Sobrato Early Academic Literacy Project A Preschool -Third grade pilot for Spanish-Speaking English...
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Sobrato Early Academic Sobrato Early Academic Literacy ProjectLiteracy Project
A Preschool -Third grade pilotA Preschool -Third grade pilot
for Spanish-Speaking English Learnersfor Spanish-Speaking English Learners
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The Context - The Challenge• Demographics of our Time• An enduring and increasing achievement gap• Inadequate English development • No Child Left Behind• Importance of preschool education - an early
start, a strong foundation• Increasingly strong research-base on English
Learner best practices, bilingual development - but separate PreK and K-12 “worlds”
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The Sobrato Family Foundation
• Silicon Valley based
• Mission: “to help create and sustain a vibrant and healthy community where all Silicon Valley residents have equal opportunity to live, work and be enriched”
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WHY SEAL?• To invest in the children, families and institutions
in the region• To create a much-needed model of Preschool -
Third grade powerful schooling for Latino English Learners
• To close the achievement gap• To build high levels of literacy in two languages• To develop confident, motivated, engaged
learners
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The SEAL “Pilot” big picture• Define a research-based model• Start with a few sites• Build programs that support children from
preschool through third grade (5 years) through customized and co-designed plans, data, resources and support
• Monitor/track progress through a strong evaluation that will contribute to the knowledge base
• Develop tools for replication add sites
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Defining the research-based model
• National advisors• Drawing upon both the recent research
on language and bilingual development in early childhood AND on language and bilingual development K-12 (a literature review)
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Strong research base…..
• Linguistics (how a first and second language develops)
• Neuroscience/brain research
• Effective instruction
• Program evaluation
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From the research:– High quality early childhood education
reduces disparities in outcomes – There is a developmental continuum of
language/literacy development in young children
– The window of development (ages 2-6) is a unique opportunity for language
– Two systems, two pedagogical traditions -- and challenges in the transition from one to the other (“School readiness”)
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SEAL’s approach• An age-appropriate, coherent and
articulated preschool program that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system
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The SEAL Model: 6 components• Academic language and literacy in English
and Spanish• Rich oral language development• Text-rich environment and curriculum• Language developed through enriched
curriculum• Affirming learning environment
• Teachers and Parents working together
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• Inter-related components - can’t have one without the other
• Not a “curriculum package” - can be implemented to support, enrich and strengthen core programs
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#1: Academic Language and Literacy in English and Spanish
• At birth, all infants have the innate human capacity to learn more than one language
• Bilingual development is a common and normal childhood experience
• Internationally, it is estimated that there are as many children growing up learning TWO languages as one
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Confront the myths…..• Myth: learning two languages will confuse
children• Myth: With less exposure to each language,
neither becomes developed fully - and they will not attain proficiency equal to monolingual children in either language
• Myth: Time spent in home language is wasted time for developing English
• Myth: More and earlier immersion in English is the best way to acquire English
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The early childhood world ……..
• Affirming a child’s home language is key to healthy identity development and family connection
• Use and development of the child’s home language will benefit the child in acquiring English (CDE “Principles for Promoting Language, Literacy and Learning in Preschool English Learners” - 2007)
……. but How?
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The K-3 world……• Are we allowed to do primary
language?
• Won’t this undermine the path towards proficiency in English?
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#2 Rich oral language development
• Four domains of language• Oral language is foundation• Spoken language and reading have
much in common. Reading depends heavily on the reader’s oral language abilities - particularly with regards to understanding the means of words
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#3: Text-rich environment and curriculum
• Active engagement with books and writing
• Meaningful interactions with a variety of print media
• Talking about books contributes to comprehension, vocabulary.
• Seeing “self” in books is crucial to literacy
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#4 Language developed through enriched curriculum
• Language as a vehicle for learning and expression
• To close achievement gap requires access to full curriculum
• Equity issue• Science and the arts are powerful
subjects and opportunities for language development
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#5 Affirming Learning Environment
• Affective filter and language learning• The HIGHEST expectations• A culture and climate of respect and
inclusion• Relationship between healthy socio-
emotional development and sense of safety
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NAEYC Position Statement on Language and Cultural Diversity
“Recognize that all children are cognitively, linguistically and emotionally connected to the language and culture of their home and family.”
