beginning a dual immersion elementary programschd.ws/hosted_files/cabe2016/65/beginning a dual...

BEGINNING A DUAL

IMMERSION ELEMENTARY

PROGRAM

Ada Lukas, San Diego Unified School District

Success Criteria for today

You will begin to answer three questions for your

program:

Why should I begin a dual immersion program?

How will my program work?

What will I do to get started?

Simon Sinek’s Golden Circle

Start with WHY

Think-Write-Pair-Share

Why did you get in the education field?

Why do you want to begin a dual immersion

program? (or have you already?)

Success story 8 years in the making

50/50

Dual

Language

Immersion

Program

“Assuring high academic achievement and preparing students for success in our Global

Society.”

About Sherman

98% Socioeconomically

Disadvantaged (Title I)

8% Youth in Transition

72% English Learners

7% Student with Disabilities

26% Non-Resident (CHOICE)

Student Enrollment Student Enrollment by Group

Matthew Sherman School 1870 – 2008

800

http://preview.cde.ca.gov/apr

Changing language policy

Read the excerpt from Ch.11 of the ELA/ELD

framework

Reading with a focus: Compare to California Prop

227: English Language in Public Schools Statute,

approved by voters in June 1998.

• “Requires California public schools to teach LEP (limited

English proficient) students in special classes that are

nearly all in English. This provision had the effect of

eliminating “bilingual” classes in most cases.”

-Ballotpedia.org

ELA/ELD framework Ch. 11

Language Policy

“A vision of student success recognizes that in addition to being academically prepared and fully proficient in English, all students benefit from being proficient in another language.”

Excerpt from Language Learning Policy,

Unanimously adopted by SDUSD Board of Education

August 4, 2009

These students needs to learn English. How can they

learn English if Spanish is taught for half of the day?

ELs and native English speakers in dual immersion programs do as well

or better than their peers in other program models (Genesee et al., 2006; Thomas and

Collier, 2002)

Primary language instruction in EL programs promotes higher level of

reading in English (Genesee et al., 2006; Thomas and Collier, 2002; Snipes, Soga, & Uro, 2007; August &

Shanahan, 2006)

Instruction in and of the L1 is more effective than English-only and

leads to faster academic growth (Snipes, Soga, & Uro, 2007; August & Shanahan, 2006)

Proficiency in two or more languages enhances educational and

cognitive development (Thomas and Collier, 2002; Snipes, Soga, & Uro, 2007; August & Shanahan, 2006)

How do Dual Language Immersion Programs

improve education for ALL students, including ELs?

Dual language programs are additive by nature

The “playing field” is leveled

Students required to be more open minded, collaborative, and creative problem solvers

Classrooms generally reflect a diverse student population

Highly effective Teachers

Parents tend to be better informed, committed, and involved in their child’s education

Language minority parents have a greater level of access and involvement

Benefits of Bilingualism/Biliteracy

Reflect on the previous slides and the excerpt from

chapter 2 of the ELA/ELD framework.

Independent journal writing: list 2-3 benefits of

bilingualism/biliteracy.

ELA/ELD framework Ch. 2

From the WHY to the HOW

Sherman’s Language Immersion Program Goal

The goal for all students is to become bilingual, biliterate, have multicultural competence and meet appropriate academic achievement standards for grade promotion and graduation.

21st Century Skills Framework

What is an immersion program?

The goal is to develop complete academic literacy in

content areas in both languages

Native English speakers acquire a second language and

while ELs acquire English

The program fosters bilingualism and academic literacy

in content areas in both languages for both groups of

students

There are two “typical” immersion models: 90/10 and

50/50

50/50 Dual Immersion Instructional Organization

Pre-K – 5th

Classroom 1

English

50% of Instruction

English Language Arts

Math

Health

Classroom 2

Spanish

50% of Instruction

Spanish Language Arts

Science

Social Studies/History

Team Teaching

1 *English Teacher & 1 Spanish Teacher

*English Teacher does not need to be bilingual

Instructional Leadership Team

DefinitionILTisaleadershipteamthatworkscollaborativelytoleadandsupportteachersinimprovingtheirinstructionalpracticesinordertoraisestudentachievementandsuccessinbothEnglishandSpanish.

