Sdusd Biliteracy Program

SDUSD – BILITERACY PROGRAM

As it conceptualized optimal Biliteracy programs for our District, the task force engaged in rich and robust conversation around principles of democratic education. The clear consensus of the task force is that as educators of second language students, we must welcome and encourage cultural diversity, bilingualism, biliteracy and universal coherence to create a workable civil society that is most inclusive and just.
San Diego Unified School District has brought together all participants in the educational community to develop the foundational principles and theoretical framework for Biliteracy programs in the District. This document outlines 8 strands for an additive, equitable model of education which takes advantage of the sources of strength within the individual child, the school, and the community.
Foundational Principles
Strand 1:
Assessment & Accountability
Rigor
Relevance
Relationships
Strand 1:
Assessment & Accountability
(continued)
Rigor
Relevance
Relationships / The expectation and goal for all students participating in a Biliteracy program is academic proficiency in both languages. In order to ensure that this goal is met, a customized assessment system that is consistent with the goals of the Biliteracy program will be designed and implemented. This assessment system will include the use of multiple measures in both languages to determine students’ progress toward achieving grade level standards and biliteracy goals.
Additionally, the assessment infrastructure will ensure that:
·  Assessments are aligned with state content standards for both languages
·  Assessments are aligned and compatible with the District’s assessment system
·  Assessment information is accessible in a timely and ongoing manner through the District’s Data Director
·  District and Site SMART Goals address the goals of the Biliteracy program
·  Results of the Standards Test in Spanish (STS) are considered and accepted as valid and reliable indicators of students’ progress toward achieving grade level standards
·  State assessments in both languages (CST and STS) are included and results from both are made available to site administrators and classroom teachers
·  Results from the STS for students participating in a Biliteracy program are disaggregated from the results of the larger English learner subgroup
·  Cohort groups of students in Biliteracy programs are identified and their progress is tracked over time
·  Teacher capacity is strengthened for accurately interpreting data that:
o  informs instructional planning
o  assists in monitoring student progress
o  assists in evaluating the effectiveness of the program model
·  Students use assessment information to self-monitor their academic progress and set learning goals
·  A system for warehousing evidence of progress towards a “Seal of Biliteracy” is established
·  Assessment information is disseminated to appropriate stakeholders in a timely, consistent, and systematic way
Strand 2:
Curriculum
Rigor
Relevance
Relationships / The program has a process for developing and revising a comprehensive, high-quality curriculum that promotes democratic education, a culture of inquiry, and is consistent with the goals of biliteracy. The curriculum is standards-based and promotes the development of biliterate competencies for all students.
Additionally, the elementary curriculum maintains a vertical and horizontal alignment that establishes a strong foundation for the “a-g” curriculum at the middle and secondary level.
The curriculum component of the Biliteracy program anchors an enriched instructional model that:
·  Provides opportunities to learn language, learn about language, and learn through language
·  Promotes multicultural competence and culturally relevant learning
·  Aligns with standards and assessments in both languages
·  Fosters additive biliteracy across all language domains
·  Provides rigorous, academically challenging learning experiences in both languages
·  Builds on the transferability of concepts and skills between both languages
·  Explicitly addresses the complex forms of both languages
·  Compares and contrasts the two language systems to discover commonalities and differences
·  Utilizes the Units of Inquiry enhanced by the content standards for Spanish Language Arts and includes original texts written in Spanish
·  Includes a dedicated time for focused ELD based on proficiency levels
·  Includes a comprehensive approach to writing development in both languages
·  Integrates technology as a learning tool
·  Provides aesthetic learning experiences through the Arts
Strand 3:
Instruction
Rigor
Relevance
Relationships / An effective biliteracy teacher plans for and facilitates instruction that values and builds on students’ individual strengths, cultural background, and is consistent with the goals of attaining biliteracy. A learning environment is created in which students see themselves as vital, contributing members of the learning community and are active participants through meaningful dialogue.
Students are provided with a variety of learning opportunities to express themselves through both oral and written discourse in their primary and second languages.
Accessing the students’ primary language as a vehicle for instruction enables students to immediately enter into the learning community as full participants.
