2019 NABE Bilingual Writing Contest (GOES WITH THE SEAL)

NABE 2019

SUBMIT ESSAYS HERE

 "Being Bilingual" Student Essay Competition

The National Association for Bilingual Education (NABE) invites you to participate in its 47th Annual

Nationwide Writing Contest for Bilingual Students.

The competition is open to all elementary school, middle school, and high school students who are

enrolled in a bilingual classroom, or in a classroom with native language support:

THE DEADLINE FOR SUBMISSION IS: October 31st, 2018
Write an essay about being bilingual, using the correct theme for the student's grade level, as listed
below:
TOPIC:
Students in Grades 3-5: Proud to Be Bilingual
Students in Grades 6 – 8: The Importance of Being Bilingual
Students in Grades 9 -12: How Being Bilingual Will Assist Me in My Future Endeavors

CASH PRIZES -First Place Winners
• Grades 3-5: $500
• Grades 6-8: $500
• Grades 9-11: $500

TRAVEL AWARDS: First Place Winners- Student winners, along with one (1) parent/guardian will
travel to the NABE Conference to attend the NABE Conference Awards Luncheon . This
will include: air travel ticket up to $500.00 per person, two (2) nights lodging at the NABE
Conference Headquarter Hotel, (2) NABE Conference Registrations and two (2) NABE Awards
Luncheon tickets, a total value of $2,500.

ELIGIBILITY • Participation in the contest is limited to students who are enrolled in a bilingual
classroom, or in a classroom with native language support. • Participants must have a B average or
better in academic grades and at least a 90% school attendance record. • Previous winners are not
eligible to participate.

CRITERIA Each essay will be judged on:
(1) Development of the theme – 30%;
(2) Originality – 20%;
(3) Content and clarity of expression–30%; and
(4) Grammar and mechanics – 20%

CONTEST RULES: Only entries that comply with the following rules will be considered:
Language: Essay must be written in the student’s second language. For example, if the student is
participating in a dual language program and English is her/his first language, the essay must be
written in the second and not in English.
Subject: All essays must address the theme listed under “TOPICS” above for the appropriate grade
level.
Length: The number of words must be listed at the end of each essay. Lengths must be as follows:
• Grades 3-5: 150-200 words • Grades 6-8: 250-350 words • Grades 9-11: 400-500 words •

Format: The essay should be typed double-spaced, and follow the word count guidelines above for
the student's grade level. Documents must be in PDF or PDFX format. Documents must be
submitted electronically via the online application system. A cover page must be provided with the
essay title and the student’s name. The essay title must be included at the top of the essay, but
the student’s name should not appear on the essay. An additional page with a
signed acknowledgment from the student’s teacher verifying that the student meets the contest
eligibility criteria must also be submitted.

Application: The online application form must be completed. •
Copyright: All essays become the property of NABE and will not be returned. NABE reserves the right to publish all essays.
JUDGING
A panel of judges will select the national winners in each grade category.
Deadline: All entries must be received by NOVEMBER 30,  2018 11:59 PM CST via the online
application system. Contest entries to be submitted by teacher. Applicants will be notified by
December 15, 2018. Entries from students from all language backgrounds are encouraged.
Eligibility Disclaimer: NABE committee members and their family members are not eligible to enter
the contest. Family members of committee members include siblings, parents, significant others,
children, grandchildren, and grandparents. Additionally, students of committee members, or
students of family members of committee members, are not eligible to enter the contest.

Site Based DL Department Meetings/DL PLC

Dual Language Site Based Department Meetings will be facilitated in partnership between the Dual Language Teacher Leaders and the EL Teacher Leader or Literacy Coach.

Given our reboot of PLC, leaders may initiate a PLC model to build practice, or may use a Department Meeting Framework.

Professional Learning and Capacity Development will occur around ORACY, and specifically around Language Objectives.

The ORACY Adult Practice Continuum is linked in here for reference.

2018-2019 Teacher Leaders

Deyse VanKempen/Leslie Waltz-Bethesda

Alyssa Briester/Jadia Kirk-Blair

Julie Jordan/Marlene Figueroa-Banting

Ms. Martha/Jamie/Lindsay Vidal-Heyer

High Leverage PRACTICE:

Oracy: Language Objectives

DL Only: Six Step Bridge

EL Only, Transfer: Content Driven Language Learning/Co-Teaching

2018-2019

Multilingual and Global education

Theory Of Action

If the multilingual, global education department develop and embed themselves in an adult learning framework
If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)	Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
If ELD Teacher Leaders “embed” themselves in the learning environment purposefully,  visibly and consistently	Then relationships,  trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
If we create a system  (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum	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.
If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data	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).
Then  the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).

Professional Development Updates Sept 10-14

September 10th: ALL Dual Language Special Educators will come together on Monday September 10th from 9-2 at Lindholm.

