Round Rock Independent School District Bilingual Strategic Plan 2003-2004 Spring 2003 Special Programs Round Rock Independent School District 1311 Round Rock Avenue Round Rock, TX 78681 (512) 464-5056 cpse K 16 CORPORATION FOR PUBLIC SCHOOL EDUCATION K16 Inquires regarding the contents of this paper can be directed to: Omar S. López, Ph.D. (512) 341-0351 • [email protected]
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Round Rock Independent School DistrictBilingual Strategic Plan 2003-2004
Spring 2003
Special ProgramsRound Rock Independent School District
1311 Round Rock AvenueRound Rock, TX 78681
(512) 464-5056
cpse K16
CORPORATION FOR PUBLIC SCHOOL EDUCATION K16
Inquires regarding the contents of this paper can be directed to:
Omar S. López, Ph.D.(512) 341-0351 • [email protected]
Table of Contents
Definition.................................................................................................................... 3
Round Rock ISD Bilingual Transitional Program Mission, Vision, and Guiding Principles ..................................................................... 4
Strengths of High Performing Bilingual Campuses ................................................. 5-6
Round Rock ISD Bilingual Program........................................................................ 7-8
Four Focus Areas for Bilingual/ESOL Campuses ...................................................... 9
Bilingual Strategic Plan 2003-2004.......................................................................... 10
Bilingual Blueprint for Excellence........................................................................ 11-13
Standard Assessments for RRISD Elementary Bilingual Transitional Model ........... 14
Best Practices..................................................................................................... 15-16
Bilingual Transitional Leadership Profile ............................................................. 17-18
Bilingual Transitional Teacher Profile.................................................................. 19-20
Bilingual/ESOL Graduate Profile......................................................................... 21-22
Bilingual Institute Flyer............................................................................................. 23
Bilingual Institute Program ....................................................................................... 24
Bilingual/ESOL Component Design to RRISD Scope and Sequence................. 25-26
Revision of Spanish Benchmarks Aligned with RRISD Scope and Sequence......... 27
3
RRISD BILINGUAL TRANSITIONAL PROGRAM
Definition:
The RRISD Bilingual campuses will implement a Bilingual Transitional Program forthe 2003-2004 school year.
The two major components of the RRISD transitional model are to build a foundationin the student’s primary language and to develop the Basic InterpersonalCommunication Skills (BICS) in English. Based on their language and academicproficiency the student will be transitioned at the earliest possible level into theEnglish language.
Once a student transitions into the English language the teacher is responsible forthe continued use of the primary language for bridging the cognitive skills needed forcomprehension in the English language.
4
Round Rock Independent School DistrictBilingual Transitional Program
Mission StatementThe mission of the RRISD Bilingual Transitional program is to ensure that eachstudent reaches the highest level of achievement and that each educator has highstudent expectations, thereby guaranteeing exemplary instruction in both Englishand the primary language. This will empower each student to reach his or herhighest individual academic potential. The student will develop the cognitiveacademic language proficiency skills in English and become a contributing memberof a nurturing, culturally diverse learning community.
Vision StatementThe RRISD Bilingual Transitional Program will guarantee that each student reacheshis or her highest level of academic performance. The Bilingual Transitional Programwill create a learning community that is nurturing, compassionate and respectful ofthe affective, linguistic and cognitive needs of the English Language Learner.
Guiding PrinciplesThe Bilingual Transitional Program will:
• provide a strong linguistic foundation in English and in the primary languageso that each student successfully transitions at the earliest possible level intothe English language
• create a learning environment that promotes high academic performancewhile understanding and respecting the diversity of each individual in abilingual and bicultural society
• guarantee literacy in English and in the primary language
• utilize the application of best practices to guarantee the highest level ofcognitive learning by each bilingual student.
5
Strengths of High Performing Bilingual CampusesRound Rock Independent School District
2002-2003
In the fall 2002, Round Rock Independent School District created a BilingualCommittee to develop a blueprint that would guide its bilingual programs across thedistrict. The committee consisted of central office staff, principals, teachers, andparent representatives from the district’s four elementary schools with bilingualprograms at Berkman, Bluebonnet, Robertson, and Purple Sage. The purpose ofthe report entitled “Identifying Best Practices for the Bilingual Strategic Plan2003-2004: Methodology and Research Design.”
The following are identified strengths of high performing bilingual campusesorganized by Best Practice Area:
Collaboration
Definition: Teachers actively participate in teams that concentrate on curricular andinstructional issues about student work.
• Staff meetings centered on student achievement and performance• Weekly planning meetings in regards to student performance• Collaboration among staff on curriculum and instruction issues• Collaboration among all stakeholders on student achievement• Collaboration in effective grade and subject-level teams• New teacher mentor program
Teaching Strategies
Definition: Teachers know what curriculum they must teach and what studentsshould learn by grade and subject; teachers select evidence-based instructionalmaterials based on its relationship to the curricular objectives.
• Strong, focused instructional leadership/principal• Qualified and certified bilingual teachers• Teach to specified academic objectives using data-driven, research-based
instructional practices and arrangements• Strong ESL component for the bilingual program• Small group or individual student interventions• Meet the academic needs of all students (no barriers allowed)• Prescriptive plan of action for each student
6
Strengths of High Performing Bilingual Campuses (continued)Round Rock Independent School District
2002-2003
Monitoring Performance
Definition: Teachers use assessment results to examine student performance andto direct instructional decision-making.
