End of Year 6-8 Dual Language

 Middle School

DL Department Meetings

Each building will be bringing your 6-8 DL team together once a month for district and building learning.  One of the goals of the department meeting is to build stronger relationships and cohesion between the teams, a feeling that you really are in it together.  The department meetings will features common learning around ENIL and the continuum of Spanish taxonomy development, as well as provide time for this team to engage in other professional learning related to the implementation of GRR and TDA at your sites through the lens of multilingual, and in specific Bilingual English Learners, and their needs.  If you are interested in cofacilitating these conversations with the coach, please reach out to your coach.  The facilitation will require some additional responsibilities and leadership opportunities to support your growth.

Curriculum Updates

6th Math welcomes Leslie Waltz, instructional coach and support for implementation of Zearn.  Thank you so much for all of the learning and participation this Spring in Preparation.

S/ELA Curriculum Update, we will meet June 15th to determine whether we will choose to pilot Spanish literacy resources, reach out if you want to see what is going on.  The ELA resources are very enticing.  We can expect conversations around language allocation into the future as a result of the work this team does.

6-8 Social Studies, I have communicated that we will be teaching double blocks of content in 6th grade next year, and that Social Studies will for sure be moving to Spanish.  We are very hopeful that the curricular resource will pass full board.  There may be additional decisions to make around language allocation in 7th and 8th-more will come after the board meeting.  Expect that you will not be using any of your current resources, slideshows or tools next year and instead will have amazing access to the critical materials you previous had to search for on your own.

6-8 Science, This summer a team will be lead by Erica Yoss to build a framework for teaching science in the double block to accomplish embedded paired biliteracy (reading, writing, language study).  Science will be in English in 6th grade next year.  Dates for collaboration are August 5 and 12, are are paid.

Language Allocation 6th grade (and 7th and 8th at Les Paul): 

Approximately 280+ minutes of instruction scheduled within the 2 Bilingual Teacher house team

• 30% DL Literacy-min. 90 min.  (Alternating language by unit)

• 30% DL Science or DLSocial Studies-90 min (Alternating by unit)

• 20% Math instruction-60 min

• 10% Homeroom/Advisory-20 min

There are 30 minutes to be flexibly allocated as determined by the house.

Approximation of 50:50 Language Allocation

Secondary Unit calendar for CLM and Paired Content Literacy is here: Link

* the whole team will be supported to be accountable for following the CLM scope and sequence

(Admin, coaches and teachers)

ENIL

IN 2022-23 there are two goals that we will be achieving as a district wide department.  The first is that all of our students will have a High Leverage Power Goal by the end of unit 1.  This is a very attainable goal and should already be institutionalized practice within this group-unless you are new.

The second goal we will be achieving this year is ensuring each and every one of our learners is provided a conferene around their HLPG every 14-21 day, which includes, by priority:

Listening to students read (books/tools) while taking observational notes and adding points to School Pace

Changing the HLPG

Blackboard Updates:

ENIL will be linked into Literacy Course Shells

8th grade DL Literacy course shell is being finalized 

TDA

Buildings will update the team on the TDA process 2022-23.  The process will include Spanish TDA assessment as well as methods of evaluating English writing for biliteracy.  Our team will earn an additional 2 hours of collaboration with compensation this year to deepen our collaboration around writing.  More details to come!

End of Year Dual Language Updates: Kindergarten-5th

 Elementary Dual Language Updates

Elementary Dual Language Minutes:  Model schedules and allocations of time reflect the minimum that you are asked to prioritize instruction with flexibility for you to make decisions based on student need. Linked here.

Elementary Dual Language Arts Unit Shifts:  Due to our new writing program and shifts in monolingual scope and sequence, we will be shifting some Dual Language Units around.  

K: Unit 2 and 3 will be flip flopped

1st: no change

2nd: Units 2, 3, 4 and 6 will be changing order.  The new order will be Community, Investigation, Discovery, Growth, Learning and Lessons Learned.