Non-Examples· Elitist· Tracking· Administration/Evaluation· Operationalcommittee

· Dominatedbyoneperson

Examples· Visionaryandinnovative· Knowledgebase· Openrisk-taker· Committed· Disciplined· Reflective· Flexibleandcollaborative· Sharedleadership

· Peersupport

Characteristics· Goal-driven· Engaged,reflective,involvedin

ownlearningasitpertainstothelearningcommunity

· Ever-evolving· Decisionsmadeininterestofall

studentsandsupportedbydata· Providesclearandmanageable

goalsforthemselvesandteachers· Willingnesstolearn,growand

facetoughissues· Professionallearningcommunity

isrepresented· Continuallyinvolves

communicationandfeedback· Beliefthatallstudentscanachieve

ShermanILT

Team:

Grade Level Reps.

Resource Teachers

Special Education Rep.

Principal

Focus:

Instruction through

Shared Leadership

Shared Leadership Model

Instructional Leadership

Team

Set Standards & Expectations for Professional

Learning Communities

Provide Research-Based

& Effective Instruction in

Support of State and District Standards

Support Instruction in

the Classroom

Supervision &

Monitoring of

Instruction

Use Data for Planning

& Accounting

Engage Families & Community

Professional Learning Communities

Common Core Grade Level Planning Days

SDUSD CCSS Units of Study

Lesson Study

Monthly Grade Level Meetings

Yearly Scope & Sequence

Weekly Preparation & Collaborative Planning

Structure

Weekly & Daily Plans

Common Core Grade Level Planning

CCSS Planning Day

Debrief Previous Unit

Backwards Planning Design

Update Scope & Sequence

Weekly Plans

Re-Teach/Enrichment Days

Daily Lesson Plans

Lesson Study

Edward A. Caballero Sherman Academy

P- 619.615.7000

F- 619.615.7090

[email protected]

Sherman Academy :: 301 22nd

Street :: San Diego, CA 92102 :: www.sandi.net/sherman

CCSS UNIT OF STUDY GRADE LEVEL COLLABORATIVE PLANNING Agenda

REQUIRED MATERIALS:

· Laptop and Charger

· Current Yearly Scope & Sequence, Weekly Plans and Daily Schedule (Electronic Versions)

· NEW & OLD Units of Inquiry (Binder), Science Units, Social Studies Teachers Guide, etc.

AGENDA ITEM NOTES

Review/Debrief Previous CCSS Unit Formative/Summative Assessment Data

Unit of Study

- What went well? - What needs to be changed?

Review District CCSS Yearly Scope & Sequence

Pre-Plan/Discuss upcoming CCSS Unit(s)

- Writing - Language

If New Unit, Revise Yearly Scope & Sequence

Revise upcoming Unit - Use New CCSS Unit of Study

- Reference Old Unit(s) of Study

Weekly Plans

Revise using new CCSS Unit of Study or CCSS Standards (Original Units only) Completely Plan Unit

- Objectives: Content, Language & Behavior

- Determine Instructional Approach (Read-Aloud/Shared Reading) - Develop/Align Writing

- Formative Assessments (Open-ended)

Identify Instructional Resources

- Text (On-line, library, etc.) - Thinking Maps

- Co-constructed/Reference Charts

- Language Frames

Schedules

Discuss Re-Teach/Enrichment Buffer Days

Lesson Study

Pre-Planned Lesson Observation

Debrief/Next Steps

Daily Lesson Plans (Time permitting)

