PLC Questions<br />What do we want our students to learn?<br />How will we know when they’ve learned it?<br />What will we do when they don’t learn?<br />What will we do when they do learn it?<br />
Process<br />Current Reality<br />Who takes Spanish I?<br />What are our learning goals for Spanish 1 students?<br />What do the data tell us about their learning?<br />How can we be sure students are taking the same class across buildings?<br />How do we meet the needs for all students: <br />both those taking the class for the first time and who intend to continue Spanish study<br />Those who were unsuccessful and are taking the course for a second time?<br />Curriculum map: <br /> does it reflect the real or the intended curriculum<br />Is it streamlined?<br />Pacing guide<br />Expectations<br />Grade configurations: participation? Homework?<br />Retakes?<br />
What do the data tell us? <br /><ul><li>Attendance impacts success.
Heritage speakers are sometimes not successful because of the way the language is approached.
Spanish I classes have a disproportionately higher number </li></ul>of students with IEP’s<br /><ul><li>There is no co-teaching/aide model for language classes
Some students face repeated failure in learning Spanish; they are </li></ul> not necessarily more likely to be successful a second time<br /><ul><li>Students may face a variety of issues, each requiring a different</li></ul>intervention: <br /><ul><li> skills, attendance, homework, and social-emotional
How do we approach each one?</li></li></ul><li>
Current Reality<br />09-10 Boynton:<br />In common: <br />11 are new to language study altogether<br />8/18 had failed language the year before<br />IEP: about half (may or may not be language exempt<br />09-10 Dewitt<br /><ul><li>4/17 have IEP’s</li></ul>10-11 IHS Spanish I: 2 of 34<br />10-11 IHS<br /> Matt: 22 students (11 have AIS service, 5 have IEPs, 1 has test mods and 1 SEATS) 8/22 are repeating Spanish I<br /> 8/22 are 9th<br /> 7/22 are 10th <br /> 6/22 are 11th (1 std taking for the 3rd time)<br /> 1/22 is 12th grader (has missed 54 classes)<br />5 students have high-fly absence numbers (>42)<br />5 students currently have a 100+ score<br /> A – C = 12<br /> D – F = 10 <br />
Current Reality<br />10-11 IHS<br /> David: 16 Spanish I<br /> 8/16 are 9th <br /> 3/16 are 10th <br /> 5/16 are 11th <br /> students have high-fly absence numbers: >40 = 3; >20<40 = 3<br /> students currently have a 100+ score<br /> grades: A-C = 11<br /> D-F = 5<br />Some IHS repeaters change sections the following year.<br />
Today’s Process<br />Map the curriculum using actual lesson record – this summer?<br />Visitation days? - last week of June? (3 middle school teachers<br />Summer? June 27 or 28, July 27, 28, 29 or August 1-5 (need Spanish 1 curriculum map, prioritized Spanish 2 grammar and/or topics)<br />Same course expectations and grade configurations<br />Textbooks Santanilla<br />
Spanish I<br />Go through curriculum we already have and have it meld with the book we just got<br />Dates: ? June 27, 28, 29, July 1, <br />July 27, 28, 29 or August 1-5 <br />
Develop Next Steps and Timeline<br />Develop common curriculum<br />Differentiate between those who are going on to study more Spanish and those for whom it’s a terminal language class.<br />Process: develop the streamlined curriculum;<br />Add on the challenge curriculum part at a second pass<br />