• Monitor the progress of every student• District-based scope and sequence• District-based benchmark testing• Continuous, short-cycle student assessments• Parental involvement and support student performance
Recognize, intervene, and adjust
Definition: Through on-going daily observations of students and student work,teachers recognize and adjust instructional practice and provide interventions forstudents both inside and outside the regular classroom.
• Intervene or adjust instruction based on individual student performance• Regrouping students for academics based on need
7
Round Rock ISD Bilingual Program2002-2003
In compiling an evaluation of the Bilingual Program at Round Rock ISD, data wasanalyzed, information gathered at the campuses, campus visits were held at thethree bilingual campuses, and inquiries of all stakeholders were completed. TheSpecial Programs staff found strengths and the areas for needed improvement forthe Round Rock ISD’s bilingual program.
The following are the areas of strengths for Round Rock ISD’s bilingual program:
• Identified appropriate student assessments (Texas Assessment ofKnowledge and Skills, District Reading Assessment, Reading ProficiencyTest in English, Oral language proficiency test, Metropolitan AchievementTest 8, Pre Idea Proficiency Test, District Benchmarks by nine weeks,Peabody Picture Vocabulary Test) that have proven relevant to high levelstudent learning and performance
• Bilingual Vision Committee established to reorganize the Bilingual ProgramModel that will ensure academic success among bilingual students in thedistrict
• Special Programs staff trained bilingual teachers in TAKS preparation,module training, and class modeling in mathematics, language arts, andwriting for bilingual students
• Two bilingual/ESOL teacher leaders, one ESOL teacher leader, and oneBilingual/ESOL/Migrant/Prekindergarten Coordinator were added to CentralOffice Staff to ensure and support the implementation of the bilingualprogram
• Training by Margaret Kilgo (“Curriculum Alignment”) for the three bilingualcampuses provided teachers with the skills to align TEKS with RRISDcurriculum
• Training and follow-up by Ann Terry (“Writing Strategies”) for the threebilingual campuses provided teachers with the skills and writing methodsappropriate for bilingual students
• District Translator Specialist translated benchmarks, TEKS, scope andsequence, and assessments into Spanish to support bilingual instructionalpractice and student performance
• Bilingual principals established a formal collaborations to discussinstructional practices, student performance, and key issues that relate tosuccess among bilingual students like parental involvement and support
8
The following are the areas for needed improvement for Round Rock ISD’s bilingualprogram to support higher levels of academic success for bilingual students:
• RRISD will implement benchmark tests in all core areas across the bilingualcampuses.
• Campus administrators and teachers will implement and monitor the scopeand sequence/TEKS.
• Bilingual and ESOL teachers will write an ESOL component for the bilingualprogram.
• Special Programs will establish district monitoring systems for the bilingualprogram.
• Human Resources Services Department will provide a pool of highly qualified,certified bilingual teacher candidates for employment.
• Central office administrators, Curriculum Specialists, principals, support staff,teachers, and parents will have access to meaningful student data andperformance reports to inform them and to adjust instructional practices thatwill lead to student academic success.
• Special Programs Team Leader, Coordinators, and Curriculum IntegratedSpecialists will provide training on how to use data to drive campus-basedstaff development and instruction.
• Administrators supported by Executive Team Leaders, Special ProgramsTeam Leader, Coordinators, and Curriculum Integrated Specialists willfacilitate meaningful dialogues about student work and instructional practicesamong regular and bilingual teachers.
• Special Programs Team Leader, Coordinators, and Curriculum IntegratedSpecialists will provide teachers with model demonstration lessons todemonstrate appropriate academic rigor and content that will lead to long-term academic success for bilingual students.
Four
Foc
us A
reas
for B
iling
ual/E
SOL
Cam
puse
s –
2003
-04
Purp
ose-
To
build
qua
lity
teac
her c
apac
ity, i
mpl
emen
t bes
t pra
ctic
e st
rate
gies
for B
ilingu
al/E
SOL
prog
ram
s, c
reat
e co
llabo
rativ
e te
ams
and
prov
ide
cam
pus
supp
ort t
o in
crea
se s
tude
nt a
chie
vem
ent.
Foc
us A
rea
1: C
urric
ulum
Alig
nmen
t
Foc
us A
rea
2: E
ngag
ed L
earn
ing
rea
4: M
onito
ring
Que
stio
ning
Stra
tegi
es C
CL
Wel
l man
aged
vs.
