Dual Language Equity Institute

Dual Language Equity Institute
Track Day 1:
Virtual Event (3 Saturdays)
Sept 25 • Oct 02 • Oct 9
8am-12pm PST each day
$299 per person
$250 per person beyond 3 from same district.
Group Registration (4+)Call 626-448-3448 
or Email info@academiclearningcompany.com

    Dual Language Equity Institute
    Track Day 2: Family Day
    Virtual Event (3 Saturdays)
    TBA
    TBA
    $99 per person

      Overview

      Learning Objectives:

      Identifying opportunities for infusing equity in DLI programs
      Across the program
      Through the curriculum
      With families and community
      Through technology
      Managing re-entry to DLI programs
      Across the program
      Through the curriculum
      With families and community
      Through technology
      Sustaining and Rebuilding Community in DLI Programs
      Within the curriculum: Across the program
      Beyond the curriculum: With families and community
      Through technology
      Presenter Bio

      Presenters

      Mariana Castro
      Silvia Romero-Johnson
      Schedule

      DISTRICT TRACK OUTCOMES

      Day 1
      Saturday, March 13, 2021
      Question to answer: 
      What are the challenges you face in maintaining or restoring your dual language program in the fall? 
      Outcome: 
      Identify the challenges that your dual language program and its students will be facing academically and linguistically when school resumes in fall 2021
      8:00–9:30am PST
      (11:00am–12:30pm EST)
      District Administrator strand: Dr. Sonia Soltero
      We know that the most effective and successful dual language programs are guided by visionary district leaders and long-term district wide commitment. District leaders have a defining role in decisions around budget allocation, personnel, curriculum, adoption of instructional materials, assessment, family outreach and so much more. Because teachers are the fundamental backbone of dual language education, they must have the right conditions, resources, and ongoing supports needed to be successful. In this session we will explore ways to address equity, access and inclusion in district level decision-making that results in sustainable quality dual language programs, as well as redress the potential academic, linguistic and socioemotional impact of the pandemic on dual language students and teachers.
      9:45–10:25am PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question: How might we be able to measure what the students have learned academically and linguistically this past year-and-a-half in distance learning?
      10:30–12:00pm PST
      (1:30-3:00pm EST)
      District Administrator strand: Dr. Sonia Soltero
      We know that the most effective and successful dual language programs are guided by visionary district leaders and long-term districtwide commitment. District leaders have a defining role in decisions around budget allocation, personnel, curriculum, adoption of instructional materials, assessment, family outreach and so much more. Because teachers are the fundamental backbone of dual language education, they must have the right conditions, resources, and ongoing supports needed to be successful. In this session we will explore ways to address equity, access and inclusion in district level decision-making that results in sustainable quality dual language programs, as well as redress the potential academic, linguistic and socioemotional impact of the pandemic on dual language students and teachers.
      Between-Session Task: Collaborate with your district team to implement and analyze the data from the measurement of student academic and linguistic learning
      Day 2
      Saturday, April 10, 2021
      Question to answer: 
      What did you learn from analyzing the data regarding the students’ academic and linguistic areas of strength and areas for growth?
      Outcome: 
      Identify student academic and linguistic areas of strength and areas for growth
      8:00–9:30am PST
      (11:00am–12:30pm EST)
      Qualified teachers are the backbone of any dual language program, but they are hard to find and sometimes harder to retain given the demands of teaching in a dual language program. These demands have only increased during the pandemic and the resulting shift to online and hybrid instruction, accompanied by differential and often inequitable access to learning resources by students in one or both program languages. In this session, school leaders will reflect on challenges faced by dual language teachers in their building and brainstorm solutions for addressing those challenges, with a particular focus on cultivating a culture of care that prioritizes teachers’ self-care and fosters caring partner teacher relationships.
      9:45–10:25am PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question: What did we learn from the data? What are the students’ academic and linguistic areas ofstrength and areas for growth?
      10:30–12:00pm PST
      (1:30-3:00pm EST)
      All students and their families have experienced unprecedented disruption to their school routines during the pandemic, and many have experienced considerable trauma as well. In order to resume effective face-to-face instruction, we first need to promote a welcoming and equitable classroom environment for all students. Drawing on a pedagogy of care (Noddings, 1995) within the context of culturally sustaining pedagogy (Paris & Alim, 2014), we propose an approach to culturally sustaining classroom management that fosters appreciation and respect among students. By working to implement this approach jointly, partner teachers in dual language programs can strengthen relationships with students and their families, while also reducing their own professional stress through more streamlined classroom management routines. Specifically, we turn our attention to literacy centers as an example of how this coordinated approach can play out in the classroom, and consider ways in which school leadership can support its implementation.
      Between-Session Task: Identify students’ academic and linguistic areas of strength to celebrate and set goals for areas for growth in both areas for the 2021-2022 school year
      Day 3
      Saturday, April 24, 2021
      Question to answer: 
      How are you going to support students in accomplishing the academic* and linguistic goals set for their areas for growth?
      Outcome: 
      Working with your district team, develop an action plan to support students in accomplishing the academic and linguistic goals set for their areas of growth
      8:00–9:30am PST
      (11:00am–12:30pm EST)
      Facilitators (District and School Administrator strands together)
      In this session, participants will work with their district and site teams to select 2 to 3 strategic goals to address challenges that their sites, teachers, and students may face in Fall 2021. An Action Plan template will be shared to provide a suggested framework to identify the actions necessary to accomplish each goal.
      9:45–10:25am PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question: What did we learn from the data? What are the students’ academic and linguistic areas of strength and areas for growth?
      10:30–12:00pm PST
      (1:30-3:00pm EST)
      Facilitators (District and School Administrator strands together)
      In this session, participants will work with their district and site teams to identify the actions necessary, the timeframe within which each action should be completed, along with those responsible for leading the work on each action to accomplish each strategic goal that the team identified in Session 1.