      1.Topic: Sistema de Intervencion de Lectura Hopscotch
      Place: Lindholm room 109
      Time: 9-12

       Materials to Bring: One SIL Kit, Orange, Green or Purple (Ask your coach or title teachers if you
       cannot find this)

      2. Topic: Dual Language Special Education Mentoring
      Presenter: Minerva LaLicata, DL Special Education Mentor
      Place: Lindholm 109
      Time: 1-2

      Materials to Bring: DL Mentoring Packet
---------------------------------------------------------------------------------------------------------
September 14: Heyer Staff Dual Language Bilingual Assistant Reading Professional Development
Presenter: Carla Bauer Gonzalez
Place: Heyer
Time: 7:20-8:20


ALL Bilingual AIDE PD Schedule

Language Workshop Celebrations

Language Workshop Celebrations

By D Garcia

On the first day of school, I had the pleasure to visit 8 schools, and in those, I visited all three middle school Dual Language Sites at Horning, Butler and Les Paul Middle Schools.

What I heard, not just once, but multiple times from teachers and coaches, was the cognitive, linguistic and socio-cultural impact Language Workshop has had on our incoming 6th grade students.  Our 6th grade students have had the benefit of experiencing Language Workshop intensively as fifth graders with Ms. Lunar at Blair, Ms. Coronado at Heyer, Ms. Torres at Bethesda and Ms. Hegg and Ms. Carey at Banting, and in regular education classrooms around the district.

6th and 7th grade Dual Language Teachers and coaches noticed the following:

• Students demonstrate academic maturity and expect high expectations and teacher preparation from their learning experiences.  Student own their learning and are expecting to be engaged!

• Students can and want to collaborate to share their voices and build learning together.

• Students ability to engage in inquiry (questioning, discussion and building ideas) is developed way beyond past cohorts.  Students expect to be asked to do these things with the skills they have developed as elementary students.

• Students engagement in the curriculum and with each other around the complex cognition of thinking and making meaning has risen to a totally different level.

Maybe I have said the same thing in four different ways.  The bottom line is this:  Middle School Teachers have reported that the student preparation in elementary Dual Language has shifted their thinking on student learning, what is possible, what can be expected and what will become!

Let's consider ourselves a team and partners in growing Comprehensive Literacy as Culturally Responsive Practice across K-8 so that ALL of our learners have the opportunity and expectation to become more than they were as the result of their learning with us!

"Culture is what we allow", let's continue to build our learning and collective capacity around our CLM Practice.

Department of Multilingual Education Theory of Action

High Leverage PRACTICE:

Oracy: Language Objectives

DL Only: Six Step Bridge

EL Only, Transfer: Content Driven Language Learning/Co-Teaching

2018-2019

Multilingual and Global education

Theory Of Action

If the multilingual, global education department develop and embed themselves in an adult learning framework
If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)	Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
If ELD Teacher Leaders “embed” themselves in the learning environment purposefully,  visibly and consistently	Then relationships,  trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
If we create a system  (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum	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.
If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data	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).
Then  the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).

LUCY Units Spanish

DUAL will be using the Lucy Calkins units for daily writing instruction.  We are so excited to offer you such well crafted lessons.

Each unit is about 40+ pages of text 5K-7th grade.  Unfortunately the "Teacher Speak" in Lucy is too much for us to translate at this point; however, we will revisit the translation of K-1.

FOR SEVERAL GRADES-Units need to be created.  Specifically:
2nd and 3rd: Unit 3 will be redone
4th Unit 6 will be rewritten

Please know that units also have to be adapted for our texts and Dual approaches to editing at the word level.  These units will be revised before you need them.

Karel will be revising the texts and the editing lessons for First Grade.
Omar will  be revising the texts and editing the lessons for Kindergarten.
Alyssa will """for 2nd
Yazmin for 3rd
Josie for 4th
Jamie Charmichael and team for 5th and overall revision for K-5.
Lisa and Jamie C for 6-7.

Elementary Science Shifts-Including DUAL

K-1 Science will use the same pacing and resources as last year 2017-2018.
2-7 Science will use their BUFS.

HOWEVER, as you may have noticed, the learning targets in IC have changed for elementary science including DUAL.  The four learning targets represent the main science skills students need to be successful scientific thinkers.  The learning targets also are directly linked to the continuums.  The continuums (in both English and Spanish) can be accessed via the Elementary Science Matrix and on Bb9 on the SDW Elementary Science course.  

How you use the continuums is dependent on your building.  If your building uses Epiphany, they will be loaded directly there for your use.  If you only use IC, then mark up the continuums for students in green and orange in the same frequency as other continuums just as your building has communicated.  These continuum markings can effectively be used as your rubric scores for IC.  If you have a 3rd grade student and they are "green" in the third grade proficiency, then you can mark them as a 3 in IC.  

The purpose of the continuums is to show progress and proficiency along a range of skills, not just if a student "knows" the content.  It is a broad shift, but one that will ultimately make our students more successful in science. As always, we are available if you have any questions or concerns.

D and Erica Mueller