hig
hly
enga
ged
C C
LPr
ovid
e tra
inin
g on
the
awar
enes
s of
indi
vidu
aldi
ffere
nces
in la
ngua
ge, c
ultu
re a
nd le
arni
ngst
yles
D C
Mod
el c
once
ptua
l dev
elop
men
t les
sons
C C
LIm
plem
ent E
SL s
trate
gies
D C
CL
9
Foc
us A
iling
ual V
isio
n
- -
-
- -
Pro
– D
istr
ict
– C
ampu
s -
Cla
ssro
om
Dat
a So
urce
s(a
sses
smen
t dat
a, b
est p
ract
ice
actio
n re
sear
ch, q
ualit
ativ
ein
terv
iew
s, s
urve
ys)
Adm
inis
trato
rsBi
lingu
al T
each
ers
Bilin
gual
Vis
ion
Com
mitt
eeD
istri
ct S
uppo
rt Sy
stem
Just
for t
he K
ids
us A
rea
3: M
eetin
g th
e ne
eds
of D
iver
se L
earn
ers
B
TEKS
Ana
lysi
s D
C C
LTe
ache
r/stu
dent
pro
files
for B
ilingu
al/E
SOL
prof
icie
ncie
s(k
now
ledg
e/flu
ency
of l
angu
age
of in
stru
ctio
n) D
C C
LC
urric
ulum
map
ping
D C
CL
TEKS
mus
t be
taug
ht a
t the
Mas
tery
Lev
el D
C C
L
Mod
el fo
cuse
d co
nten
t les
sons
on
key
conc
epts
DPr
ovid
e St
aff d
evel
opm
ent o
n Be
st P
ract
ices
bas
ed o
n da
ta D
CPr
ovid
e St
aff D
evel
opm
ent o
n da
ta d
issa
greg
atio
n D
C C
LC
reat
e an
d m
aint
ain
Best
Pra
ctic
e le
sson
s D
C C
LC
reat
e a
wor
king
Bilin
gual
gui
de D
Cre
ate
Hig
h-qu
ality
ben
chm
arks
D C
CL
Prov
ide
Scop
e an
d Se
quen
ce a
lignm
ent o
f Bil/
Gen
. Ed
D C
CL
Set g
oals
/obj
ectiv
es o
f Bil/
ESO
L m
odel
s D
Teac
her L
eade
rs m
odel
and
pro
vide
sup
port
and
guar
ante
esy
stem
s/im
plem
enta
tion
and
Best
Pra
ctic
es D
Prov
ide/
Rec
omm
end
reso
urce
s D
C
Build
col
labo
rativ
e te
am D
C C
LPr
ovid
e tra
inin
g to
und
erst
and
the
stag
es o
f lan
guag
eac
quis
ition
dev
elop
men
t/ESO
L st
rate
gies
DPr
ovid
e tra
inin
g on
met
hods
of d
iffer
entia
ting
inst
ruct
ion
D C
Prov
ide
addi
tiona
l tra
inin
g on
Que
stio
ning
Stra
tegi
es D
Prov
ide
trans
latio
ns D
C C
LIm
plem
ent F
amily
Lea
rnin
g C
ente
rs D
C
Foc- -
- -
-
-
-
-
-
-
-
-
-
-
vide
broc
hure
sD
C
Dis
tric
t: -
Mon
itor B
est P
ract
ices
- Pe
rform
ance
Ass
essm
ents
(RPT
E, M
at 8
, IPT
, -
Com
plia
nce
Issu
es
D
RA,
KD
RA,
TAK
S, B
ench
mar
ks)
- D
ata
anal
ysis
- M
onito
r of T
each
er P
rofic
ienc
y/Pe
rform
ance
Cam
pus:
- C
umul
ativ
e fo
lder
s -
Com
plia
nce
Issu
es- C
ampu
s im
prov
emen
t pla
n
- M
onito
r Rep
ort C
ards
- Dat
a an
alys
is -
Trac
k LE
P st
uden
ts -
Perfo
rman
ce A
sses
smen
ts (R
PTE,
Mat
8, I
PT, D
RA,
KD
RA,
TAK
S, B
ench
mar
ks)
- Pr
escr
iptiv
e In
divi
dual
Pla
n-
Det
erm
inat
ion
of in
stru
ctio
nal/t
estin
g la
ngua
ge fo
r TAK
S-
Impl
emen
tatio
n/M
onito
ring
of B
est P
ract
ices
for B
il/ES
L-
Mon
itorin
g of
agr
eed
rem
edia
tion
prog
ram
- Ex
tend
ed s
choo
l-day
tuto
rial p
rogr
ams
and
flexi
ble
grou
ping
- Ex
pect
atio
ns o
f all
staf
f mem
bers
mus
t hig
h, p
ositi
ve a
nd a
ppar
ent
- Fa
mily
Invo
lvem
ent
- M
onito
r of T
each
er P
rofic
ienc
y/Pe
rform
ance
Cla
ssro
om:
- Le
sson
s Pl
ans
- Dat
a an
alys
is
- M
onito
r Rep
ort C
ards
- C
urric
ulum
map
s- P
erfo
rman
ce A
sses
smen
ts -
Cla
ssro
om V
isits
(R
PTE,
Mat
8, I
PT, D
RA,
- D
ata
Fold
ers/
Portf
olio
s K
DR
A, T
AKS,
Ben
chm
arks
) -
Fam
ily In
volv
emen
t- C
ompl
ianc
e Is
sues
-
-
- -
-
-
- D
C
C
L
10
Bili
ngua
l Str
ateg
ic P
lan
2003
-200
4
Lead
ersh
ipEx
ecut
ive
Team
Lea
ders
, EIS
S Ex
ecut
ive
Team
Lea
der,
Spec
ial P
rogr
ams
Team
Lead
er, B
ilingu
al P
rinci
pals
, Bilin
gual
Tea
cher
s, a
nd c
ampu
s su
ppor
t sta
ff
Goa
ls•
Red
esig
n an
d im
plem
ent t
he•
Dis
trict
Bilin
gual
Tra
nsiti
onal
Pro
gram
base
d on
Bes
t Pra
ctic
es fr
om h
igh
perfo
rmin
g Bi
lingu
al c
ampu
ses
and
toim
pact
stu
dent
ach
ieve
men
t.•
Esta
blis
h an
d im
plem
ent a
Bilin
gual
Inst
itute
that
will
focu
s on
qua
lity
prof
essi
onal
dev
elop
men
t cen
tere
don
Bes
t Pra
ctic
es to
incr
ease
stu
dent
achi
evem
ent.