      SCHOOL TRACK OUTCOMES

      Day 1
      Saturday, March 13, 2021
      Question to answer: 
      What are the challenges you face in maintaining or restoring your dual language programin the fall?
      Outcome: 
      Identify the challenges that your dual language program and its students will be facing academically and linguistically when school resumes in fall 2021
      8:00–9:30am PST
      (11:00am–12:30pm EST)
      School Administrator strand: Dr. José Medina
      Dual language programs must be grounded in the work of equity and social justice. So often, the focus is on bilingualism, biliteracy, and grade level academic achievement. But, leadership must also embrace and model a culturally sustaining ideology that overtly chips away at educational systems that have historically oppressed certain student communities. Through the use of the Guiding Principles for Dual Language Education: Third Edition, and specifically, Program Structure (Strand 1), session participants will be critically self-reflective about the systems that guide their DL program, to include next steps as we continue to serve in the midst of a global pandemic.
      9:45am–10:25pm PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question:How might we be able to measure what the students have learned academically and linguistically this past year-and-a-half in distance learning?
      10:30am–12:00pm PST
      (1:30-3:00pm EST)
      School Administrator strand: Dr. José Medina
      The dual language administrator is, in fact, a biliteracy instructional coach on the school campus and/or district where they serve. So what are the top six things that every DL leader should advocate for, in terms of biliteracy instruction? Via the information delineated in Strand 3: Instruction in the Guiding Principles for Dual Language Education: Third Edition, workshop participants will interact with biliteracy instructional recommendations that should guide the DL work, whether facilitation of instruction is taking place in-person, hybrid, or virtual fashion.
      Between-Session Task: Collaborate with your district team to implement and analyze the data from the measurement of student academic and linguistic learning
      Day 2
      Saturday, April 10, 2021
      Question to answer: 
      What did you learn from analyzing the data regarding the students’ academic and linguistic areas of strength and areas for growth?
      Outcome: 
      Identify student academic and linguistic areas of strength and areas for growth
      8:00–9:30am PST
      (11:00am–12:30pm EST)
      School Administrator strand: Liz Howard and Shera Simpson
      Qualified teachers are the backbone of any dual language program, but they are hard to find and sometimes harder to retain given the demands of teaching in a dual language program. These demands have only increased during the pandemic and the resulting shift to online and hybrid instruction, accompanied by differential and often inequitable access to learning resources by students in one or both program languages. In this session, school leaders will reflect on challenges faced by dual language teachers in their building and brainstorm solutions for addressing those challenges, with a particular focus on cultivating a culture of care that prioritizes teachers’ self-care and fosters caring partner teacher relationships.
      9:45–10:25am PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question: What did we learn from the data? What are the students’ academic and linguistic areas of strength and areas for growth?
      10:30am–12:00pm PST
      (1:30–3:00pm EST)
      School Administrator strand: Liz Howard and Shera Simpson
      All students and their families have experienced unprecedented disruption to their school routines during the pandemic, and many have experienced considerable trauma as well. In order to resume effective face-to-face instruction, we first need to promote a welcoming and equitable classroom environment for all students. Drawing on a pedagogy of care within the context of culturally sustaining pedagogy, we propose an approach to culturally sustaining classroom management that fosters appreciation and respect among students. By working to implement this approach jointly, partner teachers in dual language programs can strengthen relationships with students and their families, while also reducing their own professional stress through more streamlined classroom management routines. Specifically, we turn our attention to literacy centers as an example of how this coordinated approach can play out in the classroom, and consider ways in which school leadership can support its implementation.
      Between-Session Task: Identify students’ academic and linguistic areas of strength to celebrate and set goals for areas for growth in both areas for the 2021-2022 school year
      Day 3
      Saturday, April 24, 2021
      Question to answer: 
      How are you going to support students in accomplishing the academic and linguistic goals set for their areas for growth?
      Outcome:
      Working with your district team, develop an action plan to support students in accomplishing the academic and linguistic goals set for their areas of growth
      8:00am–10:00pm PST
      (11:00–12:30am EST)
      Facilitators (District and School Administrator strands together) 
      In this session, participants will work with their district and site teams to select 2 to 3 strategic goals to address challenges that their sites, teachers, and students may face in Fall 2021. An Action Plan template will be shared to provide a suggested framework to identify the actions necessary to accomplish each goal.
      9:45–10:25am PST
      (12:45–1:25pm EST)
      Breakout groups to discuss and answer question: What did we learn from the data? What are the students’ academic and linguistic areas of strength and areas for growth?
      10:30am–12:00pm PST
      (1:30–3:00pm EST)
      Facilitators (District and School Administrator strands together) 
      In this session, participants will work with their district and site teams to identify the actions necessary, the timeframe within which each action should be completed, along with those responsible for leading the work on each action to accomplish each strategic goal that the team identified in Session 1.
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