Plan out 1-2 weeks including Homework

Organization of Plans, Schedules & Activities

Use Binder provided at PD

Email Updated Scope & Sequence & Weekly Plans to Resource Team & Eddie

TEAM SIGN-IN Name Signature Date

Yearly Scope & Sequence Scope & Sequence At A GLANCE

Sherman Academy Annual Plan/Plan Anual de Sherman Academy

Grade

Grado

1st Reporting Period

September 7 – November 5

2nd

Reporting Period

November 8 – March 4

3rd

Reporting Period

March 7 – June 13

3 Unit 1

5 Wks of Instruction

Unit 2


Unit 3


Unit 4


Unit 5


Unit 6/Unit 7


RE

AD

ING

Genre:

· Non-fiction

Focus Lessons:

· Informational Text

· Navigating a

Textbook

· Procedural Texts

· Comparing Ideas

Across Text

Genre:

· Fiction

· Poetry

Focus Lessons:

· Story Elements

· Poetry

Genre:

· Non-fiction

· HEALTH THEME

Focus Lesson:

· Determining Main

Idea & Details

· NF Text Features

· NF Text Structures

Genre:

· Fiction

· BEVERLY CLEARY

AUTHOR STUDY

Focus Lesson:

· Summarizing

Important Events

· Character Analysis

Genre:

· Fiction

· Non-Fiction

Focus Lesson:

· Analyze Point of

View & Perspective

Genre:

· U6 – Fiction

· U7 – Non Fiction

Focus Lesson:

· Characteristics of

traditional tales

(U6)

· Using multiple

sources to research

(U7)

Standards:

· RC 2.0, 2.5 – 2.7

· RL 3.4

Standards:

· RL 3.0, 3.4, 3.6,

3.2, 3.1. 3.5

Standards:

· RC 2.0 – 2.6

Standards:

· RL 3.0, 3.3, 3.4. 3.6

Standards:

· RL 3.0. 3.3. 3.4, 3.6

· RC 2.0, 2.2, 2.3,

2.5. 2.6

Standards:

· RL 3.0 – 3.4, 3.6

· RC 2.0 – 2.6

Assessments:

· Exit slips

Assessments:

· Benchmark 1

· Exit Slips

· Student Writing

Assessments:

· Exit Slips

· Student Writing

Assessments:

· Benchmark 2

· Exit Slips

· Student Writing

Assessments:

· Exit Slips

· Student Writing

Assessments:

· Benchmark 3

· Exit Slips

· Student Writing

LE

CT

UR

A

Genero:

· Informativo

Enfoque:

· Texto informativo

· Conocer el libro de

texto

· Procedimientos

· Compara ideas a lo

largo del texto

Genero:

· Ficción

· Poesía

Enfoque:

· Elementos del

cuento

· Poesía:

-Rima asonante

-Rima consonante

-Verso y estrofa

-Lenguaje figurado

Genero:

· Informativo

· Salud

Enfoque:

· Determinar la idea

principal y los

detalles

· Elementos del texto

informativo

· Estructura del texto

informativo

Genero:

· Ficción

· Estudio del autor

Enfoque:

· Resumir los

acontecimientos

principales

· Análisis del

personaje

Genero:

· Ficción

· Informativo

Enfoque:

· Analizar el punto de

vista y la

perspectiva

Genero:

· Ficción

· Informativo

Enfoque:

· Características de

los cuentos

populares o

tradicionales

· Utilizar múltiples

recursos para

investigación

Estándares:

· RC 2.0, 2.5 – 2.7

· RL 3.4

Estándares:

· RL 3.0, 3.4, 3.6,

3.2, 3.1. 3.5

Estándares:

· RC 2.0 – 2.6

Estándares:

· RL 3.0, 3.3, 3.4. 3.6

Estándares:

· RL 3.0. 3.3. 3.4, 3.6

· RC 2.0, 2.2, 2.3,

2.5. 2.6

Estándares:

· RL 3.0 – 3.4, 3.6

· RC 2.0 – 2.6

Examen:

· Examen de Salida

Examen

· Prueba de Nivel 1

· Examen de Salida

· Escritura

Examen:

· Examen de Salida

· Escritura

Examen


· Examen de Salida

· Escritura

Examen

· Examen de Salida

· Escritura

Examen


· Examen de Salida

· Escritura

Monthly Grade Level Meetings

Common Planning Time

Vertical & Horizontal

Alignment

Transfer of Knowledge

Sharing Best Practices

Backwards Planning

1stGradeLevelMeetingAgenda

02/22/12–1:30-3:30–Room24

AgendaItemMaterials

Notes1:30-2:00

DistrictStrategicProcessforQualityNeighborhood

Schools(FromILTMeeting)

Materials:YolandawillprovidethemNotes:

2:00-2:30WritingProject

· How does the transfer

look?

· What’s next?

Materials:Sharewritingsamples(EnglishandSpanish)Notes:

2:30-3:00SmallGroupInstruction· How do we plan for the

particular group we

selected as a team?

Materials:Shareplans(EnglishandSpanish)Notes:

3:00-3:15TransferofKnowledge

AcademicLanguage· Science-Social Studies

(Spanish)

· Math (English)

Materials:Contentmanuals–English/Math,Spanish/SocialStudies,Science–GradelevelStandardsNotes:

3:15-3:30EnglishLanguage

Development/SpanishLanguageDevelopment

Unit4

Materials:ELDUnit4GuideNotes:

Preparation & Collaboration Structure

Visual and Performing Arts

Literacy through Technology

Kinder Rm 5 (English)



Weekly Prep & Collaboration

45 min Contractual Prep Time

75 min Collaborative Planning

5-10 ILT info, support staff

feedback, operational issues

15-20 Identifying student

strengths & needs relative to

current unit of study

45-55 Planning next steps and

transfer of knowledge

1st Grade Planning/Collab

3-8-12

(10:00 – 11:15)

AGENDA ITEM MATERIALS NEEDED TASK

Lesson Plan Book Week 24 completed

Family Friday:

(5 min)

Benchmark Results:

Literacy/Math

(15 min)

ELA:

High Frequency

Words

Writing

(10 min)

Thinking Maps

(10 min)

Center Ideas

(10 min)

Math:

Unit 13 Test

(5 min)

Homework:

(10 min)

DataDirector Print Outs

Unit 5

Word Lists

Singapore Ch. 13-14

Weekly Plans D

ate

Sta

nd

ard

s

Special Events/Impact to Instructional Minutes: * PREP

Routines/Activities

Centers Objective: Students will determine main ideas & supporting details using text features &

prior knowledge.

Unit of Inquiry: #1 Lay the Course: Navigating Through Nonfiction Texts

Scholarly Behavior: What Good Readers Do

Reading Texts/Writing Texts: Weekly Readers Magazines: “Time for Apples”

(pictograph), “Monarchs Take Flight” (arrows & maps) “Wild Weather” (captions),

“Look Alikes” (bullets, bold words). Books: Why Am I a Mammal/Bird/Fish/Reptile

(Series/SCIENCE connection) and We’re From…(Series/SOCIAL STUDIES connection)

Sep

tem

ber

19

-2

3

(WE

EK

3)

R.C 2.0

2.1

2.2

2.5

2.7

L.S

1.0

1.5

1.6

RW 1.0

1.1

1.2

WC

1.0

1.1

W.S

1.0

1.1

1.2

Reading/Word Study/Listening/Speaking Outcomes: 1. main idea/supporting details

2. text features: titles, subtitles, photos, captions, bullets, diagrams, maps, etc.

3. text structures: sequential, descriptive, and cause & effect

4. variety of nonfiction genre texts: how to’s, letters, articles, & books

1. Students will analyze the author’s purpose.

2. Sound pictures/rhymes; long/short vowels; blends; antonyms & compound words.

3. Intonation with volume and tone of voice; appropriate expression; accountable

partner talk.

Writing Big Ideas: Students will learn that letter writing is a form of communication.

