School Year 2012-2013
Dr. Dolores Beckham Mr. Ivan Rodriguez
Dual Language Program Profile
I. CLASSROOM ENVIRONMENT:
A. Classroom libraries established in separate locations to support both languages:
i. Book bins are clearly labeled by genre.
ii. In ELA the English library is leveled according to The Fountas and Pinnell Leveled Book List.
iii. In NLA the books in the Spanish library are leveled according to The Fountas and Pinnell Leveled Book List Addendum.
iv. Content area libraries are also separated by language and genre.
B. Word Walls and classroom artifacts, including teachers’ agendas, are clearly defined: English (blue) and Spanish (red).
C. Charts and artifacts provide strategies that students can easily use on their own, such as choosing “just right” books.
D. Displays of student’s work include: exemplary student work, rubric(s), task descriptions, and standards-based commentary by teacher.
E. Students are grouped heterogeneously according to proficiency in the different languages and their ability to support each other.
II. INSTRUCTIONAL PRACTICES:
A. CCLS alignment in all content areas and in both languages.
B. Assessment includes: Student Portfolios, Running Records, Conferencing, Teacher observations, Peer assessment (i.e. peer editing, evaluation of peer projects and presentations, etc.), and use of the TAN and the SAN.
C. Teachers set clear expectations for student achievement based on the 8 Principals of Learning.
D. Teachers set clear objectives for language and content area expectations.
E. Teachers ensure lessons flow from whole group to small group and back to whole group instruction.
F. Science and Mathematics are taught in both languages on alternating days. Social Studies is taught in Spanish to accommodate the 50-50 model.
III. STUDENT ENGAGEMENT:
A. Students have opportunities to use “Accountable Talk” to develop language skills (i.e. discussion, questioning, clarifying, restating, presenting).
B. Students have opportunities to work in task-oriented, small group settings.
C. Students use rubrics to evaluate their own work and that done by peers.
D. Students are able to articulate what they are learning.
IV. FRAMEWORK FOR CALP DEVELOPMENT
A. Balanced Literacy
a. Reading Workshops in ELA and NLA
b. Writing Workshops in ELA and NLA
c. Incorporation of literacy skills in all content areas
B. Q-TEL (Quality Teaching for English Learners)
a. Scaffolding strategies
b. Differentiated instruction
C. Emphasis on Read-Aloud and Guided
a. Introduce/reinforce vocabulary; and
b. Develop concepts.
V. PROFESSIONAL DEVELOPMENT:
A. Teachers receive training in effective instructional strategies that help students meet the higher standards and succeed on the state assessments.
b. ITI (Intensive Teacher Institute)
e. Implementation of Technology
B. Ongoing on-site staff development provided through the UFT teacher center, weekly team meetings, and weekly Dual Language team meetings.
VI. PARENTAL INVOLVEMENT:
A. Parents consistently receive communication about school policies, higher learning standards, and students’ educational progress.
B. ESL Instruction
C. SSL Instruction
A. Integrating students who have been sheltered in elementary school into a middle school setting.
B. Pressure on participants in the Dual Language program from other students to lose Spanish, at an age sensitive to peer-pressure.
C. Adhering to a 50-50 model within a middle school schedule, and staffing concerns relating to the same.
D. Common planning time for all subject area teachers.
A. Strengthening students’ pride in participating in a Dual Language Program
B. Teachers have been able to create and implement instruction aligning City and State mandates with the Dual Language goals.
C. Effective communication has been maintained between the school and the parents of Dual Language Students.
D. Spanish materials have been created and/or purchased to align with English materials, including assessment tools.