This document outlines the current and future language programming at Richard Green Central Community School. It discusses moving from the current English immersion and developmental dual language (DDL) programs to a new dual language program beginning in 2014-2015. The dual language program will provide native English and Spanish speakers equal access to become bilingual and biliterate. The transition will require research, staff professional development, consideration of student mobility and equity, and planning to ensure support of the programs through high school.

1. Green
Central
Language
Programming
2014-­‐15
and
beyond
Facilitated
by
the
ESL
and
DDL
PLC
&
PD

2. Richard
Green
Central
Community
School
Ê Lorraine
Cruz,
Principal
Ê P
F,
Assistant
Principal
Ê A
K,
Instructional,
ESL,
Bilingual
Specialist

3. Where
we
are
today:
Ê %
of
students
are
English
Language
Learners
Ê Developmental
Dual
Language
(DDL)—program
for
native
Spanish
speakers
to
provide
students
opportunity
to
learn
content
in
Spanish
and
achieve
English
proficiency
by
5th
grade.
Ê 1-­‐Kinder,
2-­‐1st
Grade,
1-­‐2nd
Grade,
1-­‐3rd
Grade

4. Where
we
are
today:
English
Immersion
Ê All
content
areas
taught
in
English.
Ê Co-­‐teaching
in
Science
and
Social
Studies
for
all
students
Ê ESL
pull-­‐out
30
minutes
everyday
for
level
1&2
students
DDL
Ê All
content
areas
taught
in
Spanish
K,
1,
2,
&
3
Ê Co-­‐teaching
in
Science
and
Social
Studies
for
all
students
Ê ESL
language
bridge
time
for
all
students
1
hour/week
Ê Program
designed
for
native
Spanish
speakers.

5. Where
we
were:
English
Immersion
Ê All
content
areas
taught
in
English.
Ê Co-­‐teaching
in
Science
and
Social
Studies
for
all
students
Ê ESL
pull-­‐out
30
minutes
everyday
for
level
1&2
students
DDL
Ê All
content
areas
taught
in
Spanish
K,
1,
2,
3,
&
4
Ê Co-­‐teaching
in
Science
and
Social
Studies
for
all
students
Ê Program
designed
for
native
Spanish
speakers.

6. Where
we
are
going:
Ê Equity—all
students
and
families
will
have
choice
and
access
to
programs
that
are
offered
at
Richard
Green
Community
School.

7. Where
we
are
going:
Ê Guiding
Questions:
Ê Who
are
our
students?
Ê What
do
families
want?
Ê What
does
equity
mean
for
students?
Ê What
does
equity
mean
for
teachers?
Ê What
is
the
goal
for
5
years
in
the
future?
Ê How
do
we
get
there
slowly?

8. Where
are
we
going:
Dual
Language
Program
Ê Fall
2014
K
&
1
Ê Native
Spanish
speakers
and
native
English
speakers
learning
to
speak,
read,
and
write
in
both
languages
to
be
bilingual
and
bi-­‐cultural
before
college.
Ê Equal
access
to
dual
language
program—for
native
English
and
native
Spanish
speakers.
Ê Gradual
transition
2,3,&4
in
2015
and
beyond
Ê Intentional
program
transitioning
with
PD
provided
to
teachers
receiving
students
moving
from
Spanish
programming
to
English.

9. Who
and
what
is
Involved
in
the
Research?
Ê All
teachers
affected—ESL
&
Bilingual
teachers
Ê Peer-­‐reviewed
research
Ê Program
framework
alignment
Ê Changes
to
framework
alignment
to
create
equity
in
a
community-­‐based
program
Ê Parent
surveys

10. Principal
&
Bilingual
&
ESL
Coordinator
Research
Ê Attending
TESOL
(Teacher
of
English
to
Speakers
of
Other
Languages)
International
Conference
March
2014
Ê Attending
NABE
(National
Association
of
Bilingual
Education)
Conference
February
2014
Ê Attending
CABE
(California
Association
of
Bilingual
Education)
Conference
June
2014

11. Implementation
August
2014

12. Considerations
Ê Mobility
of
students

13. Considerations
Ê PD
for
mono-­‐lingual
teachers—framework
implementation
Ê PD
for
teachers
in
transitional
years
of
education—Spanish
to
English
movement
Ê PD
for
bilingual
teachers—Spanish
as
a
second
language

14. Considerations
Ê Research
supports
K-­‐5
and
beyond
to
support
full
bilingualism
and
bi-­‐literacy.
Ê How
do
we
build
the
program
with
staffing?
Ê What
supports
and
what
programs
can
be
made
available
in
Middle
school?
Ê What
programs
are
there
to
support
bilingual
students
entering
Middle
and
High
School?

15. Considerations
Ê What
happens
when
teachers
don’t
speak
Spanish?
Ê How
can
we
build
capacity
with
current
staff?

16. Considerations
Ê How
do
we
keep
students
in
two
programs
equitably?
Ê Encourage
dual-­‐language
dominance,
avoid
inferiority
of
Spanish
language.
Ê Possibly
provide
a
Spanish
language
option
for
English
Immersion
program?
Somali?

17. Considerations
Ê What
does
research
say
about
native
English
speakers
with
low-­‐academic
language
proficiency?

18. Considerations
Ê How
do
we
plan
ahead
for
optional
programming
with
staffing
projections?

19. Considerations
Ê What
happens
to
homeless
&
highly
mobile?
Ê Will
other
programs
honor
native
English
speakers
in
their
Spanish-­‐DDL
programs?
Ê Building
capacity
for
Spanish
as
a
second
language
teaching
in
addition
to
DDL..