Effective features of academically challenging biliteracy instruction include:
·  Research-based practices for English language learners
·  Monolingual lesson delivery that supports immediate access to higher-level critical thinking, development of academic language, and content knowledge in both languages
·  Differentiated instruction, including small group and individual, based on student language proficiency and academic needs
·  Optimal language input through sheltered instruction to make content comprehensible and accessible in both languages
·  Optimal language output through structured language practice opportunities across the curriculum in both languages
·  Explicit instruction in transferable language structures
·  Planning for both content and language objectives
·  Explicit, systematic writing instruction
·  Cooperative learning opportunities that enhance student interactions and interdependence
·  Attention and adjustment to individual student learning styles
·  Opportunities to develop meta-linguistic and meta-cognitive skills
·  Relevant, appropriate assessment to determine students’ instructional needs
Strand 4:
Staff Quality
Rigor
Relevance
Relationships
Strand 4:
Professional
Development
Rigor
Relevance
Relationships
Strand 4: Professional Development
(continued)
Rigor
Relevance
Relationships / Essential to a quality Biliteracy program is a staff that holds a unified belief in and strong commitment to the vision and goals of biliteracy. Staff establishes and maintains constructive and professional relationships, effectively integrates research-based practices, and uses assessment data to inform instruction. Staff participates in ongoing professional development that promotes critical thinking, reflective practice, and inquiry as part of a continuous cycle of improvement.
Additionally, characteristics of highly-qualified biliteracy staff include:
·  Administrative/instructional leader commitment to maintaining and sustaining program goals
·  Teacher commitment to adherence of the instructional program model and consistent instruction in both languages
·  Teacher maintains and enacts high expectations for self and students
·  Effective communication and collaboration with other staff members (within Biliteracy program and school-wide), students, parents, and community
·  Native/native-like written and oral proficiency in languages of instruction
·  Cultural proficiency
·  Using data effectively and appropriately to inform, plan, and adjust instruction, monitor student progress, and communicate with parents
·  Responsiveness to instructional, social and emotional needs of learners within a cultural context
Rigorous, relevant, job-embedded professional development is essential for building an enduring, quality Biliteracy program. A long-range plan is aligned with the goals of the instructional program, provides access to and study of current research, and is responsive to staff needs. Quality professional development for biliteracy teachers is held as a District-wide responsibility and collaborative effort between the Office of Language Acquisition and all District departments.
The expectation for highly-qualified biliteracy teachers is supported by:
·  Opportunities to attend professional development delivered in Spanish
·  Opportunities to develop personal academic vocabulary and language skills in both languages
·  Opportunities to establish partnerships with local universities that:
o  address pre-service training needs of biliteracy teachers
o  Provide teacher interns for biliteracy classrooms
o  Provide access to research data bases
Professional development specifically focuses on:
·  Language acquisition theory and pedagogy
·  Alignment of program goals, curriculum, instruction, and assessment
·  Current research on literacy, effective practices for English learners, strategies for accessing content instruction
·  Assessment tools for both languages
·  Focused English Language Development
·  Spanish Language Arts Standards
·  Transferability of language concepts and skills
·  Effective writing instruction in a biliteracy context
·  Principles of Democratic Education
·  Technology as a tool for teaching and learning
·  Integrating Arts across the curriculum
Professional development will be differentiated and offered through a variety of structures that include:
·  Mentor/Apprentice Model
·  Biliteracy Instructional Leadership Teams
·  Inquiry Projects
·  Study Groups
Cohort Schools:
Audubon
Boone (Spanish Immersion)
Carson
Central
Edison
Encanto
Golden Hill
Hamilton
Language Academy (Dual Language Spanish Immersion)
Linda Vista
Longfellow (Spanish Immersion)
Rosa Parks
Sherman (Dual Language Spanish Immersion)
Strand 5:
Program Structure
Rigor
Relevance
Relationships / All program models must be aligned with the District policy and vision for “Additive Biliteracy”. At the elementary level (pre-k through grade 5) the biliteracy experience must provide students with the academic skills needed to be successful in the “a-g” curriculum at the middle and secondary level.
An equitable distribution of both the student’s primary language and English must be maintained as essential tools for instruction across the grade levels in order to ensure that individual children have immediate and ongoing access to an intellectual community.
