The Standard Times - February 24, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130224/OPINION/302240302/
Relevant Quotes: (Please follow the link above to read the complete article.)
We see no reason the schools should not be approved.
The bottom line, however, is that the New Bedford school system is in deep trouble. And while we are now seeing some signs of a possible turnaround, decades of failure suggest that evolutionary gains occur too slowly. Time is running short. And there is so much to be gained.
New Bedford teeters on the edge of state takeover. Its graduation rate, astoundingly, hovers close to 55%, far below the state average of 85 percent and even well off Fall River's 69 percent. To say some kids are falling through the cracks is a gross understatement.
The innovation schools aim to catch them, while also offering some of our most gifted students a real chance to soar.
The Esperanza School of Language and Culture — with its dual-language immersion program — would be situated at Roosevelt Middle School and would serve students from the South End. Parents would apply through a lottery and the student body would be split evenly between English and Spanish speakers.
Small, autonomous schools offer the ability to adapt to the precise needs of the neighborhoods they serve. It's an opportunity for grass-roots educational policy that puts the day-to-day decisions about student needs and success in the hands of those closest to the students.
Let's give them the green light and get this show on the road.
Sunday, February 24, 2013
Saturday, February 23, 2013
'This was an opportunity to put innovation on steroids'
MTA Today - Winter 2013
http://www.massteacher.org/news/archive/2013/~/media/Files/PDFs/MTAT/13winter.pdf
By Laura Barrett, Communications Specials for Massachusetts Teachers Association
Relevant Quotes: (Please follow the link above to read the complete article.)
Amanda Bell, a teacher at the Winter Hill Innovation School in Somerville, said staff members had to decide quickly if they wanted to convert to a new educational model.
“Prior to Tony coming to us,” she said, referring to Superintendent Anthony Pierantozzi, “I don’t think any of us had heard of Innovation Schools. It was quite interesting at our first meeting hearing he wanted us to do it and if we agreed then we had to make a decision very quickly because there was a grant available.
“This was an opportunity to put innovation on steroids,” added Jackie Lawrence, president of the Somerville Teachers Association.
The innovation plan also calls for more common planning time — carved out of the existing schedule — and staff-driven professional development. The school is also introducing a therapy dog program for special needs students.
In the end, the teachers agreed the Innovation School process is not just about raising test scores, though they hope that happens. Mostly, they want their school to be a welcoming community that addresses both the learning and social-emotional needs of their students.
http://www.massteacher.org/news/archive/2013/~/media/Files/PDFs/MTAT/13winter.pdf
By Laura Barrett, Communications Specials for Massachusetts Teachers Association
Relevant Quotes: (Please follow the link above to read the complete article.)
Amanda Bell, a teacher at the Winter Hill Innovation School in Somerville, said staff members had to decide quickly if they wanted to convert to a new educational model.
“Prior to Tony coming to us,” she said, referring to Superintendent Anthony Pierantozzi, “I don’t think any of us had heard of Innovation Schools. It was quite interesting at our first meeting hearing he wanted us to do it and if we agreed then we had to make a decision very quickly because there was a grant available.
“This was an opportunity to put innovation on steroids,” added Jackie Lawrence, president of the Somerville Teachers Association.
The innovation plan also calls for more common planning time — carved out of the existing schedule — and staff-driven professional development. The school is also introducing a therapy dog program for special needs students.
In the end, the teachers agreed the Innovation School process is not just about raising test scores, though they hope that happens. Mostly, they want their school to be a welcoming community that addresses both the learning and social-emotional needs of their students.
More Districts Try Innovation Schools
MTA Today - Winter 2013
http://www.massteacher.org/news/archive/2013/~/media/Files/PDFs/MTAT/13winter.pdf
By Laura Barrett, Communications Specialist for Massachusetts Teachers Association
Relevant Quotes: (Please follow the link above to read the complete article.)
