ê  All  content  areas  taught  in  Spanish  K,  1,  2,  &  3  

Ê  Co-­‐teaching  in  Science  and  Social  Studies  for  all  students  

Ê  ESL  language  bridge  time  for  all  students  1  hour/week  

Ê  Program  designed  for  native  Spanish  speakers.  

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Where  we  were:  

English  Immersion    

Ê  All  content  areas  taught  in  English.  

Ê  Co-­‐teaching  in  Science  and  Social  Studies  for  all  students  

Ê  ESL  pull-­‐out  30  minutes  everyday  for  level  1&2  students  

DDL  

Ê  All  content  areas  taught  in  Spanish  K,  1,  2,  3,  &  4  

Ê  Co-­‐teaching  in  Science  and  Social  Studies  for  all  students  

Ê  Program  designed  for  native  Spanish  speakers.  

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Where  we  are  going:  

Ê  Equity—all  students  and  families  will  have  choice  and  access  to  programs  that  are  offered  at  Richard  Green  Community  School.  

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Where  we  are  going:  Ê  Guiding  Questions:  

Ê  Who  are  our  students?  

Ê  What  do  families  want?  

Ê  What  does  equity  mean  for  students?  

Ê  What  does  equity  mean  for  teachers?  

Ê  What  is  the  goal  for  5  years  in  the  future?  

Ê  How  do  we  get  there  slowly?  

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Where  are  we  going:  

Dual  Language  Program  

Ê  Fall  2014  K  &  1  

Ê  Native  Spanish  speakers  and  native  English  speakers  learning  to  speak,  read,  and  write  in  both  languages  to  be  bilingual  and  bi-­‐cultural  before  college.  

Ê  Equal  access  to  dual  language  program—for  native  English  and  native  Spanish  speakers.  

Ê  Gradual  transition  2,3,&4  in  2015  and  beyond  

Ê  Intentional  program  transitioning  with  PD  provided  to  teachers  receiving  students  moving  from  Spanish  programming  to  English.  

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Who  and  what  is  Involved  in  the  Research?  

Ê  All  teachers  affected—ESL  &  Bilingual  teachers  

Ê  Peer-­‐reviewed  research  

Ê  Program  framework  alignment  

Ê  Changes  to  framework  alignment  to  create  equity  in  a  community-­‐based  program  

Ê  Parent  surveys  

 

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Principal  &  Bilingual  &  ESL  Coordinator  Research  

Ê  Attending  TESOL  (Teacher  of  English  to  Speakers  of  Other  Languages)  International  Conference  March  2014  

Ê  Attending  NABE  (National  Association  of  Bilingual  Education)  Conference  February  2014  

Ê  Attending  CABE  (California  Association  of  Bilingual  Education)  Conference  June  2014  

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Implementation  August  2014  

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Considerations  

Ê  Mobility  of  students  

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Considerations  

Ê  PD  for  mono-­‐lingual  teachers—framework  implementation  

Ê  PD  for  teachers  in  transitional  years  of  education—Spanish  to  English  movement  

Ê  PD  for  bilingual  teachers—Spanish  as  a  second  language  

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Considerations  

Ê  Research  supports  K-­‐5  and  beyond  to  support  full  bilingualism  and  bi-­‐literacy.  

 Ê  How  do  we  build  the  program  with  staffing?  

Ê  What  supports  and  what  programs  can  be  made  available  in  Middle  school?  

Ê  What  programs  are  there  to  support  bilingual  students  entering  Middle  and  High  School?  

 

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Considerations  

Ê  What  happens  when  teachers  don’t  speak  Spanish?  

Ê  How  can  we  build  capacity  with  current  staff?  

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Considerations  

Ê  How  do  we  keep  students  in  two  programs  equitably?  

 Ê  Encourage  dual-­‐language  dominance,  avoid  inferiority  of  

Spanish  language.  

Ê  Possibly  provide  a  Spanish  language  option  for  English  Immersion  program?    Somali?  

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Considerations  

Ê  What  does  research  say  about  native  English  speakers  with  low-­‐academic  language  proficiency?  

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Considerations    

Ê  How  do  we  plan  ahead  for  optional  programming  with  staffing  projections?  

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Considerations  

Ê  What  happens  to  homeless  &  highly  mobile?  

Ê  Will  other  programs  honor  native  English  speakers  in  their  Spanish-­‐DDL  programs?  

Ê  Building  capacity  for  Spanish  as  a  second  language  teaching  in  addition  to  DDL..