Writing Outcomes:

1. Students will use the letter format: date, greeting, body, closing & signature to write

personal letters. 2. Students will use their Words I Use to Write journals to edit their letters.

Vocabulary: nouns, & adjectives

ELD Objective: Interpersonal Communication

ELD Outcomes: Express Feelings & Preferences/Express Appreciation & give

compliments

Language Frames:

B: How do you feel? I feel/am ____.

EI: How do you feel? Why? I feel ____.

I: What do you enjoy doing? I enjoy ____.

EA/A: You have always been ____to me.

GLAD/SDAIE Strategies/Differentiated Instruction/Scaffolding:

*chants/poems, color-coded charts & sentence frames, pictures

Classroom

Routine:

Activity:

1. Back to School

Cheer (song)

2. Sound Picture

Poems (long/short

“o”)

“Grandpa’s clock”

& What Do You

Need?”

“Little Squirrel” &

“Winter Show”

*Independent

Reading Book

Box

*Chants, Poems,

Songs &

Rhymes book

Body of Evidence/End product:

Anecdotal observation (L/S Rubric)

Writer’s journal

Published Letters

Exit Slip

Daily Plans

Content Objectives

How are students supported academically?

Daily designated ELD

Integrated ELD Instruction

Primary language support/transfer of concepts

Weekly Formative & Quarterly Summative Assessments

Support Teachers (English and Spanish Literacy)

Early literacy support (Retired Teachers)

Extended day support

Special Education Inclusion

All students have the right to a “Free and

Appropriate Public Education” at their

neighborhood school in the least restrictive

environment

Special Education resources are allocated to the school

Service levels are determined by student’s needs

In General Education Classroom

Separate Classroom

Special Education

Early Childhood

Observations & Feedback

Daily Informal Observations

Formal Evaluations

Resource Teacher Support

Feedback via:

Email

PLC

1 on 1

Classroom Observation Form

Name: _________________________________________ Grade: _______ Subject: _________________________

Observer: _______________________________________ Date: ________________ Time: ___________________________

Teaching Standards Addressing

Engaging & Supporting All Students in Learning (Utilizing Appropriate Curriculum)


Creating & Maintaining Effective Environments

for Student Learning (Instructional Practices Causing Learning)

Focused

Instruction

Organized

Curriculum

Lesson Plans Materials Varied

Strategies

Strategy

Identifiable

Engaged

Students

Teaching to

Understanding


Understanding & Organizing Subject Matter for

Student Learning (Assessment of Student Engagement)


Planning Instruction & Designing Learning

Experiences for All Students (Environment Reflects Learning)

All Students

Engaged

Engaged in

Higher Order Thinking Skills

Curriculum

Engaged

Engagement

Level Class

Managed

Procedures

Evident

Student

Supports

Student

Work


Assessing Student Learning (Checking for Understanding)


Developing as a Professional Educator (Professionals Working Toward Student Improvement)

Analyzes and Uses Data to Inform Instruction Collegium Continuous

Improvement

Reflective

Comments: _________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

____________________________________________ _______________________________________________________________

White – Principal Yellow – Vice Principal Pink – Teacher Copy

CA PROFESSIONAL TEACHING STANDARDS

Classroom Observation Form Teaching Standards Addressing

Engaging & Supporting All Students in Learning (Utilizing Appropriate Curriculum)


Creating & Maintaining Effective Environments

for Student Learning (Instructional Practices Causing Learning)

Focused

Instruction

Organized

Curriculum

Lesson Plans Materials Varied

Strategies

Strategy

Identifiable

Engaged

Students

Teaching to

Understanding

1.1 Connecting students’ prior knowledge, life experience

and interests with learning goals.

1.2 Using a variety of instructional strategies and resources

to respond to students’ diverse needs.

1.3 Facilitating learning experiences that promote autonomy,

interaction, and choice.

1.4 Engaging students in problem solving, critical thinking,

and other activities that make subject matter meaningful.

