What is your name story?

My Name, My Identity

Take the challenge: Tweet your name story @sdwduallanguage #mynamemyidentity

DL Updates September 13, 2019

WELCOME BACK EVERYONE!!

I hope that you are braving the heat and enjoying connecting with your students!  This update will be a quick one.  Don't forget to check out this weeks BLOG (Is "Good Teaching" Enough?).

WEEK IN SCHOOLS-AVID Excel 8th grade-Horning Middle School

With great expectation comes great support-then they achieve! AVID Excel explicitly attends to the language demands our students need to master as they succeed into high school and beyond.  This is just one way it is done.  Look at the volume and complexity of this writing by an English learning student-do you expect the same?  do you get it?  More to come on this Excel Routine!

News for you!

NEW TEACHER Changes in MENTORING:  This year, our grant allows for us to bring you skilled mentoring as always, however, your mentor will likely be your building literacy coach, rather than another building colleague. 

• Minerva is DL Spec Ed Mentor K-8
• Jamie, Lisa, Marlene, Carina are “DL Mentors K-8”
• Barbara Sanchez FORT Mentor

NEW TEACHER PD AND SUPPORT: New to teaching?  In your first three years?  if you answered YES! you will be invited to participate in these trainings to support your learning.  Your secretary and principal will help to support you in getting a substitute!

• Classroom Management Training October 15
• Data Based Instructional Planning Nov 13
• Progress Monitoring February 7
• Foundations of Reading, Wednesdays in Spring TBA

NEW and RETURNING TEACHERS:  All new Bilingual Teachers are required to attend Teaching for Biliteracy-Metalinguistic Awareness.  Returning teachers, your expertise is welcomed.  If you want to brush up or just share in our community of learning, contact Sara Orcholski to sign up.  (new teachers-I signed you up already)

• TDP-Required Teaching for Biliteracy Metalinguistic Awareness

Language Routines

The Importance of Routines

As classrooms around the district start the first week of school, dual language classrooms are focused on  developing classroom routines and procedures that students will use and follow to facilitate their learning this year in halls, bathrooms, lunch rooms etc.

We’ve thought of everything, but have we?

The strength of a Dual Language Program rests in our collective ability to ensure Bilingualism and Biliteracy, and if we do this we get Academically and Multiculturally proficient students.  Have we thought about teaching our students procedures to maintain their linguistic higiene?  Our students code switch because they can, but what would happen if we taught our learners a procedure to grow their language.  It’s very simple!

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Procedure: ¿Cómo se dice?

Instead of only using the code-switching to navigate new language, it is appropriate for us to teach our students to use ¿Cómo se dice?.  

 ¿Cómo se dice? solicits linguistic support from the listeners when the speaker is searching for what or how to say it-reinforcing listening engagement, cognition and problem solving, and increasing the status of the partner’s linguistic abilities.  It indicates linguistic meta-cognition-key to growing language and ensuring the outcomes we want. If we explicitly teach and model ¿Cómo se dice? With our students, and set the expectation that they use this procedure-we will ensure bilingualism that is transferable anywhere in the world!

Dual Language Summer Learning August 19-22

Summer Learning in August

starts the week of August 19

New 4K-1st Grade Bilingual Teachers attend:

La Estrellita Workshop August 20th 9am-2pm

Location: Lindholm 213

Facilitators: Deyse and Martha

Spanish Phonemic awareness and phonics are a priority in the School District of Waukesha.

Learn how to use your Estrellita curriculum to maximize early literacy and ensure that students use the

Estrellita methods from 4K and beyond!

