How Data got its Groove Back: Building Data-driven Professional Learning Communities in Dual-language and Emergent Bilingual Programs (Leaders)
Length: One Day, virtual (Three 90-minute sessions)
Participants: Dual-language teacher leaders, grade level facilitators, literacy and content area leaders and specialists, professional development coordinators, school accountability staff, data and accountability department staff. 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 leaders ensure an approach to dual-language data that accelerates student learning across languages? In this one-day, virtual workshop, Alexandra will guide leaders in building a systematic dual-language data infrastructure groove designed to accelerate student learning and success in achieving greater equity, bilingualism and biliteracy, and academic achievement in both program languages. Participants will assess how current their current approach to assessment provides the evidence needed to improve results. We will use the continuous improvement process to plan priority actions to increase alignment, create holistic assessment balance and SMARTDLE goals, and use models of evidence-based tools and processes to adapt what evidence is valued, used, and how it will be leveraged to improve all program models.
Session I: How did Dual-language Lose its Data Groove and How do We Find Ours?
In this opening session we address our data culture and build our capacity to define the evidence that is needed to drive the continuous improvement cycle using dual-language data so that there is alignment and coherence between dual-language goals and school/district goals and are appropriate for all program models.
Session II: Focusing on SMARTDLE Results by Getting in the Dual-language Zone:
We begin the session by identifying and prioritizing holistic and detailed evidence needed to focus on learning and improve results in dual-language. Participants will then collaborate to compare the current assessments being implemented with the data that is needed to draft a balanced assessment calendar. We will also determine how holistic data will be used to set SMARTDLE goals and how to leverage team meetings and focus on continuous and dual-language aligned improvement.
Session III: Modeling Shared Commitment and Accountability with Dual-Language Data Systems and Supports:
In this closing session we collaborate to examine current school-wide tools for their commitment to the continuous improvement process. Participants will analyze and revise their school-wide tools, processes, and supports that shape what evidence is valued, used, and how it will be leveraged to improve results and are appropriate for all program models.
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