dr. ana degenna director of dual language programs · celdt/ elpac . summative assessment –sbac...
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Dr. Ana DeGenna
Director of Dual Language Programs
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Seven Strands
I. Assessment and Accountability
II. Curriculum
III. Instruction
IV. Staff Quality and Professional Development
V. Program Structure
VI. Family and Community
VII. Support and Resources
Center for Applied Linguistics (CAL)
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Strand 5
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50/50 Two-Way Dual Language Immersion Program : Curren School (K-8)
90/10 Two-Way Dual Language Immersion Program: Driffill (K-8), Soria (K-8)
90/10 One-Way Dual Language: Chavez (K-8), Elm (K-5), Kamala(K-8), Lemonwood (K-8)
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Proposed Program Design for
90-10 Programs
Dual
Language
K 1 2 3 4 5 6 7 8
English 20 20 30 40 50 50 50 60 80
Spanish 80 80
70
60
50 50 50
40
20
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Goal: Develop cross-cultural understanding, bilingualism and biliteracy
Students: English Learners and English Only
Literacy Instruction: Simultaneous English/Spanish literacy instruction
Teachers: Requires at least one BCLAD teacher per grade level
Things to consider: Strong collaboration between English teacher and Spanish teacher for lesson planning and class management
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Goal: Develop cross-cultural understanding, bilingualism and biliteracy
Students: English Learner and English Only
Literacy instruction: Spanish literacy instruction first
Teachers: In early grades, requires two teachers, English model and (BCLAD) Spanish model
Things to consider: Need for sheltering and scaffolding of both languages throughout the day
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Goal: Develop cross-cultural understanding, bilingualism and biliteracy
Students: English Learners and Spanish dominant
Literacy Instruction: Spanish literacy instruction first
Teachers: One BCLAD teacher per class
Things to consider: Thoughtful integration during school days of English speaking students to avoid segregation of students
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80/20
ELD
ELA
ELD
ELA
PE
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Beeman & Urow, Teaching for Biliteracy , 2013
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Beeman & Urow, Teaching for Biliteracy , 2013
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Beeman & Urow, Teaching for Biliteracy , 2013
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Beeman & Urow, Teaching for Biliteracy , 2013
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Beeman & Urow, Teaching for Biliteracy , 2013
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Strand 1
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Local Assessments
Maravillas & Wonders
Assessments
STAR 360
English
Spanish
ELD
Wonders Unit Assessments
Wonders Rubrics
SLD
Formative Classroom Assessment
Mathematics Curriculum
Chapter Test
State Assessments
SBAC
CELDT/ ELPAC
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Summative Assessment – SBAC
Instruction
Formative Assessment
Instruction
Interim Assessment
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3 DLI 1
3 DLI 2
3 DLI 3
3 EO 1
Soria
Grade 3
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Curren
3rd Grade
DLI - 1
DLI - 2
EO -1
EO - 2
EO - 3
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ELM
3rd Grade
DL 1
DL 2
EO 1
EO 2
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4 DLI 14 DLI 3
4 DLI 2
4/5
DLI
4 EO
Soria
4th Grade
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Curren
4th Grade
DLI
EO -1
EO -2
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Dual Language English Only
Elm School
4th Grade
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5 DLI 1
5 DLI 2
5 EO 1
5 EO 2
Soria
5th Grade
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6 DLI 1
6 DLI
2
6 EO
1
6 EO
2
Soria
6th Grade
6 DLI 3
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7 DLI
7 EO
Soria
7th Grade
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Strand 2
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Guiding Documents
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Strand 3
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Teaching for Biliteracy: Strengthening Bridges between Languages
by Karen Beeman and Cheryl Urow
Book Study
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Beeman & Urow, Teaching for Biliteracy , 2013
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Strand 4
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Dual Language Leadership Meetings
Monthly Principal Meetings –on-going since September 2016
Quarterly Meetings with Assistant Principals and TOSAs – Fall 2017
Quarterly School Level Meetings – Fall 2017
On-going Data Analysis STAR 360 Data Review – on-going since November 2016
SBAC and CELDT Data Review – Spring 2017
Professional Development
English Foundational Skills Professional Development - Fall 2016
Spanish Literacy Professional Development – Winter 2017
Teaching for Biliteracy Training – Summer and Fall 2017
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Bilinguals United for Education and New Opportunities (BUENO) and Literacy Squared from the School of Education at the University of Colorado, Boulder.
Both programs are recognized nationally for their work with ethnically and linguistically diverse students and their teachers.
Program staff is dedicated to facilitating equal educational opportunities for culturally and linguistically diverse students as well as students with special needs.
Conduct audits, evaluations, assessments and reviews of second language acquisition programs and strongly promote quality education for all students with an emphasis on bilingualism, biliteracy, and cultural pluralism.
Assist school districts in moving from theory to practice via comprehensive professional development particularly with regards to the development of biliteracy.
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SCOPE OF SERVICES
In order to review Oxnard School District’s Transitional Bilingual Education (TBE) Programs, and to provide recommendations on program improvement and to propose specific initiatives with regard to instructional strategies and program development including building biliteracy trajectories within TBE models, a team composed of four BUENO and Literacy Squared staff will conduct classroom observations to total no less than 36 K-2 TBE classrooms, facilitate 12 focus groups with teachers, administrators, and district coaches, review district documents and curriculum materials as well as district-provided student academic achievement data over the course of 4-day visit.
Following the visit, the staff will analyze the data and prepare a report that includes findings from the visit along with recommendations regarding program model, implementation, and staff development specifically with a focus on language and literacy development.
TIMELINE
Initial 4-day visit: September/October 2017
Data Analyses: November 2017
Preparation and delivery of final report: December 2017
Plan for professional development follow up: Spring semester 2018
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THANK YOU
Dr. Ana DeGenna
Director of Dual Language Programs
Oxnard School District