NEW 4K-12th Grade Dual Language and

ESL Teacher Leaders

Teaching for Biliteracy 1&2 August 21-22 8-4

Location: Lindholm 213

Facilitators: D, and Marlene and Lindsay

Teaching is a practice, we must continually hoan. In Teaching for Biliteracy 1&2, new teachers to

Waukesha will learn how to ensure their students become:

1. Bilingual and Biliterate

2. Academically Proficient in both languages

3. Are multiculturally and globally competent

*this course is required and will fulfill Professional Development Requirements

within the first five years of employment

**fall courses include Teaching for Biliteracy 3 and 4

Dual Language and English Language Teachers Summer Institute

August 26-27 SUMMER INSTITUTE REQUIRED

SESSIONS

for Language Specialists (Dual and ESL)

Please be mindful to sign up for these classes in

Sched

log into Sched (link on website)

The Summer Institute Website is here

• Dual Language Teachers are required to take:
• Grades 2-5, Session 5 and 6, 
• Grades 2-8 Biliteracy Unit Frameworks: Phase 2 Reading and Writing, Session 9
• Grades K-12 Dual Language Teaching for ACCESS Session 1
• Heyer Dual ENIL Pilot Training, Session 10-12
• Grades K-1, Sessions 7-8
• English as a Second Language teachers are required to take sessions 2 and 3 ESL Master Class,
• and session 4 Master Class. Also, sessions 10-11 are IMPACT Training Sessions 6-12 ESL teachers who will teach IMPACT must attend.

What a YEAR!

What a Year!  

2018-2019 was a successful year of innovation in Dual Language and ESL Education!!

We can celebrate the key leaders in our programs have helped us to grow in curriculum, instruction and multicultural and global competency.  Here is a quick update for now and preview of what is to come!

11th Grade DUAL LANGUAGE: Check! We have just completed year 1 of 11th grade DL at South High School.  Next year, North will be adding 11th grade, and there is only more to come!  Thanks a million to Sra. Meyers and Sra. Hernandez for your innovation, teaming and investment in our youth!

K-8 Dual Language Assessment: Our Dual Language Assessment team has selected a literacy assessment to pilot 2019-2020.  This means we will discontinue STAR, but will maintain PALs and Running Records K-5 English/Spanish.  We will pilot the new ENIL assessment as a reliable, valid and standards based tool helping us to plan and deliver instruction.  Plans are underway to pilot the resource at Heyer Elementary School.  I have obtained a grant that will allow us to expand beyond Heyer and plans are underway to bring those leaders and teachers to the table.  AAPPL assessment will also ONLY continue in 8th grade and no longer in 7th.

Content Based Paired Biliteracy: A team of teachers has come together this year to ensure that the gaps in access to standards in English or Spanish were remediated for our Dual Language Students. Students will now be able to access each and every standard in both English and Spanish in Content Based Paired Biliteracy. These blocks will use Science and Social studies as the rafts, but Language and Literacy as the sails! New to you will be the refinement of phase 2 of the Biliteracy Unit Framework used to teach Content Based Paired Biliteracy. Phase 2 will include a structure for strategic literacy instruction in writing and reading, standards based summative assessments and rubrics that are common to Writing Workshop Assessment tools. This will allow us to evaluate the impact of our teaching on students writing products in both Spanish and English each month!

An Adult Learning Framework has also been created to support reflection, initiation thru institutionalization and goal setting around practice. Special thanks to our ESL Teacher Leaders and those who came to the table each month to make these tools accessible to us all. Roll out will be at SI, but the curriculum is loaded on BB9 in the Comprehensive Literacy Course. Elementary Minutes will be shared in SI, but Content Based Paired Biliteracy is a daily expectation for 55 minutes.

DL Word Study and Patterns of Power:  A team of teachers and coaches have come together to re-work the biliteracy continuum.  Next year, you will have access to very clear curriculum templates, content and continuums to implement Patterns of Power in it's own block of time (applause), as well as Word Study, including phonemic awareness, phonics and spelling, and high frequency words.  The creation of the continuum aligns to standards for our grade levels and provides you with tools and planners to deliver instruction.  We are on target to ensure the first three unit are complete by August, units 4-5 by November, and units 6-7 by February  2020.  Elementary Minutes will be shared during SI but include K-1: Daily 15 POP, Daily 30 Word Study, 2-5: Every other week POP or Word Study 15 minutes daily.

