Bilingual Education: Equity, Access, and Excellence

Sponsors:

Oregon Association for Bilingual Education

2014 Summer Conference Program

June 27 & 28, 2014 Happy Valley Middle School, Happy Valley, Oregon

Los Altos Publications

San Mateo, CA

(650) 571-7641

Aída Walqui Aída Walqui joined WestEd in 1999 to initiate the Teacher Professional Development Program. As Director of Teacher Professional Development at WestEd, she is responsible for collaborating with ongoing WestEd teacher professional development efforts and leading the evolution of an organizational commitment to supporting teach-ers throughout their careers from recruitment and preservice through induction and life-long learning.

Previously, Walqui taught in the Division of Education at the University of California, Santa Cruz, and the School of Educa-tion at Stanford University, where she coordinated the Cross-Cultural, Linguistic, and Academic Development emphasis in the STEP program. She has also taught in other universities in Peru, Mexico, England, and the United States. She has authored two books for the study of Spanish for Spanish speakers in American schools; a book for teachers of Spanish as a second language in Andean countries; a book on the teaching of indigenous languages in intercultural, bilingual pro-grams; an ethnographic study of immigrant students in secondary schools in the United States; and a number of articles in journals and edited volumes. A member of several national and international teacher professional development advisory boards, Walqui is frequently invited to speak on teacher growth in school contexts characterized by cultural and linguistic diversity. A native of Peru, Walqui received her Licenciatura in Literature from the Universidad Nacional Mayor de San Marcos, Peru. She holds an MA in sociolinguistics from Georgetown University; and a PhD in language, literacy, and culture from Stanford University.

Keynote Presentations:

Claude Goldenberg Claude Goldenberg, a native of Argentina, is Professor of Education at Stanford University. Prior to his Stanford appointment, Goldenberg was at California State University, Long Beach, where he was in the Depart-ment of Teacher Education, Associate Dean of the College of Education, and (since 2005) Executive Director of the Center for Language Minority Education and Research (CLMER).

Goldenberg received his A.B. in history from Princeton University and Ph.D. in 1984 from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area. Goldenberg was a National Academy of Education Spencer Fellow in 1986-88. He won the 1993 Albert J. Harris Award from the International Reading Association for an article (co-authored with Ronald Gallimore), describing how beginning Spanish reading achievement improved at an elementary school where he taught first grade and conducted research on home and school influences on early literacy development. In 2004 he received the Distinguished Faculty Scholarly and Creative Activities Award from California State University, Long Beach. In 1997, he produced Settings for Change, a video describing a 5-year school improvement project that succeeded in rais-ing literacy achievement in a largely Latino, bilingual elementary school in the Los Angeles area. A book based on this project, Suc-cessful School Change: Creating Settings to Improve Teaching and Learning, was published in 2004 by Teachers College Press. Goldenberg's other publications have appeared in numerous academic and professional journals, and he has been on the editorial boards of Language Arts; The Elementary School Journal; Reading Research Quarterly; American Educational Research Journal; and Literacy, Teaching and Learning. His current projects focus on improving language and literacy achievement among English learners in elementary and middle school (funded by the Institute of Education Sciences, US Dept of Education) and lan-guage and literacy development among Mexican children in Mexico (funded by the National Institute of Child Health and Develop-ment, US Department of Health and Human Services). Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority chil-dren and youth.

Conference at a Glance

Friday, June 27

7:30—10:00 Registration

8:00—9:30 Welcome—Matt Utterback, Superintendent, North Clackamas School District

Keynote Address by Dr. Aída Walqui: The development of teacher expertise to work with English Language Learners and all other students in an era of new standards

9:45—12:30 Workshop Sessions

12:30—1:30 Lunch

1:45—3:00 Workshop Sessions

Saturday, June 28

7:30—10:00 Registration

8:00—9:30 Welcome—David Bautista, Assistant Superintendent, Oregon Department of Education

Keynote Address by Dr. Claude Goldenberg

9:45—12:30 Workshop Sessions

12:30—1:30 Lunch

1:45—3:00 Workshop Sessions

Wireless Information: Username: nclack_guest, Password: nclackguest

Conference App Information: 1. On your phone or tablet, go to www.zwoor.com/mobileapp to download the app. 2. Download the appropriate meeting app for your device (not the survey app) 3. Open app and go to “my meetings” 4. Hit the “+” button. 5. Enter the code NVP567 to access conference materials.

Message from the OABE President

On behalf of the executive council, it is my privilege to welcome you to the OABE’s Sum-

mer Conference. We are grateful to the North Clackamas School District Superintendent, Matt

Utterback and staff members who have graciously agreed to host and sponsor this event.