• C
reat
e an
d im
plem
ent a
cur
ricul
umm
ap to
alig
n bi
lingu
al c
urric
ulum
with
Dis
trict
Sco
pe a
nd S
eque
nce
and
Benc
hmar
ks.
Stak
ehol
der F
ocus
• Bi
lingu
al s
tude
nts
• Bi
lingu
al p
aren
ts•
Bilin
gual
cam
puse
s•
Cam
pus
adm
inis
tratio
n,fa
culty
, and
sup
port
staf
f
Stra
tegi
c R
esul
ts•
Con
sist
ency
of B
ilingu
al T
rans
ition
alPr
ogra
m m
odel
am
ong
dist
rict
Bilin
gual
cam
puse
s w
ill m
inim
ize
adju
stm
ent t
o cu
rricu
lum
am
ong
high
ly m
obile
stu
dent
s.•
Mor
e ef
fect
ive
and
effic
ient
use
of
avai
labl
e re
sour
ces
with
in th
e di
stric
t.•
Bilin
gual
Inst
itute
will
stre
ngth
enco
llabo
ratio
n in
our
pro
fess
iona
lle
arni
ng c
omm
uniti
es re
sulti
ng in
high
er le
vels
of s
tude
nt le
arni
ng in
both
Eng
lish
and
prim
ary
lang
uage
.•
Esta
blis
h po
licy
guid
elin
es fo
r exi
t of
Bilin
gual
stu
dent
s th
at re
sults
insu
stai
ned
stud
ent p
erfo
rman
ce in
Engl
ish.
• Al
igne
d cla
ssro
om c
urric
ulum
that
will
resu
lt in
cle
ar te
ache
r exp
ecta
tion.
• of
stu
dent
lear
ning
(wha
t is
lear
ned
and
how
wel
l it i
s le
arne
d).
Proc
ess
Res
ults
• In
crea
se T
AKS
resu
lts in
Spa
nish
and
Engl
ish a
t the
com
men
dabl
e le
vels
.•
Incr
ease
in b
ench
mar
k re
sults
.•
Stud
ents
in th
e Bi
lingu
al T
rans
itiona
lPr
ogra
m w
ill ac
hiev
e at
or a
bove
the
perfo
rman
ce o
f oth
er s
tude
nt g
roup
s.
Hum
an R
esou
rce
• VL
C E
xecu
tive
Team
Lead
ers,
EIS
S Ex
ecut
ive
Team
Lea
der,
Spec
ial
Prog
ram
s Te
am, B
ilingu
alPr
inci
pals
and
cam
puse
s,Pr
ofes
sion
al D
evel
opm
ent
Supp
ort,
Hum
an R
esou
rces
Offi
ce
P
roce
ss•
Red
esig
ning
and
impl
emen
tatio
n of
RR
ISD
Bilin
gual
Tra
nsiti
onal
Pro
gram
Mod
el.
• D
esig
n an
d im
plem
ent t
he B
ilingu
alIn
stitu
te.
• M
ap a
nd im
plem
ent t
he D
istri
ct S
cope
and
Sequ
ence
and
alig
n Be
nchm
arks
for
the
Bilin
gual
Tra
nsiti
onal
Pro
gram
.
Info
rmat
ion
& A
naly
sis
• TA
KS, I
PT, R
PTE,
Ben
chm
arks
,KD
RA/
DR
A•
Surv
eys
(par
ents
, tea
cher
s)•
Info
rmal
Ass
essm
ents
• C
olla
bora
tion
of s
tude
ntpe
rform
ance
• M
AT 8
, Apr
enda
11
RO
UN
D R
OC
K IS
D
Blu
eprin
t for
Exc
elle
nce
- 20
03-2
004
Bili
ngua
l Str
ateg
ic P
lan
C
ampu
s: B
iling
ual E
lem
enta
ry C
ampu
ses
BPE
: Goa
lSt
uden
t Ach
ieve
men
t: A
ll st
uden
ts w
ill m
eet o
r exc
eed
loca
l, st
ate,
nat
iona
l and
inte
rnat
iona
l per
form
ance
sta
ndar
ds in
all
subj
ect a
reas
.
Dis
tric
t Foc
us A
rea:
Mee
ting
Nee
ds o
f Div
erse
Lea
rner
s, M
onito
ring,
Alig
n C
urric
ulum
, Ins
truct
ion
and
Asse
ssm
ent
Lead
ersh
ip:
• Vi
sion
: C
reat
e a
colla
bora
tive
envi
ronm
ent t
hat a
llow
s te
ache
rs to
eng
age
in a
con
stan
t cyc
le o
f ref
lect
ion,
pla
nnin
g,ac
tion,
ana
lysi
s of
resu
lts a
nd a
djus
tmen
ts. A
cts
as a
cha
nge
agen
t to
enga
ge te
ache
rs in
col
lect
ive
inqu
iry a
bout
curri
culu
m a
nd in
stru
ctio
nal s
trate
gies
rele
vant
to e
xem
plar
y pr
actic
es in
the
RR
ISD
Bilin
gual
Pro
gram
.•
Lead
ersh
ip P
erso
n(s)
: Bi
lingu
al C
ampu
s Ad
min
istra
tors
, Exe
cutiv
e Te
am L
eade
rs, S
peci
al P
rogr
ams
Team
Info
rmat
ion
and
Ana
lysi
s:D
ata
Col
lect
ed a
nd A
naly
zed:
TAK
S, IP
T, B
ench
mar
ks, K
DR
A, D
RA,
RPT
E, M
AT 8
, par
ent/t
each
er s
urve
ys, c
olla
bora
tion
on s
tude
nt p
erfo
rman
ce a
nd in
form
al c
lass
room
ass
essm
ents
Stud
ent S
take
hold
erFo
cus:
Dat
a Tr
ends
: 1) B
ilingu
al s
tude
nt p
opul
atio
n in
crea
sing
rapi
dly.