3rd: New order for third include Community, Inquiry, Lessons Learned*, Identity, Power and Discovery.   * we will be bringing back the old unit with La Cucarachita Martina etc. (I know we love it!)

4th: New order is Community, Investigation, Inquiry, Discovery, Perspective and Power. 

5th: New order is Community, Impact, Imagination, Perspective, Investigation, Relationships.

Revision Elementary Reading Unit DL Assessment:  End of unit assessments will be revised per the feedback you have shared.  Kjersten Hayes will be facilitating summer work on these if there is additional feedback you can direct that to myself or to Kjersten.  The team is working June 22 and 29. K-1 Assessments have been updated for unit 2-6.

K-1 Word Study

First Grade Lessons Units 1-3 have been updated and 4-6 will be updated this summer.

Everything that is in YELLOW has been updated.

Here is the link to the blackboard.

Moving into the 2022-2023 school year, there have been a few changes to

our dual language word study lessons in kinder and first grade. 

To reflect the rigor of our standards in Spanish, we have aligned our

word study to ENIL and the scope and sequence in Turquesa, 1 Azul and 2 Azul. 

We have also incorporated many of the ENIL “Power Words” as our high frequency words,

which are more closely aligned to the standards, for weekly focus and practice. With these changes

in first grade, we know we will prepare our readers for proficiency.

Kindergarten

In this document you will notice that several changes have been made to better align with the CCSS for Spanish Literacy. We want to ensure that children are being taught the skills they need in order to meet end of year ENIL benchmarks which are aligned to Kindergarten CCSS. 

In unit 1, grammar lessons have been taken out in order to devote time to accelerating the pace of the Estrellita segments. The accelerated pace of Estrellita continues in unit 2, while grammar is slowly introduced. This will ensure by the end of unit 2, students move on from letter sounds to syllables.

You will also notice the high frequency words have been adjusted to reflect the rigor of the standards as well as the required fundamental skills in ENIL. The change in format of the word work lessons beginning in unit 6. This will help students become acclimated to the word study routine of first grade. The kindergarten universal instruction meets the benchmarks for on level readers in 1-3A, and V in ENIL. As this aligns to school pace, through universal instruction, more students will have access to grade level achievement in Spanish Literacy.

Bilingual Writing assessment:  Next year students in grades 2-5 will engage in district writing assessment in both English and Spanish with the opportunity for biliteracy assessment analysis using our rubric-this is exciting!

Benchmark Grammar:

Coaches will be working together to create a scope and sequence for the use of Benchmark Grammar by 2023. Next year, use what is already planned.

ENIL:  We will be welcoming our fourth elementary school to ENIL: Banting!    Our department wide goal around ENIL will include:

• All students have a High Leverage Power Goal assigned by the end of UNIT 1
• All students have a conference every 14-21 days on average as measured by quarterly school wide review of average days between conferences by end of UNIT 3.
• One model classroom will be using IRLA and as a model this teacher will not be using other Running Records.  Your principal will communicate which classroom will be using IRLA as the benchmark.

The ENIL expectation for Content Based Paired Biliteracy is that students will have at least 15 minutes to practice their HLPG in a text, reading and applying their HLPG with conferring.  A conference is defined by very specific practices which require these steps every 14-21 days:

• Listening to students read from their color book box
• Review student HLPG
• Adding points to the HLPG or changing the HLPG
• Taking observational notes in school pace

Language Workshop/LDGs

There is a new process for approving LDGs and LW texts.  If you are planning to or use LDGs/LWs that are not approved by the district and have district approved planners, please contact your literacy coach.  

K-12 Seal of Biliteracy Celebrations!

 Waukesha Global and Multilingual Education Update

Since the early 1970s, the School District of Waukesha has offered services to support the development of Bilingual and Bicultural students.  Over the course of many decades, these services have transitioned to well established programs integrating children from all areas of our city, as well as open-enrolling the largest population of students from neighboring communities. 