The conference themes this year are equity, access, and excellence. The OABE executive

board has worked diligently to provide you with sessions during the conference that reinforce these three

themes. As you attend sessions during the conference, I encourage you to focus on these and take the great

expertise and knowledge gained back to your districts to put into practice.

Oregon’s Association for Bilingual Education (OABE) has been an affiliate of the National Association

for Bilingual Education (NABE) for many years. Some of us remember outstanding summer institutes of the

past that brought together a growing population of teachers, paraprofessionals, parents, and administrators.

We are proud that this is the third summer institute in a row since OABE’s hiatus and our focus remains the

same: IMPROVING OUR PRACTICE & STRENGTHENING OUR ADVOCACY FOR BILINGUAL STUDENTS.

In addition to professional development and networking, OABE takes an active role in working with

NABE on priority issues of advocacy. We are all encouraged to remain informed and to provide feedback

around how we address the Common Core State Standards, reauthorization of the Elementary and Secondary

Education Act (ESEA), and the Federal Consolidated Application that Oregon submits to the US Department of

Education. OABE intends to keep members informed as well as prepared for any legislation, ballot measures,

or bills that potentially harm bilingual students and their families.

OABE membership includes discounts to many professional development events, newsletters, list

serve, and other opportunities to network. Members are also eligible for service on national committees, and

receive a discounted rate for NABE annual membership dues. It is our hope that membership serves to better

connect us with one another in sharing resources, as well as organizing efforts in more strategic and effective

ways that better serve our students and families.

It’s been a busy and productive year for OABE. We started a year ago with the summer institute at

Linfield College, OABE Executive retreat in the fall, membership meeting at OACE in January, spring institute

in Bend, and a round table discussion in May with a diverse group of educators focusing on bilingual programs

of various languages. In addition to our mission to provide professional learning to educators, OABE is an as-

sociation that prioritizes advocacy. OABE has a threefold focus on the following areas during the year and we

also have sessions at the conference that highlight each of these: 1) Bilingual Teacher Preparation, Recruit-

ment, Certification, and Retention, 2) Seal of Biliteracy at a Statewide Level, and 3) Advocacy for Special Ser-

vice Needs of Bilingual Students.

Thank you for joining OABE. Your participation in the Summer Conference, and within the association,

will be of benefit to Oregon students!

Best Regards,

Jonathan Fost

OABE President

Friday Sessions

Workshop Session A Friday 9:45 – 11:00

Dual Language Educators Presenter: Keith Menk, Teacher Standards and Practices Commission Room M201 Discussion of the new standards related to Dual Language preparation programs and ELL competencies for General Education Preservice educators.

Integrated ELD in Dual Immersion Programs Presenters: Monique Singleton & Sarita Amaya, North Clackamas School District Room M202 How can collaborative curriculum design, collaborative conversations, coaching and craftsmanship blend together to create a model for English Language Development that is effective for English Language Learners and native English speakers in a K-5 two-way bilingual immersion magnet program? Participants will be able to describe various co-teaching approaches as well as be able to share ideas on how to develop an integrated ELD model in your school.

Sin palabras: Creando acceso al mundo de las palabras a través de los libros sin palabras Presenters: María Cecilia De Valdenebro & Andreína Velasco, Konsonante Room M203 Este taller, dictado en español, le enseñará a maestros bilingües como desarrollar lecciones de lecto-escritura con base en libros de ilustraciones sin palabras. Las presentadoras demostrarán como usar los libros para desarrollar un lenguaje oral académico y plasmarlo en escritura. Los libros representarán diferentes culturas y temas con el fin de darle acceso al mundo de las palabras a todo estudiante.

Persuasion across time and space: Analyzing and producing complex texts Presenter: Dr. Aída Walqui, WestEd Room M239 (Library) Building on a unit that was specifically developed to illustrate shifts required for the implementation of quality education with ELLs, this session will model the architecture of units, lessons, and will demonstrate some activities appropriate for a high chal-lenge, high support pedagogy. The presentation is appropriate for grade 6-12 teachers in language arts and social studies.

Equity and Access for English Learners—An Introduction to the New English Language Proficiency Standards Presenter: Timothy Blackburn, Oregon Department of Education (ODE) Room M204 The New English Language Proficiency (ELP) Standards dramatically shift our expectations for English Learners. With a new focus on grade-level access and understanding, the new ELP Standards focus on what a student must know and be able to do with lan-guage to articulate their learning. This shift will affect all of Oregon’s English Learners, just as it will require further development of instruction by English Language Development and mainstream teachers alike. Join the Oregon Department of Education Equity Unit as we describe and discuss the new ELP Standards, and detail how the Education Equity Unit at the ODE will support teach-ers, students and school districts in the implementation of the new ELP Standards.