2) B
ilingu
al s
tude
nts
scor
ing
belo
w d
istri
ct a
nd s
tate
asse
ssm
ents
com
pare
d to
oth
er s
tude
nt g
roup
s. 3
) Bilin
gual
teac
hers
nee
d st
rate
gies
to m
eet n
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14
Standard Assessmentsfor RRISD
Elementary Bilingual Transitional Model
Grade Level Tests (see descriptions below)Pre-Kindergarten PPVT, Pre IPTKindergarten Annual OLPT, KDRAFirst Grade Annual OLPT, DRASecond Grade Annual OLPT Spanish/English, DRA, MAT8,
Benchmarks, AprendaThird Grade Annual OLPT, Spanish/English, DRA, TAKS, RPTE,
MAT 8, Benchmarks Fourth Grade Annual OLPT, Spanish/English, DRA, TAKS, RPTE,
MAT 8, BenchmarksFifth Grade Annual OLPT, Spanish/English, DRA, TAKS, RPTE,
MAT 8, Benchmarks
Test Definition GradeGiven
Purpose
Pre IPT Pre Idea Proficiency Test PK IdentificationOLPT Oral Language Proficiency
Test Spanish/English asneeded
K-5 Identification, review, exit
PPVT Peabody Picture VocabularyTest
PKonly
Receptive vocabulary development(Pre/Post)
RPTE Reading Proficiency Test inEnglish
3-5 To establish reading proficiencylevels (Beginning, Intermediate,Advanced)
DRA District Reading Assessment K-5 Diagnostic reading assessmentBased on the scope and sequence
DistrictBenchmarks
Language Arts, Math, Science,Social Studies (By nine weeks)
2-5 Diagnostic assessments based onthe scope and sequence
TAKS Texas Assessment ofKnowledge and Skills
3-5 Exit
MAT 8 Metropolitan Achievement Test 2 Identification for grades 2-5 newstudents or assessment for exit fromsecond grade BIL/ESOL program
Aprenda NEW!!!2004
Spanish Proficiency Test 2 Assessment to establish Spanishproficiency for transition into EnglishLanguage Arts curriculum
15
Best Practices
Student Centered InstructionTeachers will:
• facilitate the learning process through the use of the student’s nativelanguage as a resource
• provide experiential learning in order to build background knowledge
• encourage cooperation and mutual support in the learning environment andaddress the affective, linguistic and cognitive needs of the second languagelearner
• help students develop self-monitoring and self-correcting techniques to buildand expand language acquisition and knowledge base
• encourage students to take risks to test appropriate use of newly acquiredlanguage
Cognitive Involvement Teachers will:
• provide ongoing student-directed learning opportunities
• use a variety of strategies to provide comprehensible input and to createmeaningful learning opportunity
• provide students with various approaches that develop cognitive academiclanguage competence
• use knowledge of verbal and nonverbal communication skills in a variety ofacademic contexts
• help students make connections with relevant material at increasingly higherlevels of reasoning
• provide opportunities for students to read predictable whole stories, novels,plays and poems that are context rich
• encourage students to work collaboratively to propose, assess, andimplement meaningful solutions to real-world problems
16
Best Practices
Assessing Student LearningTeachers will:
• develop assessment activities that are situational and require innovative useof information and skills
• know how to use a variety of assessment procedures (e.g. observations,standardized, informal and peer assessments) to determine level of languageproficiency to adapt instruction to address strengths and needs and to monitorlearner’s progress
• frequently use technology and multiple resources for assessment
• utilize technology programs and management systems in assessing andmonitoring student progress
• help students develop criteria for assessment and use the criteria to measureprocess, progress, and products
• assist students in developing portfolios containing evidence of both writtenand oral products
• guide students to use assessment results to direct their own learning
Instructional MaterialsTeachers will:
• provide a variety of print and non-print resources to students at appropriatereading levels
• consider learners’ cultural background levels of language proficiency andexperiences when choosing material
• choose materials that will connect background knowledge and experienceswith new learning
• provide students with a variety of materials and resources for creating,problem solving, and communicating effectively to variety of audiences
• consult print and non-print resources in their native language when needed
17
Round Rock Independent School DistrictBilingual Transitional Leadership Profile
A Round Rock Bilingual Transitional Leader is anyone in a position whopromotes the success of Bilingual students by…
facilitating the development, articulation, implementation and stewardship ofa vision of learning that is shared and supported by the school community.