In the 2010 school year, the district implemented the first Dual Language Immersion program at Banting Elementary School in one kindergarten.  Today, these students are just weeks from graduation. As a result of their education, these students have achieved full bilingualism, bilingual literacy, and multicultural and global competence.  These students and now the 1,400 other current Dual Language Program students at four elementary, three middle schools and three high schools are all on their way to adding to the proud legacy of 50 years of bilingual education in Waukesha.  

The State of Wisconsin has joined a consortium of 48 other states in the union in recognizing the achievement of students who have obtained a level of bilingualism and biliteracy considered to be a significant asset to the United States economy.  Students are recognized at the elementary level as being on the “Pathway to earning the Seal of Biliteracy”, and in 2022 we honor 131 students whose families have made the long term commitment on the journey towards full bilingualism and biliteracy, amongst other goals.  At the middle level, we honor 128 students on their “Pathway to the Achievement of the Seal of Biliteracy” through Dual Language program participation, as well as 119 students in “Pathway to Participation in the Seal of Biliteracy” through the completion of French and Spanish level 2 World Language courses.  We are excited to announce that since the inception of the award in 2017, Waukesha has prepared over 230 graduates to receive the Seal of Biliteracy Achievement Award. The Senior Award is honored on student’s official transcripts, as well as in an interstate database shared by the 48 state members. The Wisconsin Seal of Biliteracy Award communicates to employers and universities the quality and qualities of our Waukesha graduates. Wisconsin Seal of Biliteracy awardees must demonstrate Intermediate High, Advanced or Superior Achievement in a language in addition to English, as well as English Proficiency through the Access or ACT exams.  In the Class of 2022, we honor 80 graduates with the Seal of Biliteracy Achievement Award.  Students are being recognized at South High School on Monday May 16 at 5:30, At North High School on Wednesday May 18 at 6:30, and at West on May 18th at 6:00.

Below, you may also notice a recognition for students who have earned the Global Scholars Award from the State of Wisconsin.  This award is a participation award, and recognizes students who have participated in and completed four credits in a single World Language, have completed 20 hours of service learning dedicated to understanding their own and others perspectives, taking action on issues of global/local significance and communicating effectively with diverse audiences. These students have also completed several projects documenting their participation in cultural events, as well as their interaction with texts, media and performances with international, global themes and multilingual themes.  

More information about both awards and the Dual Language Program can be found on the School District of Waukesha Website/Programs/Dual Language.

A break down of student awardees in 2022 are below:

Grade Level	Type of Recognition	Total Number	Total Number by Site
5th Grade	Pathway to the Seal of Biliteracy	131	BA: 33 BE: 39 HW: 24 HY: 35
8th Grade	Pathway to the Seal of Biliteracy/via World Languages	119	BMS:25 HMS:41 LPMS:53
8th Grade	Achievement Pathway to the  Seal of Biliteracy via Dual Language	128	BMS: 34 NMS: 39 LPMS: 25
12th Grade	Seal of Biliteracy	80	NHS: 22 SHS: 42 WHS:16
12th Grade	Global Scholars Award	51	NHS: 9 SHS: 32 WHS: 10

Dual Language Shifts 2021-22

 Hi Team, 

I will send this document with a voice over so you can listen to it on your walk if you wish.  

There is essential information by grade band for Summer Institute, shifts in curriculum, instructional minutes and ENIL.

Enjoy the summer!!!

Looking forward to Dual Language 2021-2022

 Hola Colegas,

This year we are celebrating the graduation of 248 students with the Seal of Biliteracy which is a State of Wisconsin Credential that communicates a student's bilingualism and biliteracy at Intermediate high-Superior levels in Spanish-French-English, Italian and Hindi.

Celebrations are scheduled at South 5/17, West 5/19 and North 5/27!