All program models must demonstrate the following critical characteristics:
·  Unified, collective leadership and advocacy for biliteracy integrated into the overall school-wide instructional program
·  Administration, staff, and parents demonstrate a steadfast commitment to the principles of the Biliteracy program
·  Program models are consistently implemented and sustained long term to ensure biliteracy as an end goal
·  Implementation of a rigorous, comprehensive curriculum in two languages that assumes the principles of a democratic education and nurtures intellectual habits of mind
·  A valid, reliable, and developmentally appropriate assessment system that is consistent across the grades in both Spanish and English
Strand 6:
Family and
Community
Relevance
Rigor
Relationships
Strand 6:
Family and
Community
(continued)
Relevance
Rigor
Relationships / When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more”. –Henderson, Anne T. and Mapp, Karen L., Henderson, Anne T. and Mapp, Karen L., A New Wave of Evidence: The Impact of School, Family, and Community Connections on Students Achievement, 2002, p.7
An effective Biliteracy program requires meaningful parental participation at home and in school that is linked to student learning. Two-way, meaningful communication about their child enables parents to recognize and act on the power of their voice.
Effective Biliteracy programs incorporate parent and community involvement that:
·  Facilitates growth of parents as leaders, decision makers, and role models
o  Includes parents in reviewing and providing input on curriculum development
o  Trains parents to understand how to work with the school and District to voice their concerns and solve problems
o  Secures parent input and collaboration in developing the School Site Plan for Student Achievement (SPSA)
o  Enhances parents’ collaboration skills and level of confidence in order to engage with community agencies and partnerships
o  (ELAC, SSC, Governance, Area Planning Committee, Recreation Council, Neighborhood Associations and PTA)
o  Values parents as partners and advocates in decision-making forums about the Biliteracy program.
o  Invites parent participation in the process of hiring staff
·  Values the primary language and culture of students and parents
o  Supports parents in using home language to work with their children
o  Encourages parents to participate in their child’s school, classroom, and community activities
o  Provides parents a variety of opportunities for volunteering and involvement in their child’s educational career
o  Offers cultural diversity /sensitivity/awareness workshops to parents about the makeup of their neighborhood/community
o  Informs parents and community about the benefits of biliteracy for children in order to fully participate in a global society
o  Shares success stories that highlight effectiveness of a biliterate educational experience
·  Parents will be well-informed and committed to the long-term nature of the Biliteracy program
o  Parents have the right and responsibility to be informed, through a transparent and explicit process, about program design and program options
o  Introduces current research about biliteracy and the Biliteracy programs
o  Familiarizes parents with the stages of language acquisition
o  A Biliteracy Compact will be developed to demonstrate a committed and shared responsibility from home and school in supporting the goals of the Biliteracy program and academic success of students
o  Provides home learning activities connected to the classroom
o  Provides classes (Ballard Center) to support parents’ understanding of developmental stages and practices
·  Parents will support and motivate their child to attain a “Seal of Biliteracy”
·  Parent involvement linked to student learning in both languages
·  Encourages parents to continue to develop strengths/vocabulary in home language
·  Encourages parents to continue their education (lifelong learning)
·  Incorporates technology into parent workshops/training
Strand 7:
Support & Resources
Rigor
Relevance
Relationships / The vision and goals of the Biliteracy program, as an integral and permanent part of the District-wide system, are consistent with the District’s mission of ensuring that all students have both the academic skills and habits of mind to succeed and participate meaningfully as citizens in a global society. Effective Biliteracy programs are enacted with administrative support and understanding at all levels of the school system.
The expectation for success of the Biliteracy program is demonstrated by:
·  Site administrative leadership that respects, understands, and promotes advocacy for the program
·  Recruiting and staffing with highly-qualified teachers committed to the vision and goals of biliteracy
·  Informed parents and community members that are actively involved promote advocacy for the program
·  An ongoing commitment to allocate an appropriate and equitable amount of financial and instructional resources
·  Access to high-quality instructional materials in both languages
·  Ongoing professional development that meets the specific needs of biliteracy teachers
·  Integration of technology into every classroom
RESOURCES:
California Language Arts Standards: Side by Side, San Diego County Office of Education
Strand 8:
Technology / The vision and goals of biliteracy are enhanced through the use of technology. Students in a Biliteracy program are provided the requisite experiences and opportunities to engage with technology in order to become technologically literate and a proficient citizen of the digital age.
Integration of technology as a teaching and learning tool
·  Engenders active, student-centered learning
·  Fosters independent and engaged learners
·  Complements best practices for English learners
o  increase comprehensibility
o  provide background information
o  increase interaction
o  make learning authentic
o  create a positive learning environment
·  Assists in differentiating instruction
·  Provides access to global, multicultural perspectives and experiences
·  Narrows the gap of the “Digital Divide” for language minority students
San Diego Unified School District’s Strategic Plan for Educational Technology includes goals related to instruction, classroom management, communication with parents, professional development, and technology infrastructure. (See Appendix A)

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