Innovation Schools are similar to Horace Mann Charter Schools and to Boston’s Pilot Schools, though there are differences in implementation. Innovation Schools have more flexibility and autonomy than most district schools with regard to curriculum, staffing, budget, scheduling, professional development and district policies.
Staff members at these schools still belong to their local associations and are often very involved in the design and implementation of changes. Some plans require negotiating waivers to the union contract, while others do not.
Innovation School plans may be proposed by teachers, unions, district administrators, community residents or other interested parties. Applicants may seek a planning grant from the state. The local school committee must approve the plan before it can move forward, and the district oversees the school as it would any other district school. Innovation Schools are supposed to receive the same per-pupil allotment as other schools, although — like any school — they can apply for grant money.
In Worcester, there were concerns about the voting process at Worcester Technical High School. Despite those concerns, Leonard Zalauskas, president of the Educational Association of Worcester, said that Innovation Schools can be “magic” when they work, giving teachers a chance to transform their own schools and generating excitement and creativity among the staff. Worcester has eight Innovation Schools, including a dual-language program, an accelerated magnet program and two that emphasize science, technology, engineering and mathematics.
“Down here there are a lot of charter schools and school choice districts,” [President of the Dennis-Yarmouth Educators Association, Erin] Porter said. “We know we have to do something that’s a little different to appeal to our customer base — the parents. The teachers are working very hard on this and are dedicated. It may be a little too quick, but I think we will succeed.”
[MTA President Paul] Toner said he hopes that expansion of successful Innovation Schools will help convince legislators and the public that they do not have to lift the cap on charter schools to promote new ideas and choice in public education. Systems are already in place for Innovation Schools to share their ideas with other schools that want to replicate their practices.
http://www.massteacher.org/news/archive/2013/~/media/Files/PDFs/MTAT/13winter.pdf
By Laura Barrett, Communications Specialist for Massachusetts Teachers Association
Relevant Quotes: (Please follow the link above to read the complete article.)
Innovation Schools are similar to Horace Mann Charter Schools and to Boston’s Pilot Schools, though there are differences in implementation. Innovation Schools have more flexibility and autonomy than most district schools with regard to curriculum, staffing, budget, scheduling, professional development and district policies.
Staff members at these schools still belong to their local associations and are often very involved in the design and implementation of changes. Some plans require negotiating waivers to the union contract, while others do not.
Innovation School plans may be proposed by teachers, unions, district administrators, community residents or other interested parties. Applicants may seek a planning grant from the state. The local school committee must approve the plan before it can move forward, and the district oversees the school as it would any other district school. Innovation Schools are supposed to receive the same per-pupil allotment as other schools, although — like any school — they can apply for grant money.
In Worcester, there were concerns about the voting process at Worcester Technical High School. Despite those concerns, Leonard Zalauskas, president of the Educational Association of Worcester, said that Innovation Schools can be “magic” when they work, giving teachers a chance to transform their own schools and generating excitement and creativity among the staff. Worcester has eight Innovation Schools, including a dual-language program, an accelerated magnet program and two that emphasize science, technology, engineering and mathematics.
“Down here there are a lot of charter schools and school choice districts,” [President of the Dennis-Yarmouth Educators Association, Erin] Porter said. “We know we have to do something that’s a little different to appeal to our customer base — the parents. The teachers are working very hard on this and are dedicated. It may be a little too quick, but I think we will succeed.”
[MTA President Paul] Toner said he hopes that expansion of successful Innovation Schools will help convince legislators and the public that they do not have to lift the cap on charter schools to promote new ideas and choice in public education. Systems are already in place for Innovation Schools to share their ideas with other schools that want to replicate their practices.
Friday, February 22, 2013
Your View: Time is near to rally around innovation schools
The Standard Times - February 22, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130222/OPINION/302220304/
By Warren Berube
Warren Berube is a former founder and executive director at the Global Learning Charter Public School. He lives in New Bedford.
Relevant Quotes: (Please follow the link above to read the complete article.)