Shout out to ALL DL Teachers for keeping language development, multicultural learning viable during our unprecedented year.  Your care, concern and investment in each other, your community, individual students and families is unmatched.

Virtual Dual Language Teachers will be appreciated on5/14-If you know one, show them some love!  These staff have provided the ongoing bilingual education to a section of our students 4K-5th grade this year serving more than 200 students.  Teaching language acquisition and bilingual literacy virtually has been an exercise in new learning, community and family collaboration.  As virtual DL students return to school in the fall

Program Updates:

Our DL program is growing and growing.  We will celebrate that all three High Schools will now offer one content and one language course in Spanish or more, in 9th grade (Including West).  We celebrate the offering of Dual Language Integrated Math 1 and 2, Biologia, Quimica, AP Spanish Language and Culture, AP Spanish Literature and Culture, and AP Dual Language Seminar.  West will grow 10th grade courses 2022-23.

Our DL 4K Virtual will be maintained and moved into a building for face to face instruction for 2021-22.  In 2022-23, Bethesda Elementary will offer full day Dual Language 4K so that each of our schools can serve all of our students.

Evaluacion de lectura independiente (ENIL), our formative assessment tool for planning small group group instruction and conferring will add an additional elementary school to Heyer, Bethesda, Butler, Les Paul and Horning.  ENIL is aligned to our CLM and CPL instructional models and to standards in Spanish Language Development.

Staffing, Summer Institute and DL curriculum updates and shifts will be communicated in a few weeks! 

New Dual Language Website!

 Come visit and contribute to the New Dual Language Website!

I am looking for your celebratory videos, photos and student work to add to this website.

You will see it is much more expansive and accessible-everything you need is right here.

Please give me feedback if there are additions we can make to the page!

Click HERE to tour the page.  You can also search under the programs tab on the district website.  It is live now!

4th and 5th Grade Language Allocation Plan

This year, 4th and 5th-grade teachers have taken great strides to ensure Bilingual and Biliteracy, and multicultural competency for our Dual Language Learners.  There is a growing commitment at Heyer, Banting, Bethesda, and Hawthorne that bilingualism and biliteracy means “both” Spanish and English in these grades across content areas.    

We know that our program aligns as closely as possible with the research-based outcomes for Dual Language ONLY when we can ensure at least 50% and not less of the instructional day is offered in the partner, minority language-in this case Spanish.  We know, and can confirm from our SDW data, that when we do not offer at least 50:50, our student’s math achievement and their bilingualism dwindles. Teachers are now teaching math in the language of instruction that is the opposite of CLM.  

This means that when teaching ciencias, we are also teaching matemáticas.

Let’s celebrate some of the artifacts from this Trimester One!

Side by Sides

Language Experience Approach

My Thinking 4th Grade:

My Thinking 5th Grade

Keep Teaching the Partner Language

• WE know that some of the materials available have English Labels.  This is OKAY!  See the sample here.  What would you need to do to ensure students both know how to play the game to interact with the math, and use their minoritized language for social/learning purposes?  

Who are the other DL Teachers, you ask?

WEBEX TEAMS have been set up to support Dual Language Teachers by grade level.  Special Education coaches and ESL Teacher Leaders are a member of all grades.  Our DL Teacher who are virtual have a V next to their names.

These teams are a tool so that you are less isolated, more connected, sharing and asking for what you need. Soon, very soon, you all will be masters of COVID teaching and virtual learning.  We really want to band together, support each other.

#juntosmasfuertes

*** Minerva LaLicata has been added to virtual instruction for DL students who have Special needs (updated 9/12/2020)
 

Blackboard: LW Read Aloud with Diverse Accents and New Word Study Virtual Tools

Hi Dual Language Teachers, Hannah has started a spread sheet for you to upload read alouds you might do, as well as those we might ask memebers of our community read. The google sheets link to the resource is located in the COMPREHENSIVE LITERACY BLACKBOARD SITE, and it is located on the left tool bar right after the 8th grade curriculum and before the Dual Language Content Based Paired Biliteracy. Great Idea TEAM!

