How Data got its Groove Back: Building Data-driven Professional Learning Communities in Dual-language and Emergent bilingual Programs
Delivered by Alexandra Guilamo
Length: Two days, virtual (six 90-minute sessions)
Participants: Dual-language teachers, teacher leaders, grade level facilitators, interventionists, special education teachers, and individual or department who uses information to make decisions that impact whether school is effective for dual-language and emergent bilingual students
Description: How can Dual-Language Education use holistic and integrated data to accelerate student learning across languages? In this two-day, virtual workshop, Alexandra will guide your district in using a dual-language data-driven groove designed to accelerate student learning and success in achieving greater equity, bilingualism and biliteracy, and academic achievement in both program languages. Join her to create inclusive and collaborative teams with the skills to use a dual-language groove based on integrated and holistic assessments accurately analyze student learning, understand student progress across two languages, and use data to describe how they can improve bilingual and biliterate results.
Session I: Ensuring an Inclusive and Collaborative Culture for Dual-language
This session guides participants through the second step in the dual-language data groove – empowering schools to build a cohesive and inclusive culture for collaboration that includes dual language and emergent bilingual educators and student needs.
Session II: Focusing on Essential and Shared Learning in Dual-language
This session guides participants through the beginning stages of the second step in the dual-language data groove as we collaborate with school teams to identify and define all shared, essential, and integrated content and social justice learning and are appropriate for all program models.
Session III: Focusing on Essential and Shared Language and Literacy in Dual-language
This session builds on the collective knowledge of educators to expand the second step in the dual-language data groove as we collaborate with school teams to identify, define, and coordinate all shared, essential, and integrated language and literacy learning and are appropriate for all program models.
Session IV: Defining Mastery Learning & What it Means to be ‘On-level’ in Dual-language
In this session, we collaborate with dual language educators to synthesize all shared, integrated, and essential learning previously identified to create integrated performance tasks, formative assessments, and side-by-side rubrics that define the mastery criteria for assessing student learning in each language and when it is distributed across both program languages and are appropriate for all program models.
Session V: Using Holistic Dual-language Data as a Catalyst in Dual-language
We begin the session by understanding why and how holistic bilingual assessments provide more accurate and detailed evidence of student learning and apply those concepts to collaboratively use a holistic sorting protocol that provides powerful evidence used to explain large, small, and individual patterns of student learning. These three patterns are translated into dual-language teacher data-driven actions and are appropriate for all program models.
Session VI: Using Holistic Dual-language Data as a Catalyst in Dual-language
In this closing session we collaborate to critically analyze all essential and necessary evidence of describe student learning, literacy, and language development in holistic and bilingual ways. We examine formative assessments and performance tasks to explain students’ linguistic choices and approximations to plan and justify daily, bilingual and