Embed Size (px)
Citation preview
Language Arts: A Common GroundMishelle JuradoDual Language of New Mexico
Albuquerque High School 1780 Students
30% to 35% bilingual Spanish/English 13% ELL 11% Special Education 44% Free/Reduced Lunch
Ethnic break down 5.6 % African American 1.4 % Asian/Pacific 17.8 % Caucasian 72 % Hispanic 3.7 % Native American
Informed Decision-Making:A Grassroots Approach• Common Core and More WIDA Institute
Santa Fe, New Mexico 2012 • WIDA and NMPED Data retreat• Bright Spots• Thomas and Collier• Kathy Escamilla• Karen Beeman • Dr. Ofelia Garcia• Dr. Jeff Zwiers
Teacher’s Voice• Collaboration with Dr. Guadalupe Valdez
Stanford University and Mariana Castro, Editor, Common Core and ELLs/Emergent Bilinguals (Lisa and Mishelle)
• Article in Soleado with Dual Language New Mexico (Lisa and Mishelle)
• Spanish Language Arts
Hypothesis at AHSThrough an authentic and purposefully aligned English and Spanish Language Arts department (simply a Language Arts Department), emerging bilinguals will cognitively and linguistically advance in their language acquisition and development to outperform their monolingual and bilingual peers; with specific attention given to access to honors and AP classes.
9th Grade
•ELD offering in English 9, in addition to ESL•Highly qualified TESOL, English 9 teacher•Professional Learning Communities:
• Shared AVID strategies• WIDA training
10th Grade
•ELD offering in English 10, in addition to ESL•Highly qualified TESOL, English 10 teacher•CCSS-driven Collaboration •Professional Learning Communities:
• Shared AVID strategies• WIDA training
•Shared assignments:• Successful poetry units• Common writing project (Attempted)
11th Grade
• ELD offering in English 11, in addition to ESL• Highly qualified TESOL, English 11 teachers• Curricular focus on argument writing and analysis of
non-fiction
• Students taking AP Language exams:• English: 9/84 Dual Language students• Spanish: 64/65 (SLA minimum SLA requirement
for Bilingual Seal)
12th Grade
• No ELD offering in English 12, only ESL• Alignment of AP Literature Standards in ELA and SLA• Collaboration on multiple literacy strategies• Bilingual Portfolio presentations• Shared assignments:
• The House, introductory assignment• El hermoso más ahogado Gabriel Garcia Lorca
(regular English 12)
• Students taking AP Literature exams:• English: 14/44 Dual Language students• Spanish: 22/22 (SLA requirement for Bilingual
Seal)
Access to APELL and Emergent Bilingual Status
Educational practices
Restricted curricular choices
Major predictor of Post Secondary success
Academic Identity
Tracking Classroom
environments (Rigor, Critical Thinking Skills)
Academic and linguistic isolation
The ability to work within other cultural domains
What’s working: Improved ACCESS scores and GPAs of
Bilingual Seal Recipients Bilingual Seal, enthusiasm from students,
moving into awareness of the middle school Support from administrators and staff Willingness to collaborate between ELA and
SLA teachers Growth of parent and community recognition
Bilingual Seal Recipient GPAs 2011: 23 students, 2.75 GPA 2012: 31 students, 2.99 GPA 2013: 38 students, 3.23 GPA 2014: 47 students, 3.08 GPA 2015: 52 students, 2.98 GPA 2016: 65 students,
ACCESS Composite Scores:
Challenges Shared department time, 2 hours a month Materials and resources available in both
language to accommodate CCSS SLA as Modern and Classical standards
vs. CCSS Professional development for integrating
LAD, making it up as we go along! Variety of Spanish classes, for second
language learners and native speakers
Oh, the places you’ll go!
PD Plan 2015-2016, integrated ELA, SLA• Data collection (shared assessments)• Argument writing (oral discussions)• PARCC assessment, synthesis essays• Timed writing on a computer, online• Language scaffolds for texts• AP alignment, deconstructing rubrics