ALSO, we are offered virtual word sorts for grades 2-4. Located in the grade level as well as under word study in the COMPREHENSIVE LITERACY BLACKBOARD SITE, you can make a copy for yourself and your students to copy and sort away, screen shot and send to you for feedback! Voila!

Comparte tu luz!

Durante las ultimas semanas, hemos confrontando mucha ansiedad con respeto al comienzo de clases. Nos hemos sentido confundidos con la informacion o la falta de informacion que recibimos. Como ya estamos aproximando el comienzo de clases, de la manera que comienzas, estamos mas tranquilos con las decisions ya tomados y por un camino mas derecho (aunque sea solo temporal). Quiero agradecerles a todos. Todos que comprometimos a diario a servir nuestra comunidad, todos que nos miramos en el espejo y nos dicimos "Si, podemos causar aprendizaje en cualquier nino de cualquier modo", "Si, podemos dar a un nino la oportunidad de una educacion equitativa y bilingue-Somos la diferencia", y "Si podemos enlacer nuestras manos en la lucha para apoderarnos todos". La verdad tenemos mucho por celebrar: un conjunto de maestros completos, un equipo de liderazgo a nivel de nuestros edificios y al nivel de distrito que estan listos para apoyar, y tenemos, en nuestros alumnos, la esperanza de un futuro mejor. Para muchos estudiantes, TU eres su luz de cada dia. En este camino, en este comienzo, espero que encuentremos nuestra luz y que la permitimos BRILLAR! Nuestra luz es mas importante que nunca considerando el ambiente politico, cultural, y criminalistica que esta rodeado a nosotros y nuestra comunidad. Es indudable que nuestros estudiantes estan viviendo, oyendo o de otra manera en contacto con los actos mas violentos y no aceptables de nuestra sociedad. El poder mal usado, para oprimar ninos, familias, culturas, etnias y otros, es un tema univeral. Como vamos a usar nuestra luz y energia para encontrar la manera de hablar sobre estas temas tan dificiles, para abrir la puerta a nuestros jovenes para que ellos expresen y comparten sus emociones, ideas, soluciones y mas que todo, su empatia y su dolor. Como usamos nuestra luz para unirnos por la causa. Se que la lucha de abrir escuelas este ano es como ningun otro, pero ademas el mundo nos esta colocando una oportunidad increible, un curriculo en vivo, eventos que nos pueden unir con la oportunidad de imaginar otro mundo, un mundo creado por los jovenes. Que seamos la luz, el guia, el foco que brilla el camino. Les deseo un comienzo del ano escolar, llena de paciencia, tranquilidad, amor, y empatia....y mas de todo, un comienzo llena de LUZ! -D

Getting to Know your Multilingual Students: QUICK USER GUIDE

 “It sounds so simple, but if we as teachers put more effort into who we are teaching, more of the what would take care of itself”

-Katie, Elementary Teacher (Freeman & Freeman)

(Colorin Colorado Link) (Understanding Values/Beliefs by Ethnicity/country Link)