Friday Half-Day Institute 9:45 am—12:30pm

Planning and Starting Bilingual Programs Presenters: GM García and Lara Smith Room M229 As a bilingual teacher in Arizona, GM Garcia was recruited to Oregon in 1995 to coordinate a dual immersion program develop-ment grant. In ‘97, she was selected as one of five “Distinguished Educators of Oregon” based on success with students of soc io-economic and linguistic diversity. Her work in the northwest has included coordination of district programs, as well as founder and first principal of El Puente Bilingual School, recently identified as a model school. She offers facilitation for program planning through the Oregon Center for Educational Equity. Lara Smith has worked as an administrator and teacher in bilingual programs in three Oregon school districts. She is a nationally certified Tier IV Consultant for Project GLAD®.

Educators who are considering (or in process of) designing a dual immersion model for their school will learn about the steps it takes for thoughtful planning, communication, and successful implementation. Participants will interact with various planning documents and meeting formats that allow immediate application that frames future planning or improves the process currently underway. Session is interactive and designed for teachers and administrators that are new to the planning process, considering dual immersion program development, or currently preparing to open a program. School teams that include an administrator and teachers are strongly encouraged to attend.

Friday Sessions—continued

Response to Intervention in a Bilingual Context Presenters: Dr. Perla Rodríguez & Laura Mannen, Forest Grove School District Room M201 Discussion of how to set up a school-wide intervention system that is aligned with the building’s native language literacy and Dual Language Program. Participants will learn about various Spanish literacy interventions utilized in a dual language setting. Tracking forms and samples of the interventions will be shared. Focus is on K-4 Spanish literacy interventions.

The Living Mural Project Presenter: Dañel Malán, Milagro Theater Room M202 After sharing various Diego Rivera murals with the group, participants will break into small groups and discuss and review sec-tions of the mural and its social message. Using a technique called “Image Theatre”, the group poses, like statues, to recreate the murals. Sharing with the whole class, participants try to guess what the “statues” would be saying. Each group then works to write a small skit based on the suggestions from the larger group. The skits are then shared out with the whole class. The class can continue to discuss the storytelling aspect of murals and brainstorm ideas for their own class mural projects.

Workshop Session C Friday 1:45—3:00

Workshop Session B Friday 11:15 – 12:30

El camino al éxito—A Spanish Kindergarten Curriculum for Early Reading Intervention Presenter: Kerry Gavett & Jessica Swindle, Tigard-Tualatin School District Room M201 “El camino al éxito” is a research-based Kindergarten curriculum that was developed at Metzger Elementary in Tigard, Oregon to provide intervention to at-risk children learning to read in Spanish. The program is the cornerstone curriculum used in the Tigard-Tualatin School District for Response to Intervention (RTI) programming for Spanish literacy and Dual Language Immersion. “El camino” is a 30-minute program that includes 118 daily lesson plans. It is easy to use with explicit teaching routines and fun and engaging activities. The workshop will present the components of the curriculum and the research demonstrating the effective-ness of the program.

Implementing 21st Century Skills and the Four Cs with English Learners Presenter: Erick Herrmann, Academic Language Learning Institute, Inc. Room M202 This session will explore how to incorporate 21st Century learning in classrooms with English Learners, including practical strate-gies to build Critical Thinking, Collaboration, Communication, and Creativity and the incorporation of technology into classroom instruction. Specific considerations for English Learners will be addressed throughout the session. The strategies and techniques shared are immediately applicable to classrooms K-12, including in bilingual contexts.

Proficiency-Based Formative Assessment and Student Empowerment Presenter: Chiung-Chen Yu Room M203 Meaningful formative assessment strategies in the secondary immersion classroom empower students to take responsibility for their learning and to improve their proficiency levels. We will share integrated performance assessment (IPA) strategies we have utilized successfully to elevate students’ self-assessment skills and to increase proficiency outcomes. The discussion will focus on incorporating ACTFL proficiency standards in technology-based language instruction, specific scaffolding tasks to maximize lan-guage performance, and effective assessment tools and feedback strategies to generate improved outcomes and move students toward advanced proficiency.