o Leads through a shared vision, a powerful sense of purpose and a collectivecommitment to act
o Creates collaborative structures focused on teaching and learning by: Building collaborative teams that engage in a constant cycle of reflection,
planning, action, analysis of results, and adaptation Providing staff with information, training and parameters to make sound
decisions Involving faculty and staff in campus decision making processes and
empowering individuals to acto Engages in collective inquiry about curriculum and instructional strategies
relevant to exemplary practiceso Acts as a change agent
advocating, nurturing and sustaining a school culture and instructionalprogram conducive to Bilingual student learning and staff professionalgrowth.
o Organizes school structures, groups and roles that serve as an infrastructure todevelop a culture of inquiry
o Builds a Professional Learning Community by aligning authority and power todevelop leadership capacity within the school
o Leads constructive, systemic change and manages change within context ofschool improvement initiatives
o Monitors alignment of written, taught and tested curriculumo Focuses on engaged learning rather than teachingo Expects continuous learning by all people within the learning communityo Focuses on results by articulating clear assessment goals aligned with measureso Ensures learning experiences support cultural diversityo Establishes high standards of learning that all students are expected to achieveo Integrates technologies in teaching and learning experienceso Treats individuals with fairness, dignity and respect and gives them the tools and
autonomy to make contributionso Focuses professional development on student learning experiences consistent
with the mission and goalso Understands bilingual/ESOL teaching methods and monitors classroom teachers’
ability to plan and implement effective, developmentally appropriate instructiono Understands formal and informal assessment procedures and instruments used
in bilingual/ESOL programs and monitors to ensure the classroom teachers useassessment results to plan and adapt instruction
18
Round Rock Independent School DistrictBilingual Transitional Leadership Profile (continued)
ensuring management of the organization, operations and resources fora safe, efficient and effective learning environment.
o Employs a system-perspective to maximize attainment of organizational goalso Analyzes and responds to organizational data and educational trendso Uses shared decision-making, individual team empowerment and other research
based change strategieso Ensures the school plant, equipment and support systems operate safely,
efficiently, and effectively to maximize attainment of organizational goalso Uses data to differentiate student services, interventions and programs to meet
the identified needs of diverse learnerso Seeks and obtains resources to support the implementation of the campus
mission and goalso Has knowledge of current Bilingual/ESOL state and federal guidelines and fulfills
his or her campus responsibilities to abide by themo Serves as an advocate for Bilingual/ESOL students and collaborates with
families and community members to address diverse community interests andneeds
understanding, responding to, and influencing the larger political,social, economic, legal and cultural context.
o Collaborates with families and community members to address diversecommunity interests and needs
o Mobilizes community resourceso Demonstrates an appreciation for and sensitivity to cultural diversity in the school
communityo Understands the foundations of bilingual education and the concepts of
bilingualism and biculturalism, and monitors the implementation of his/hercampus
o Establishes personal credibility by acting in accordance with the attitudes,behaviors and commitments they ask others to demonstrate
o Knows the factors that affect Bilingual/ESOL students’ learning of academiccontent, language and culture
19
Round Rock Independent School DistrictBilingual Transitional Teacher Profile
Exemplary Learning Contexts and Processes
Learning Contexts/Environments
Learning-centered – Teaching and learning activities are focused onstudents’ interests, concerns, and questions
Engaging – Students learn best when faced with challenges, choices, andresponsibility in their own learning
Flexible as to time, space, and groupings – Learning needs dictate theamount of time spent on a learning experience, the location where thelearning is to occur, and the make up of the group learners/learningfacilitators working together
Relevant to expected learning outcomes – Student-learning experiencesare embedded in real life problems or simulations in the classroom and/orcommunity settings
Interactive and collaborative – Classroom activities require students to workwith multiple persons and media both in the classroom and in other locations
Technology rich – Students have access to multiple technologies and canchoose appropriate tools for learning tasks
Learning Process
Curriculum (What):
TEKS/TAKS Interdisciplinary Language Arts – listening, speaking, reading, writing, viewing/representing Numerical reasoning skills Critical thinking strategies Technical reasoning Futuristic thinking
Instructional Approaches (How Taught):
Integrate curriculum through thematic and problem-based experiences Immerse students in learning experiences that create/construct knowledge Are based on current brain research and multiple intelligences Differentiate instruction based on learner needs Infuse technology as a learning tool Require student-led learning and teaching Make experts in field of study accessible to students Require collaborative/interactive learning experiences Incorporate Baldridge principles in classroom management Implement the ESOL curriculum component Prepare prescriptive plans listing intervention strategies as needed Has a comprehensive knowledge of content area instruction in first language
(Spanish) and second language (English)
20
Round Rock Independent School DistrictBilingual Transitional Teacher Profile (continued)
Exemplary Learning Contexts and Processes
Has knowledge of the foundations of bilingual education and the concepts ofbilingualism and biculturalism