WHO	What to ask?	Who to ask?
Cultural background	Where is my student or his/her family from?  Where else have they lived?  Keep in mind the danger of the “single story”, every family is unique.	Parents/Students: Focus on building trust.  Meet families on their terms-but meet them.  Show you are listening.
Traditions/Hobbies/ Interests	What do you like to read?  What do you like to write/draw about?  What do you like to talk about with friends? What do you like to play? What makes you special, what are you proud of?  What would make you feel that this classroom was a welcoming place?	Parent/Students: Focus on building trust and showing that you are authentically listening and truly interested.
Family circumstances	Who does the student live with?  Who is the family contact? Are their parents, siblings or grandparents who live outside the U.S.? Is the student working?  Does the student have adult responsibilities in the family?	Colleagues: In addition to parents and students, your ESL, Bilingual and some World Language Colleagues may provide insight. The Multilingual Department shares this information with ESL teachers.
Prior academic experiences	Where have they gone to school? What have they enjoyed about school?  How do they like to learn-what has worked well for them as learners?  What has been challenging? Has English language been measured?  What is their level?What type of programming have they experienced-ESL/Bilingual?	Colleagues: In addition to parents and students, your ESL, Bilingual and some World Language Colleagues may provide insight. The Multilingual Department shares this information with ESL teachers. Parents share this information during enrollment.
Bilingualism and Bilingual Literacy	Does the child use more than one language on a daily basis?  In which ways, when?  Does the student read in the home language?  How similar is their home language and literacy to English-what transfers?  Multilingual students have different feelings about their home language that range from pride and confidence, to shame and fear. Link

Screening for EL Teachers

 

WIDA Remote Screener

WIDA Remote Screener is a remotely administered screening tool that supports the identification of English learners in a time of school closures. This assessment is designed specifically to enable screening when the student and test administrator cannot share a physical space.

Get Ready for Testing

1. Learn about the test.

The WIDA Remote Screener Test Administrator Manual and training webinars explain how to give the test and evaluate the student's performance. In addition to reviewing these resources, watch the training videos and read through the test materials below before you administer the test.

Webinars

• K-1 webinar: View Recording
• 2-12 webinar: Thursday, August 6, 1:00 PM Central Time

Training Videos

• K-1 Administration

2. Identify test administrators.

WIDA Remote Screener is designed to be administered by experienced, WIDA-certified test administrators who have previously administered ACCESS for ELLs or WIDA Screener. Experienced test administrators are best positioned to judge the language proficiency of students being screened remotely.

3. Schedule a 30-minute call with the student.

WIDA Remote Screener is to be administered to one student by one test administrator. The student and test administrator are in contact by phone for the full duration of the test administration.

•  Arrange a video call whenever possible. A visual connection through a platform such as FaceTime, Zoom, or Skype can help test administrators maintain student engagement and gather the most information possible about the student's language proficiency.
•  Arrange an interpreter whenever necessary. An interpreter, if permitted by your state and district's testing policies, can minimize any confusion or frustration with this unusual screening process by explaining to the student and any supervising adult what the test is and why the student is taking it. (Interpreters may not translate any test administrator scripting or test items.)

4. Provide test materials to the student.

Students must have access to a hardcopy, printed student packet during screening. Color printing is recommended whenever possible. School, district, and state test coordinators must determine when and how to provide materials to students.

•  Communicate to students and families that the test materials should not be reviewed until the test administrator calls the student to begin the screening. As you determine whether mail, pick-up from a school or district building, or another method of delivering materials to students is best for your situation, keep in mind that reading through the materials in advance might alter the student's performance on the test. In particular, the Reading portion of the grades 2-12 screener is a valid assessment of a student's reading skills only when the student has not had assistance with the multiple choice items and has not practiced the read-aloud activity.

Print & Download Test Materials

• Test Administrator Manual. Test administrators need to read this manual and have it available for reference during the screening. Print this manual if you like, or read the electronic version. This document will be expanded and reposted here when materials for grades 2-12 are published.

• Student Score Sheet. Test administrators can download this document, enter student information, and record a decision on whether the student should be identified as an English language learner. Print only the first page of this document when you administer the K-1 grade-level cluster. Print this document double-sided and complete both pages for grades 2-12 screenings.

• Test Administrator Scripts and Student Packets. Print these materials double-sided. Staple student packets along the left side to create a facing-page booklet.

  Kindergarten-Grade 1	Grades 2-3	Grades 4-5	Grades 6-8	Grades 9-12
  Script	Script	Script	Script	Script
  Student Packet	Student Packet	Student Packet	Student Packet	Student Packet