To: Michael Green
From: Asha Riley
Date: February 16, 2023
Re: Teaching and Learning Report
Dual Language Advisory:
In January, we held our first Dual Language Advisory meeting. The committee is made up of parents from each language group represented in the program, as well as teachers and administrators. The purpose of this committee is to provide input and feedback on decisions we make regarding the dual language program. They will also review plans, provide feedback on the program, and offer input on our District's Dual Language Framework - a document that articulates critical aspects of the program that will be presented in a final draft to the board at the end of the school year.
Middle School Plans
At the first advisory meeting, we discussed the plan to extend the dual language program into middle school. Specifically the 5th grade next year. The middle school team shared a sample schedule, and the opportunities students will have to continue with the same elective opportunities as students with monolingual schedules. Essentially all dual language students will spend 3 periods of their day receiving dual language instruction from 1 bilingual teacher (instead of splitting students between 2 teachers). This model will help reduce negative impacts on instructional time (the teacher has greater control of the daily schedule for 3 periods) AND the student's schedule. This model works because the teacher can take one cohort of students in the first 3 periods of the day and the second cohort of students in the last 3 periods of the day and maintain their contractual prep period.
The remainder of the student schedule will essentially mirror the schedule of their peers with math, science, and electives. In 5th and 6th grade, all students who are achieving at grade level have the option of participating in an additional elective. However, to get an optimal bilingual experience, it was intended students would remain in their bilingual classroom during that period. The advisory asked if there was an opportunity for bilingual students to access a third elective if bilingual students were achieving at grade level. The school team is open to considering that option so long as parents understand it reduces the bilingual education time in a student's day.
The advisory also inquired if we could explore shifting 5th-grade math or science instruction to Spanish to allow more SLA instruction and thus increased access to a third elective. The middle school did explore that option and shared that since the math instruction has been in English throughout elementary. It would pose significant challenges as content vocabulary has not been developed in Spanish. In both cases, the school does not have staff to support Spanish instruction for those subject areas (yet - they will continue to look for bilingual educators). The team also explained that the solution would not alleviate the third elective challenge. At WMS, all 5th-grade students who need intervention would remain in an intervention period and take only two electives. Adding another core subject in Spanish would serve to increase Spanish language instructional time; however, would not alleviate the challenge of accessing a third elective.
50/50 and 90/10
The advisory also discussed the two dual language instructional models (50/50 and 90/10). Currently, in Woodland, we operate a 50/50 model in which students receive instruction in each language as evenly as possible. However, research indicates students achieve accelerated gains in the 90/10 model. Originally we decided to operate a 50/50 model and serve students by splitting their time between 2 teachers (one in Spanish, one in English).
As we analyze the current model, we see challenges that might be resolved if we switch to the 90/10 model. The committee agrees that if we were to revert to a 90/10 model, the students would benefit from the following:
Additionally, we recognize we have not operated a pure 50/50 dual language program in a few key aspects. First, our student mix does not reflect the balance between the two partner languages as the model intends. Our English-speaking students are overrepresented, and our Spanish speakers are underrepresented. We should have an even mix in each classroom.
We have also faced difficulty in honoring the balance of language instruction during the school day because students share two teachers who have different schedules. While our teachers and administration work tirelessly to create the most seamless schedule, the overall school schedule has limitations. These limitations have unintended negative impacts on instructional time in Dual Language classrooms. Some days students are exposed to more of one language than the other and have uneven instructional windows of time. However, if we change to a 90/10 model, where students are with one teacher daily, that schedule is far easier to adjust to ensure necessary instruction can take place seamlessly.
Upon visiting other schools with dual language programs, we have come to learn that many who started with 50/50 programs made the switch to 90/10 for the same reasons and feel it was beneficial. While this shift would reduce the number of Dual Language classrooms, it would not limit access to the students who benefit most from the program and will restore the intended ratio of language in the classroom that the model intended.
The advisory is recommending the teachers and administration revisit the program model and discuss the advantages and disadvantages of the 90/10 model.
*Special Note: All plans described in this update were prior to the levy failure. Our ability to continue the dual language program is significantly impacted by the levy failure.
Curriculum Updates:
On February 17th, we are working with a few departments at WMS to review the curriculum.
5th Grade Math:
In 5th grade, the math teachers will consider continuing with the materials they have or potentially rolling up the K-4 Ready math curriculum and using the 5th-grade version. At this time, they are using pieces of the SMC curriculum that were developed by the publisher but never finished for 5th grade. Presently we use SMC in our 6-8 classrooms and have it successful. Our team indicates they are having success with it, but it’s not seamless, as it was never completed as we expected. Therefore, it’s worth a look at the K-4 curriculum to see if the 5th-grade version is better than the current resource they are using.
5-8 Science:
When the state revised standards several years ago, the publishers had not developed quality materials that were fully aligned. Our veteran team of teachers worked diligently to realign what we had to meet the standards and have successfully used those materials. However, as we’ve hired new staff, it’s not a program that is easily picked up by new teachers. We have done some research and believe there are now several resources that are highly aligned to the sciences standards. We also believe an adoption could provide more continuity across the middle school grades. On the 17th of February, the team of teachers will explore 2 resources: FOSS science and Open SciEd.
5-8 ELA:
While we had not intended to review ELA resources at the middle school this year, we learned that the resource we currently use is no longer available. Specifically, the digital access we previously had has expired as a result of “planned obsolescence.” The publisher would, of course, like us to shift to their new product; however, prior to doing so, we believe it prudent to explore all available resources. Therefore, three of the top-rated programs that align with the science of reading will be reviewed. Wit and Wisdom, Amplify, and My Perspectives.
*Special Note: All curriculum reviews and purchases are frozen due to the levy failure. No additional adoptions or new purchases can be afforded at this time.
Summer Learning Opportunities:
As we continue to work diligently on closing the covid learning gap, we reviewed the impacts of last year’s summer school efforts. Our data indicated last year’s summer learning opportunities resulted in solid gains. Therefore, I have requested the principals submit their summer learning proposals so we can assess costs, identify students who will benefit most, and make arrangements.
*Special Note: Summer Learning Opportunities have been canceled this year due to the levy failure.