dr. ana degenna director of dual language programs · celdt/ elpac . summative assessment –sbac...

Dr. Ana DeGenna

Director of Dual Language Programs

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)

Strand 5

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)

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

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


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


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

80/20

ELD

ELA

ELD

ELA

PE

Beeman & Urow, Teaching for Biliteracy , 2013

Strand 1

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

Summative Assessment – SBAC

Instruction

Formative Assessment

Instruction

Interim Assessment

3 DLI 1

3 DLI 2

3 DLI 3

3 EO 1

Soria

Grade 3

Curren

3rd Grade

DLI - 1

DLI - 2

EO -1

EO - 2

EO - 3

ELM

3rd Grade

DL 1

DL 2

EO 1

EO 2

4 DLI 14 DLI 3

4 DLI 2

4/5

DLI

4 EO

Soria

4th Grade

Curren

4th Grade

DLI

EO -1

EO -2

Dual Language English Only

Elm School

4th Grade

5 DLI 1

5 DLI 2

5 EO 1

5 EO 2

Soria

5th Grade

6 DLI 1

6 DLI

2

6 EO

1

6 EO

2

Soria

6th Grade

6 DLI 3

7 DLI

7 EO

Soria

7th Grade

Strand 2

Guiding Documents

Strand 3

Teaching for Biliteracy: Strengthening Bridges between Languages

by Karen Beeman and Cheryl Urow

Book Study

Beeman & Urow, Teaching for Biliteracy , 2013

http://www.teachingforbiliteracy.com/the-bridge/

http://www.teachingforbiliteracy.com/the-bridge/

Strand 4

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

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.

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

THANK YOU

Dr. Ana DeGenna

Director of Dual Language Programs

Oxnard School District