Responsible for providing a bilingual program that consists of a full-timeprogram of instruction in which basic skills are taught in the student’s homelanguage and intensive English (ESOL)
Understands the process of first and second language acquisition and usesthis knowledge to promote students’ language development in Spanish andEnglish
Actively collaborates with families and community members to addressdiverse community interests and needs
Willing serves as an advocate for bilingual students
Assessment Strategies (Verification of Need and Progress):
Assess authentic application of knowledge and skills Use assessment data to drive instructional planning Use student achievement data to track individual students’ progress Give direct and frequent feedback to learners Communicate evidence of student progress to parents Incorporate student self-assessment with goal setting Understands formal and informal assessment procedures and instruments
(language proficiency and academic achievement) used in the bilingualprogram and uses assessment results to plan and adapt instruction
Has a comprehensive knowledge of the development and assessment ofliteracy in the primary language and English language
21
Round Rock Independent School DistrictBilingual/ESOL Graduate Profile
A Bilingual/ESOL student who graduates from Round Rock ISD will be able todemonstrate the following characteristics:
Seeks Knowledge and Understanding
Initiates own learning Has a foundation in core academic areas Has knowledge of and appreciates the arts and humanities Uses effective learning techniques to acquire and apply new knowledge Applies numerical reasoning strategies to practical problems Understands world issues and current events Takes intellectual risks in learning Develops the academic skills needed to be cognitively proficient in English
Thinks Critically and Solves Problems
Defines problems, hypothesizes, and becomes actively involved in creative problemsolving
Organizes and processes information in productive ways Generates new ideas Analyzes and adapts to changing environment with a focus on the future Makes decisions based on facts Transfer cognitive academic language proficiency skills from the primary language
into English to build comprehension
Listens and Communicates Effectively
Communicates and receives ideas and information through written, visual, andspoken formats
Uses Technology as a Tool
Selects appropriate tools and procedures to accomplish tasks Uses technology to access, organize, and synthesize information Adapts to the evolution of software and hardware Applies technical reasoning skills
Interacts Effectively with Others
Works successfully in teams Builds consensus with among divergent interests Exhibits effective leadership skills by communicating ideas and motivating others Collaborates effectively with persons from diverse backgrounds Plans and acts as a system thinker Uses primary language as a communication tool for peer assistance
22
Round Rock Independent School DistrictBilingual/ESOL Graduate Profile (continued)
Exhibits Strong Personal Qualities
Demonstrates initiative and perseverance Accepts responsibility for his/her own actions Recognizes and responds to societal needs Values and participates in the democratic process Maintains wellness and balance in life
As a result of this expectation, our Bilingual/ESOL students will exceed and/or meetlocal, state, and national attendance performance standards in all subject areas.
23
Round Rock ISDEnroll Now!! Highly Recommended!!
Bilingual Institute When: July 28-31, 2003
8:00-4:00 PMHopewell Middle School
(Sign up on EDMIN.COM under Special Programs by May 30)
• General Sessions will focus on the following four areas: CurriculumAlignment, Diverse Learners, Monitoring and Engaged Learners
• Breakout Sessions will be facilitated by RRISD Bilingual/ESOLMaster Teachers on monitoring procedures, second languageacquisition, curriculum mapping, LPAC procedures and
• THE NEW RRISD BILINGUAL TRANSITIONAL MODEL!
Please enroll by May 30, 2003 to allow for accurateplanning and organization of the sessions
QUESTIONS: Contact Laura Wheeler 464-5157
24
Bilingual Institute Program
Monday Tuesday Wednesday Thursday8:30-9:00 Registration
9:00 9:30 General Session:Dr. Gaul, Topic:
Vision/Goals for RRISDBilingual Transitional
Program
Breakout sessions topic:Setting High Expectations:The Role of the Bilingual
Transitional Teacher
9:30-12:00 ConcurrentAdministrator Sessions:A Bilingual Administrator’s
ComplianceResponsibilities
9:30 – 10:30 BreakoutSession 1: RRISD MasterTeachers. Choose from:
• IPT results –what’s next? –hands-onanalyzing of realIPT scores
• LPAC – hands onapplication of realstudentinformation LPACrecords – what todo next?
• Exit criteria –examine realstudent records –what do you think?
• LearningTransition criteria
10:30-10:45 Break
10:50 – 11:55 BreakoutSession 2: (Choose fromabove)
12:00-1:30 Lunch (on own)
1:30-2:30 Breakout Session 3
2:30-2:45 Break
2:45-3:30 Breakout session 4(Choose from above)
3:30 – 4:00 Plus/Delta Debrief session
8:30-9:00 Sign in/Sign up forBreakout Sessions
9:00-9:30 General Session/Dr.Lopez Breakout sessions topic:
Second LanguageAcquisition
9:30-12:00 ConcurrentAdministrator Sessions
Development of SecondLanguage Acquisition and
strategies
9:30-10:30 Breakout Session 1RRISD Master Teachers:Choose from:
• Creating secondlanguage acquisitionlessons throughtechnologyintegration
• Hands on researchfor websites for thedevelopment of ESLlessons
• Presentation of thenew RRISD ESLComponent andhands on opportunityfor integrating andaligning to the newRRISD BilingualTransitional Model
• Writing with thesecond languagelearner
10:30-10:45 Break10:50-11:55 Breakout Session 2Choose from above:
12:00-1:30 Lunch (on own)
1:30-2:30 Breakout session 3
2:30:2:45 Break
2:45 – 3:30 Breakout Session 4(Choose from above)
3:30-4:00 Plus/DeltaDebrief Session
8:30-9:00 Sign in/Sign up
8:30-9:30 General Session:Beverly Helfinstein, Topic:
Monitoring Systems
Breakout sessions topic: Using assessments forinstructional purposes
9:30-12:00 ConcurrentAdministrator SessionsMonitoring Responsibilities
9:30-10:30 Breakout Session 1RRISD Master Teachers:Choose from:
• Hands on analyzingof real studentrunning records
• Observations –focused? notes –examine severalteachers’ notes
• Flexible Grouping –given reading levels,IPT levels – howwould you group?
