The Power of Reflective Change: The Power of Reflective Change: Transition to an 80/20 model Transition to an 80/20 model Barbieri Elementary School Barbieri Elementary School Framingham, MA Framingham, MA Ana Maria Chacon, Ana Maria Chacon, Ed.D Ed.D Jennifer Johnson, Jennifer Johnson, M.Ed M.Ed Lauren Shea, MA Lauren Shea, MA Barbieri History and Barbieri History and Achievement Achievement 1990: Two 1990: Two-Way Program established through Way Program established through a grassroots effort and Title VII federal funding a grassroots effort and Title VII federal funding Goal: to share and learn each other Goal: to share and learn each other’ s language and s language and culture culture “Portraits of Success Portraits of Success”, February 2001 , February 2001 Massachusetts Commonwealth Compass Massachusetts Commonwealth Compass School, 2004 School, 2004 K-12 12 Differentiated model (2005) Differentiated model (2005) But, still But, still… Challenges Challenges MCAS achievement gap, Spanish level of MCAS achievement gap, Spanish level of NES NES Parents and teachers concerned Parents and teachers concerned Involved in the decision Involved in the decision-making making Current research Current research Involving Staff in Process Involving Staff in Process 1) Spring 2005 1) Spring 2005 Background reading/research on effective Background reading/research on effective programs programs 2) Summer 2005 2) Summer 2005 17 staff members met to evaluate our current 17 staff members met to evaluate our current program using program using CAL CAL’s Guiding Principles Guiding Principles 3) Fall 2005 3) Fall 2005— — Staff divided into four committees to work on Staff divided into four committees to work on action plans action plans Curriculum, Instruction, Equity, Support & Curriculum, Instruction, Equity, Support & Resources Resources 1) Guiding Principles: 1) Guiding Principles: Preparation for change Preparation for change Background readings of current research Background readings of current research (Freeman and (Freeman and Freeman 2005) Freeman 2005) (Howard & Christian 2005) (Howard & Christian 2005) Dual Language Essentials Dual Language Essentials Two Two- way Immersion 101: Designing and way Immersion 101: Designing and Implementing a Two Implementing a Two- -Way Immersion Way Immersion Education Program at the Elementary Level Education Program at the Elementary Level 2) Guiding Principles: Our 2) Guiding Principles: Our guide for evaluation guide for evaluation Prepared by the Center for Applied Prepared by the Center for Applied Linguistics (2005) Linguistics (2005) Principles based on standards developed Principles based on standards developed by Dual Language Education of New by Dual Language Education of New Mexico Mexico Designed to be used by programs as a Designed to be used by programs as a tool for planning, self tool for planning, self-reflection, and reflection, and growth growth CARLA has permission to share this document from the CARLA website. Permission for others to use it or reprint it should be sought from the author(s).
