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Green-Language programming presentation

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Green-Language programming presentation

  1. 1. Green  Central  Language   Programming  2014-­‐15  and   beyond   Facilitated  by  the  ESL  and  DDL  PLC  &  PD  
  2. 2. Richard  Green  Central  Community  School   Ê  Lorraine  Cruz,  Principal   Ê  P  F,  Assistant  Principal   Ê  A  K,  Instructional,  ESL,  Bilingual  Specialist    
  3. 3. 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  
  4. 4. 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.  
  5. 5. 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.  
  6. 6. 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.  
  7. 7. 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?  
  8. 8. 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.  
  9. 9. 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    
  10. 10. 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  
  11. 11. Implementation  August  2014  
  12. 12. Considerations   Ê  Mobility  of  students  
  13. 13. 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  
  14. 14. 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?    
  15. 15. Considerations   Ê  What  happens  when  teachers  don’t  speak  Spanish?   Ê  How  can  we  build  capacity  with  current  staff?  
  16. 16. 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?  
  17. 17. Considerations   Ê  What  does  research  say  about  native  English  speakers  with   low-­‐academic  language  proficiency?  
  18. 18. Considerations     Ê  How  do  we  plan  ahead  for  optional  programming  with   staffing  projections?  
  19. 19. 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..  

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