Enseñanza de Lengua y Literatura en una era de nuevos estándares Presenter: Dr. Aída Walqui Room M239 (Library) Esta presentación basada en un cuento de Mario Benedetti, se enfocará en los arreglos pedagógicos, andamios y la arquitectura de una lección que cumple con los requisitos de una enseñanza de calidad en el siglo XXI. Temas específicos a incluirse son la ar-quitectura de una lección y el desarrollo de la metacognición en alumnos. El taller se desarrollará completamente en español y es apropiado para estudiantes entre los grados 3-12.

Clarity & Transparency: Crafting Proficiency-Based Assessment Targets Aligned to Common Core and ELP Standards Presenter: Timothy Blackburn, Oregon Department of Education (ODE) Room M204 How are you doing, and how do you know? For many students, in the middle of the school year, it’s tough to see the forest through the trees. Coaching our students to be self-reflective and aware of their growth requires clear, concise learning targets. This workshop is designed to support teachers in crafting learning targets that clearly define our expectations of our students. To accomplish this, we must first unpack what those expectations are! All Participants will learn the fundamentals of crafting mean-ingful learning targets through the analysis of a summative writing task to interpret the task’s conceptual and linguistic demands.

Workshop Session C (continued) Friday 1:45—3:00

Friday Sessions– continued

The Seal of Biliteracy Presenters: Travis Reiman, Gustavo Olvera & Arturo Lomeli, Hillsboro School District Room M208 Learn what Hillsboro School District is doing to include the Seal of Biliteracy on their high school diploma for graduates of dual language programs.

Teaching Writing to English Learners: Strategies for Success Presenter: Erick Herrmann, Academic Language Learning Institute, Inc. Room M203 Participants will explore the challenges of teaching writing to English learners at a variety of proficiency levels. Specific, practical strategies will be introduced that participants will be able to implement immediately in their classrooms, including ways to in-crease the amount of writing English learners engage in.

Saturday Sessions

Workshop Session E Saturday 11:15am – 12:30pm

The Office of Education of Spain in the Pacific Northwest as a Resource for Dual Language Programs Presenter: Eva González, Education Office of Spain in the Pacific Northwest Room M201 The Office of Education of Spain in Oregon and Washington is a very useful resource for teachers and administrators of Span-ish language programs and Dual Language programs. Join us for a detailed description of our programs, among which there are professional development for teachers, summer courses in Spain, Master’s degrees in two consecutive summers and a Visiting Teacher program that might come in handy when schools are short of teaching staff.

Supporting ELLs in the Mainstream Classroom: Sheltered Instruction and Beyond Presenter: Theresa Deussen, Education Northwest Room M202 With a growing population of English Learners (ELs) and higher demands of the Common Core, schools are seeking ways to effectively support their ELs and often turn to sheltered instruction. We recently completed an experimental study of one form of sheltered instruction: Project GLAD. In this session, we will share Year 1 and Year 2 results of our rigorous study, in-cluding the fifth-grade student outcomes in reading, vocabulary, science and writing, and we will compare these to other re-search on sheltered instruction. Finally, we will discuss ways to go beyond sheltered instruction to further support ELs.

Evaluating Together: Lessons Learned from a District English Learner Program Review Room M201 Presenters: Jason Greenberg Motamedi, Linda Fribberg & Claudia Rodríguez-Mojica, Education Northwest This workshop will discuss the successes and challenges faced by district staff members and evaluators during a recent district-wide English learner program review, and highlight the lessons we learned during the process. Specifically, we will describe how evaluators and district and school staff members created a partnership based on a clear purpose: to identify the strengths and needs of the district’s current instruction and support for English learners. We will then share the tools we used to achieve these goals. We will also discuss the process by which the partners worked together to turn evaluation findings into practical and actionable recommendations.

Bilingual Education: Ideology or Cognitive Development Room M202 Presenter: David Bautista, Assistant Superintendent, Oregon Department of Education, Educational Equity Unit This session will explore the underpinnings of what is bilingual education in the context of language prestige, power and he-gemony. What are the ideological or hegemonic factors that prevent bilingual education from being a recognized pedagogi-cally sound program for all? How is the current US context dealing with bilingual issues? Isolated federal, state and local ef-forts make headlines demonstrating the importance of bilingualism, however, the reality about language learning falls short when we look at the low rate of bilingual graduates from all levels of schooling. Let’s explore our own theoretical frameworks and see if we can identify the tolerant-oriented language rights of speakers of other languages within our current educational practices.

Helping English Learners Meet the CCSS through Project GLAD Room M203 Presenters: Erick Herrmann, Academic Language Learning Institute, Inc. & Lara Smith, Reynolds School District The rigorous demands of the Common Core State Standards are especially challenging for English Learners. Explore how im-plementation of Project GLAD can help students achieve higher levels of academic achievement.