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The Power of Reflective Change:The Power of Reflective Change:Transition to an 80/20 modelTransition to an 80/20 model
Barbieri Elementary SchoolBarbieri Elementary School
Framingham, MAFramingham, MAAna Maria Chacon,Ana Maria Chacon, Ed.DEd.D Jennifer Johnson,Jennifer Johnson, M.EdM.Ed Lauren Shea, MALauren Shea, MA
Barbieri History andBarbieri History and
AchievementAchievement
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1990: Two1990: Two--Way Program established throughWay Program established through
a grassroots effort and Title VII federal fundinga grassroots effort and Title VII federal funding
Goal: to share and learn each otherGoal: to share and learn each other’’s language ands language and
cultureculture
““Portraits of SuccessPortraits of Success””, February 2001, February 2001
Parents and teachers concernedParents and teachers concerned
Involved in the decisionInvolved in the decision--makingmaking
Current researchCurrent research
Involving Staff in ProcessInvolving Staff in Process
1) Spring 20051) Spring 2005
Background reading/research on effectiveBackground reading/research on effective
programsprograms
2) Summer 20052) Summer 2005
17 staff members met to evaluate our current17 staff members met to evaluate our current
program usingprogram using CALCAL’’ss Guiding PrinciplesGuiding Principles
3) Fall 20053) Fall 2005——
Staff divided into four committees to work onStaff divided into four committees to work on
action plansaction plans
Curriculum, Instruction, Equity, Support &Curriculum, Instruction, Equity, Support &
ResourcesResources
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1) Guiding Principles:1) Guiding Principles:
Preparation for changePreparation for change
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Background readings of current researchBackground readings of current research
(Freeman and(Freeman and
Freeman 2005)Freeman 2005)
(Howard & Christian 2005)(Howard & Christian 2005)
Dual Language EssentialsDual Language Essentials
TwoTwo--way Immersion 101: Designing andway Immersion 101: Designing andImplementing a TwoImplementing a Two--Way ImmersionWay ImmersionEducation Program at the Elementary LevelEducation Program at the Elementary Level
Prepared by the Center for AppliedPrepared by the Center for AppliedLinguistics (2005)Linguistics (2005)
Principles based on standards developedPrinciples based on standards developedby Dual Language Education of Newby Dual Language Education of NewMexicoMexico
Designed to be used by programs as aDesigned to be used by programs as atool for planning, selftool for planning, self--reflection, andreflection, andgrowthgrowth
CARLA has permission to share this document from the CARLA website. Permission for others to use it or reprint it should be sought from the author(s).
2) Guiding Principles: Format2) Guiding Principles: Format
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Each strand broken down into guiding principlesEach strand broken down into guiding principlesAssessment and AccountabilityAssessment and Accountability
CurriculumCurriculum
InstructionInstruction
Staff Quality and Professional DevelopmentStaff Quality and Professional Development
Program StructureProgram Structure
Family and CommunityFamily and Community
Support and ResourcesSupport and Resources
Guiding principles further delineated through keyGuiding principles further delineated through keypointspoints
Getting rid of labelsGetting rid of labels-- minimizing differencesminimizing differences
FlexibilityFlexibility
Complete picture of each childComplete picture of each child
Sheltered lessonsSheltered lessons
Spanish progress!Spanish progress!
Less difference in language abilities = richerLess difference in language abilities = richeracademic content for allacademic content for all
Better records of second language growthBetter records of second language growthand expectationsand expectations
CARLA has permission to share this document from the CARLA website. Permission for others to use it or reprint it should be sought from the author(s).
ReferencesReferences
Center for Applied Linguistics. (2006).Center for Applied Linguistics. (2006).http://http://www.cal.org/twi/guidingprinciples.htmwww.cal.org/twi/guidingprinciples.htm
Collier, V. P., & Thomas, W. P. (2004).Collier, V. P., & Thomas, W. P. (2004).NABE Journal of Research and Practice.NABE Journal of Research and Practice.
Freeman, Y.S., Freeman, D. E. &Freeman, Y.S., Freeman, D. E. & MercuriMercuri, S. P. (2005)., S. P. (2005).Portsmouth, NH:HeinemannPortsmouth, NH:Heinemann
Genesee, F.,Genesee, F., LindholmLindholm--Leary, K., Saunders, W., & Christian, D. Forthcoming.Leary, K., Saunders, W., & Christian, D. Forthcoming.
JohnJohn HillardHillard [email protected]@thecenterweb.org information about Dual U scholarshipinformation about Dual U scholarshipwww.thecenterweb.orgwww.thecenterweb.org Illinois Resource Center 847Illinois Resource Center 847--803803--31123112
Nora SandovalNora Sandoval [email protected]@thecenterweb.org contact for people who are interestedcontact for people who are interestedin taking Dual U and to be on the mailing listin taking Dual U and to be on the mailing list
Howard, E. R. (2003)Howard, E. R. (2003) Available:Available:http://http://cal.org/twi/twifeat.htmcal.org/twi/twifeat.htm