1.5 Promoting self-directed, reflective learning for all

students.

2.1 Creating a physical environment that engages all

students.

2.2 Establishing a climate that promotes fairness and respect.

2.3 Promoting social development and group responsibility.

2.4 Establishing and maintaining standards for student

behavior.

2.5 Planning and implementing classroom procedures and

routines that support student learning.

2.6 Using instructional time effectively.


Understanding & Organizing Subject Matter for

Student Learning (Assessment of Student Engagement)


Planning Instruction & Designing Learning

Experiences for All Students (Environment Reflects Learning)

All Students

Engaged

Engaged in

Higher Order Thinking Skills

Curriculum

Engaged

Engagement

Level Class

Managed

Procedures

Evident

Student

Supports

Student

Work

3.1 Demonstrating knowledge of subject matter content and

student development.

3.2 Organizing curriculum to support student understanding

of subject matter.

3.3 Interrelating ideas and information within and across

subject matter areas.

3.4 Developing student understanding through instructional

strategies that are appropriate to subject matter

3.5 Using materials, resources, and technologies to make

subject matter accessible to students.

4.1 Drawing on and valuing students’ backgrounds, interests,

and developmental learning needs.

4.2 Establishing and articulating goals for student learning.

4.3 Developing and sequencing instructional activities and

materials for student learning.

4.4 Designing short-term and long-term plans to foster

student learning.

4.5 Modifying instructional plans to adjust for student needs.


Assessing Student Learning (Checking for Understanding)


Developing as a Professional Educator (Professionals Working Toward Student Improvement)

Analyzes and Uses Data to Inform Instruction Collegium Continuous

Improvement

Reflective

5.1 Establishing and communicating learning goals for all

students

5.2 Collecting and using multiple sources of information to

assess student learning.

5.3 Involving and guiding all students in assessing their own

learning.

5.4 Using the results of assessments to guide instruction.

5.5 Communicating with students, families, and other

audiences about student progress.

6.1 Reflecting on teaching practice and planning professional

development

6.2 Establishing professional goals and pursing opportunities

to grow professionally.

6.3 Working with communities to improve professional

practice.

6.4 Working with families to improve professional practice.

6.5 Working with colleagues to improve professional

practice.

6.6 Balancing professional responsibility and maintaining

motivation.

M = Met N = Not Met N /O = Not Observed

Moving from HOW to WHAT

Support Staff/Resources

Spanish Language Coordinator

English Learner Support Teacher

Project Literacy Resource Teacher

Bi-literacy Push-in Support Teacher

Over-formula Classroom Teacher

VAPA & Lit. Technology Teachers

HTH, City College & SDSU Student Support

Sherman’s Policy for Success

Parents and students commit to the program PreK-5th grade

Students are at school on time, every day

Students wear the required uniform everyday

Parents attend parent-teacher conferences and communicate regularly with both teachers

Parents volunteer at the school

Parents attend 4 school events throughout the year (2 academic, 2 social)

Professional Development

Before school starts:

Spanish teachers only:

Early literacy in Spanish professional development

All teachers

Program model/implications of biliteracy

Transferability of English/Spanish

Professional Development Cont’d

Designated ELD/SLD

Integrated ELD/SLD

Assessment of the needs of your staff to fulfill the

vision

Observations/walkthroughs

ILT

Teacher surveys/feedback

How to integrate the district’s requirements into your

vision of success for your school

Quality Resources in Spanish

Teacher created materials

Published resources:

•Cartilla de Gretel,

•Cartilla de Santillana

•Libro Mágico,

•Editorial Trillas

•Scholastic - Libritos fonéticos

•Santillana - Mis primeras letras

•Sueños y Palabras (K a 12.º)

•Pipo (tecnología)

Thank you!

For more information,

please contact me :

[email protected]

beginning a dual immersion elementary programschd.ws/hosted_files/cabe2016/65/beginning a dual...

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