Presenter: Claude Goldenberg Room M204 Break-out session with Keynote Speaker Dr. Claude Goldenberg.

Assessment and Academic Challenges for Language Learners Presenter: Beth LaDuca, Oregon Department of Education Room M 208 How do Oregon’s English Learners perform on national assessments? How many are top performers? How are their school experiences different from the experiences of ELs in other states? This presentation will use achievement scores and teacher, administrator, and student survey responses from the National Assessment of Educational Progress (NAEP) to explore these questions. NAEP has assessed nationally representative samples of students since 1969. Since 1990, NAEP has conducted state level assessments of math, reading, and science at grades 4 and 8.

Workshop Session D Saturday 9:45am—11:00am

Developing Academic Vocabulary and Language through Fine Art Image Discussions Presenter: Shawn Lowrie, Discussions for Learning Room M201 The session will share the research on oral vocabulary and its correlation to reading comprehension. Participants will learn how to easily incorporate 4-6 new Tier 2 academic vocabulary words each day in just ten minutes by using fine art images and pho-tos. The session will show participants how discussions of fine art can help reinforce the CCSS by using the image as text. Strategies that are critical to the new standards, including citing evidence in the text, can be practiced in a non-threatening environment through the discussion of fine art images. Other benefits of developing academic vocabulary through fine art in-clude: increasing student engagement, raising the bar for students who are reading at a lower level, and authentic opportuni-ties to learn about other cultures through the discussion of fine art across time and from around the world. The presenter will show a short video of the strategies in action in a first grade classroom with more than 90% English language learners.

Pre-Referral Special Education Process for English Learners Presenters: Christina Chapman, Aimee Boswell-Rea & Geri Holland, Salem-Keizer Public Schools Room M202 Salem-Keizer Public Schools has spent many years refining a pre-referral special education process for English learners to deter-mine if students have language barriers or potential disabilities. This is a comprehensive process that helps prevent the mis-identification of ELs for special education services. The process provides much insight into each student’s knowledge, experi-ences, learning styles, and family background, as well as, valuable information for the teacher to better inform instruction.

Stereotype Threat and Mindset Presenter: Meagan Sternberg, North Clackamas School District Room M203 We will explore the concept of stereotype threat and its impact on student achievement and success. We will also examine a way to mitigate this impact through the explicit teaching of a growth mindset.

Educational Glue: Using Technology to Make Learning “Stick” Presenter: Andy Van Ausdal, Imagine Learning Room M204 This session will motivate you to take a fresh look at how and why we use technology in education. Ideas will be shared about why effective technology is essential in today’s classroom. We will also explore why technology is specifically useful for our ELL students and watch videos of success stories from across the nation. Be prepared to play some games and share some laughs.

Workshop Session F Saturday 1:45pm—3:00pm

Saturday Sessions—continued Workshop Session E (continued) Saturday 11:15am – 12:30pm

Developing Curriculum Aligned to the New English Language Proficiency Standards Presenter: Karen Thompson, Oregon State University Room M203 This presentation will provide educators with an opportunity to explore key shifts in both the new English Language Profi-ciency (ELP) Standards and the Common Core State Standards (CCSS). In particular, we will explore the vision of language pro-ficiency in the new ELP Standards and how it differs from the previous forms/functions approach. Based on this understanding of shifts in both sets of standards, we will analyze classroom videos to expand our understanding of language scaffolds and begin to think about the process of developing curriculum aligned to the new standards.

Answering the Age Old Question: Difference or Disability? Presenter: Dr. Julie Esparza Brown, Portland State University Room M204 For over four decades, our country has struggled with appropriately differentiating language and cultural differences from disabilities in cultural and linguistic minority students. Some may ask, “Why not provide them extra help through special edu-cation even if their learning challenges are the results of language differences and not a true disorder?” The answer includes overlapping civil rights, special education and bilingual laws and litigation. Attend this presentation to: 1) understand the legal mandates; 2) learn a framework and process for determining difference from disorder within an RTI or pre-referral process; and 3) get hands on experience working through a case study.

Notes

Thank You! 2014 OABE Institutional Members

Beaverton School District Bend LaPine Schools

Buena Vista Elementary School Canby School District

Hillsboro School District Newberg School District

Oregon Association of Latino Administrators Oregon City School District

Phoenix Talent School District Portland Public Schools Dual Language Program

Portland State University Reynolds School District

Southern Oregon Education Service District West Linn-Wilsonville School District

OABE 2015—Save the Date! June 26 & 27, 2015