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#6 Teachers and Parents work together
• Education for ELs is enhanced when schools and families partner around children’s education
• Parents can facilitate literacy development by using the language they know best and by using it in varied and extensive ways
• School need to address barriers to involvement• Relationship between school and home is a
crucial factor in healthy development of identity, and sense of belonging.
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Selecting the Sites• We elected sites with the basic capacity and
commitment to be able to implement the model
• San Jose Unified School District: 1 Dual Language school, 1 early-exit bilingual program/SEI school, 3 feeder preschool sites (community based, plus state-funded preschools)
• Redwood City School District: 1 early exit bilingual/SEI school, 3 feeder preschools
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The Sites• From 72% to 97% Hispanic
• High “free and reduced lunch” population
• One school in PI Year Three
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Working with the sites• The SEAL pilot is about BUILDING
towards the model
• No “one size fits all”, exact replication model or process
• SEAL Lead teams are helped to reflect on their practices, build on their strengths, identify and plan to address gaps
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The SEAL process• Worked closely with district to align work and
support• Set up an infrastructure of support (full-time
facilitator/coach per site, resources as needed, access to powerful programs and professional development, collaboration time)
• Reflective practice - continuing throughout the life of the pilot
• Deep immersion in research, access to top research and researchers in the field, focused on data
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Intentional program design and language management
• In Preschools - minimum of 50% Spanish, minimum of 25% English during teacher-directed and teacher-facilitated work
• Bilingual programs - 80:20 in K, to 50:50 in third
• All classrooms (bilingual and SEI) High quality language development and emphasis on transfer and contrastive analysis
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Professional Development
• Silvia Duque Reyes, “Side by Side” - standards based planning for SLA/ELD/ELA
• Kathy Escamilla, “Literacy Squared” - approaches to simultaneous bilingual development
• GLAD and PreK GLAD• California Reading and Literacy Project -
Transfer and Houghton-Mifflin• Explicit Direct Instruction
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Programs/Activities
• Schmahl Science Workshops• Bilingual Authors• Families United for Literacy and Learning• Summer Bridge programs (PreK-K, K-1)• Early Childhood Language Development
Institute (SMCOE)
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National Hispanic University: a partnership and opportunity
• Preschool instructional assistants and teachers working towards A.A. or B.A. degree with an emphasis on early childhood biliteracy
• Scholarships and books• Practicum hours done in SEAL
classrooms/work sites• Grant continuing education credits for the
SEAL Forum Series
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The Evaluation/Research
• Dr. Kathryn Lindholm-Leary
• Longitudinal design following cohorts of students from entering preschool through third grade
• Data points/analysis - PreK entry, K entry, First grade entry, end of third grade
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Student Measures: Pre K
• Desired Results DRDP Revise (Spanish/English)
• Pre LAS (Spanish/English)
• Peabody Picture Vocabulary Test
• Kindergarten School Readiness Checklist
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Student Measures: K
• CELDT
• Social Rating Scale
• Self-Description Questionaire
• Lindholm-Leary Student Attitude Scale
• CST
• Aprenda - Reading
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Classroom measures
• Preschool - ECERS-R and ECERS-E
• Classroom Assessment Scoring System (CLASS) - measures emotional and instructional climate
• Language Use in Classroom
• Staff quality and training
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Family Context
• Adaptation from ECLS Longitudinal Student and Lindholm-Leary Parent Scales - focus on language and literacy practices
• Family involvement in school and child’s education
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Between now and 2014….
• Videos of classroom practices• Reflection tools/observation tools• Email notifications of new resources
identified• Research updates as data on cohort
becomes available• Information on replication forums • Visits to the sites
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If YOU know of powerful programs to visit or resources….
Please let me know!
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Thank you!Thank you!For more information, contact:For more information, contact:
Laurie OlsenLaurie Olsen
[email protected]@sobrato.org