• Writingchecklists/rubrics
• Monitoring notebooks• Spanish Benchmarks
10:30 – 10:45 Break
10:50-11:55 Breakout Session 2Choose from above:
12:00-1:30 Lunch (on own)
1:30-2:30 Breakout Session 3
2:30-2:45 Break
2:45-3:30 Breakout Session 4(Choose from above)
3:30 – 4:00 Plus/DeltaDebrief Session
8:30-9:00 Sign in/Sign up
9:00-9:30 General Session:Matt Matthys, Topic:
Curriculum Alignment
Breakout sessions topic: View and revise scope andsequence and collaborate
9:30-12:00 ConcurrentAdministrator Sessions:
Curriculum Alignment:where is your campus in the
journey?
9:30-10:30 CurriculumAlignment Session: RRISDMaster Teachers. Choosefrom:
• Hands on – ViewScope & Sequenceby grade level,discuss Non-negotiables,opportunity forcollaboration oncurriculumalignment
10:30-10:45 Break
10:45-11:45 CurriculumAlignment Session continued.
11:45 – 12:30Closing Speaker: Dr. TomGaul
• Discussion ofFollow up Plan
• Putting it allTogether
• Door Prize winners• Evaluation
25
Bilingual/ESOL Component DesignTo the RRISD Scope and Sequence
(A Collaborative Project with Pflugerville ISD Bilingual/ESOL Program)
Plan: Form two writing committees (Primary and Intermediate) to write an ESOLComponent to the RRISD Scope and Sequence in collaboration with a committee ofBilingual/ESOL teachers from Pflugerville ISD
Purpose:• To raise student achievement levels on short cycle, benchmark and
standardized assessments in English• Provide a resource for Bilingual and ESOL teachers to assess student
progress
Audience: All elementary Bilingual and ESOL teachers in RRISDApproximately 3 Bilingual teachers and 1 Curriculum Integration Specialist would beneeded per committee.
Outcomes:• Raise each Bilingual/ESOL student’s achievement level on assessments in
English• Raise each Bilingual/ESOL teacher’s expectations of English vocabulary
development by second language learners• Provide a product for Bilingual/ESOL teachers to use for English vocabulary
development to revise existing product• Provide a monitoring system to ensure Bilingual/ESOL TEKS for English
vocabulary development are systematically taught• Implementation of best practice with second language learners• Feedback from elementary Bilingual and ESOL teachers for future staff
development• Collegial dialogue among elementary Bilingual and ESOL teachers
Location: Bluebonnet Elementary
Writers: highly experienced, Bilingual certified RRISD teachers
Schedule:• June 9-12 from 9:00 a.m. – 3:00 p.m.
26
Bilingual/ESOL Component DesignTo the RRISD Scope and Sequence (continued)
(A Collaborative Project with Pflugerville ISD Bilingual/ESOL Program)
Budget:
Primary Committee:Curriculum Integration Specialist Bil/ESOL x 32 hours at $26.00/hr........................$832.001 teacher for 32 hours at $26.00/hr (832.00 x 3 teachers).................................. $2,496.00.............................................................................................................................. $3,328.00
Intermediate Committee:Curriculum Integration Specialist Bil/ESOL x 32 hours at $26.00/hr........................$832.001 teacher for 32 hours at $26.00/hr (832.00 x 3 teachers)................................... $2,496.00.............................................................................................................................. $3,328.00
Printing Costs (to distribute materials to teachers in binders).............................. $1,000.00
TOTAL ESTIMATED COSTS OF ESOL CURRICULUM WRITING: ................... $7,656.00
Funding Source: Round Rock ISD RRAC (local money)
27
Revision of Spanish Benchmarks Aligned with Round Rock ISD Scope and Sequence
Plan: Form a design committee to revise benchmarks for Spanish and Writing and torewrite existing benchmarks in all other content areas
Purpose:
• To raise student achievement levels on short cycle, benchmark and standardizedassessments in English
• Provide a resource for Bilingual and ESOL teachers to assess student progress
Audience: All elementary Bilingual teachers. Approximately 3 Bilingual teachers and 1Curriculum Integration Specialist would be needed.
Outcomes:• Raise each Bilingual/ESOL student’s achievement level on assessments• Raise each Bilingual/ESOL teacher’s expectations of student achievement by
second language learners• Provide a product for Bilingual/ESOL teachers to use for assessment• Provide a monitoring system to ensure Bilingual TESKS are systematically taught• Implementation of best practice with second language learners• Feedback from elementary Bilingual teachers for future staff development• Collegial dialogue among elementary Bilingual teachers
Where: Bluebonnet Elementary School
Writers: highly experienced, Bilingual certified RRISD teachers
Schedule: June 9-12, 2003 from 9:00 a.m. to 3:00 p.m.
Budget:
Curriculum Integration Specialists, Bilingual/ESOL: $26/hr for 8 hours X 4 days ................ $832.00$26/hr for 8 hrs X 4 days ($832.00) for 3 teachers ............................................................ $2,496.00
Primary Total:....................................... $3,328.00
Printing costs (to distribute materials to teachers in binders) ............................................ $1,000.00
Total Estimated costs of writing: ........................................................................................ $4,328.00
Funding Source: Round Rock ISD local (bilingual) Special Programs
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