The Department of Multilingual Education performs complex functions for our School District, Staff, Students and Families.
The 2019-2020 Theory of Action Refers to the Leadership Support and Action in the District. These are the strategic plan to develop the system to create impactful outcomes for students.
IF ALL educators ensure access to language learning and content,
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If leaders ensure systems to develop, share,
implement and monitor the utilization of
SMART Individualized Language Plans
Ex.
Links to system learning here:
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Then English Language Development
Teachers will develop the expertise to
strategically co-plan, co-serve, and coach
for linguistic accessibility and proficiency.
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If leaders ensure that teachers are willing
and able to gather, analyze and
use ENIL data for strategic,
personalized instruction of Spanish Literacy
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Then biliteracy teachers strategic and
standards based instruction will cause at
least one year growth in ALL students.
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If leaders create the systems to
analyze school wide and sub group
data using SST, PST and PLC
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Then these structures will ensure that
teachers link practice to impact on student
learning
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If leaders gather and analyze shadowing
data on the cognitive engagement of grade
4, 7 and 9 English Learners
who are at risk of/are L-TELL
Link to System Learning Here
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Then the system will draw attention and
focus for targeted feedback, professional
development and action research to
significantly impact the learning and
cognitive engagement of L-TELL student
through the improvement of instruction.
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Then Language Learning* Students will equitably access and
demonstrate achievement in language proficiency and grade level
standards.
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LTELL-Long term English Learner. A student who has been enrolled 6 or more years, or at risk of
being enrolled 6 or more years and who does not reach proficiency in English or Academic Content.
Language Learning Students-Students who are learning a new language, simultaneous bilinguals
and those who are learning new language in their home language.
2018-2019
Multilingual and Global education
Theory Of Action
If the multilingual, global education department develop and embed themselves in an adult learning framework
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If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)
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Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
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If ELD Teacher Leaders “embed” themselves in the learning environment purposefully, visibly and consistently
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Then relationships, trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
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If we create a system (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum
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Then fidelity of ELD/BUF curriculum implementation will be met, and ALL (academic language learners) will access a guaranteed and viable paired literacy curriculum upon which our model depends.
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If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data
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Then we collectively ensure the consistency in messaging, development of skill in each role and ensure site based skills and support for ALL (academic language learners).
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Then the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).
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PRACTICE:
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Oracy: Oral Academic Language Acquisition/Language Objectives
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DL Only, Transfer: Metalinguistic Awareness
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EL Only, Transfer: Content Driven Language Learning/Co-Teaching
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