K-1 English Language Development:  Next year, and until we have a social studies curriculum in place, we will be sunsetting our ELD curriculum for grades K-1.  In it's place, teachers are expected to use the District K-1 Science curriculum in ENGLISH.  This means there will be no science or social studies block.  K-1 teachers will offer daily Patterns of Power and Daily Word Study.  Updated Elementary Minutes will be shared during summer Institute, but ELD is an expectation 30 minutes a day.  The Social Emotional Curriculum Second Step is not part of English Language Development and must be facilitated in Spanish.

Dual Language Teacher Leader: The DL teacher leader is expected to be a role into 2019-2020. This valuable college represents the classroom, our learners and teachers in facilitating monthly department meetings. We have met as a group and feel strongly the this team lead by teachers offers the best opportunity for networking, problems solving, growing practice and strengthening our solidarity. In addition to this duty, next year plans will be made between the Multilingual Department and sites to engage our Title III parents, parents of English Learners, in creating greater home/school connections around curriculum, programs, communication and more. Details to come, but could offer an additional opportunity to lead (4E, 4D).

SUMMER INSTITUTE: Dual Language Teachers will be required to participate in the following Summer Institute Sessions to ensure that we have communicated shifts in curriculum and opportunities to deepen practice:

• Dual Language Teachers are required to take:
• Grades 2-5, Session 5 and 6,
• Grades 2-8 Biliteracy Unit Frameworks: Phase 2 Reading and Writing, Session 9
• Grades K-8  Trajectories for Biliteracy, Session 1
• Heyer Dual ENIL Pilot Training, Session 10-12
• Grades K-1, Sessions 7-8
• English as a Second Language teachers are required to take sessions 2 and 3 ESL Master Class, and session 4 Master Class

Enrollment: Many of you have inquired into our enrollment numbers this year in 5K. Yes, our community of Spanish speaking youngsters looks to be lower than you may have experienced in your career in 5K. We plan to enroll as many students as we can to create 2 full sections at each building and this means you will be welcoming more English speaking students learning Spanish. Sheltered instruction, oracy rehearsal and all of our pairing and planning practices have prepared us for these occasional blips in birth years. Let's hope to welcome more Spanish speakers over the summer. Your advocacy in the community is valued.

New World Language Standards in DRAFT-Call to Action

OPEN for Public Comment until February 28th, the World Language Standards makes significant shifts in thinking about language learning and language acquisition from an assets perspective, in terms of what learners CAN DO.

 The World-Readiness Standards for Learning Languages (2015) build upon these identified goal areas to define college, career and world-readiness through world language learning. This version of the Standards includes targeted attention to literacy and 21st century skill development. The American Council on the Teaching of Foreign Languages and the National Council of State Supervisors for Languages published revised performance indicators benchmarked by language proficiency level in November of 2017. The NCSSFL-ACTFL Can Do Statements include new intercultural communication learning goals representing intercultural investigations and interactions. These benchmarks provide goals for helping students investigate cultural products and practices to understand cultural perspectives and to interact with others in and from other cultures. 

There are five overarching standards, broken out into Novice, Intermediate and Advanced Performance Indicators that match our students profiles in Levels 1-AP Dual Language Seminar.

World-Ready Graduates Wisconsin schools are preparing graduates who are college, career, community, and world-ready. Proficiency in one or more world languages, in addition to English, along with related intercultural skills and global competence, are critical dimensions of community and world-readiness. The Wisconsin Standards for World Languages articulate what learners should know and be able to do as they progress toward Advanced proficiency in languages other than English. World language learning is a core component of a comprehensive 21st century education. Standards-based and proficiency-based world language education programs prepare learners who are not only well-rounded, but also workforce and world-ready.  

World Ready Waukesha Graduates will qualify for either or both Global Scholars or Seal of Biliteracy Awards.

• Use this survey to comment on the draft standards