Innovations schools, by definition, are designed to construct a new way of doing educational business by creating a culture that welcomes teachers, children, parents, administrators and community to work together. Large, staid, complex organizations, such as the school department, move toward fundamental organizational change very slowly. In fact, they tend to find ways to subvert rather than support. They tend to ignore and starve innovation out of existence. It is the classic nodding of the head of consent while failing to follow up with positive support and resources.
I suspect that the innovation schools will experience some of the same hardship that Global Learning faced as a "start-up" in a large, complex and sometimes hostile school system. If, or when, innovation schools are opened, success for students and families will be closer to reality when all of the parties rally around this new educational effort.
Innovations sometimes work and sometimes fail, but the only true way to know if they are effective is to support them, not subvert them.
Charter schools are held to a high standard. If they ultimately fail, their charter can be revoked. So it is, I assume, with innovation schools.
[Note from Esperanza School Blog Writers - Read more about the evaluation process for innovation schools.]
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130222/OPINION/302220304/
By Warren Berube
Warren Berube is a former founder and executive director at the Global Learning Charter Public School. He lives in New Bedford.
Relevant Quotes: (Please follow the link above to read the complete article.)
Innovations schools, by definition, are designed to construct a new way of doing educational business by creating a culture that welcomes teachers, children, parents, administrators and community to work together. Large, staid, complex organizations, such as the school department, move toward fundamental organizational change very slowly. In fact, they tend to find ways to subvert rather than support. They tend to ignore and starve innovation out of existence. It is the classic nodding of the head of consent while failing to follow up with positive support and resources.
I suspect that the innovation schools will experience some of the same hardship that Global Learning faced as a "start-up" in a large, complex and sometimes hostile school system. If, or when, innovation schools are opened, success for students and families will be closer to reality when all of the parties rally around this new educational effort.
Innovations sometimes work and sometimes fail, but the only true way to know if they are effective is to support them, not subvert them.
Charter schools are held to a high standard. If they ultimately fail, their charter can be revoked. So it is, I assume, with innovation schools.
[Note from Esperanza School Blog Writers - Read more about the evaluation process for innovation schools.]
Letter: Innovation schools report provides vital insight
The Standard Times
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130222/OPINION/302220303/
Irene Buck, Westport
Relevant Quotes: (Please follow the link above to read the complete article.)
At long last the tale of innovation schools in New Bedford is more than "sound and fury" because we have the insightful writing of Charis Anderson in Sunday's news ("The lesson plan: Renaissance School would spread the arts across whole student experience," Feb. 17).
I applaud The Standard-Times for letting in sunlight on the extensive planning, the teachers and their community partners and, most significantly, recording answers to a complex and well-thought-out innovation school proposal.
Thank you for giving everyone a focused look at the idea and process behind the proposed innovation schools in New Bedford this year. The article provides us vital information on the work of New Bedford's pioneering teachers and their community partners. You have encouraged everyone to ask questions and encouraged thoughtful discussion.
Fear grows in darkness and shadows. There are always risks in transforming what we have always known into what might be. By opening doors and looking at what might be possible in this article, we reimagine ways to help every student find the success they deserve.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130222/OPINION/302220303/
Irene Buck, Westport
Relevant Quotes: (Please follow the link above to read the complete article.)
At long last the tale of innovation schools in New Bedford is more than "sound and fury" because we have the insightful writing of Charis Anderson in Sunday's news ("The lesson plan: Renaissance School would spread the arts across whole student experience," Feb. 17).
I applaud The Standard-Times for letting in sunlight on the extensive planning, the teachers and their community partners and, most significantly, recording answers to a complex and well-thought-out innovation school proposal.
Thank you for giving everyone a focused look at the idea and process behind the proposed innovation schools in New Bedford this year. The article provides us vital information on the work of New Bedford's pioneering teachers and their community partners. You have encouraged everyone to ask questions and encouraged thoughtful discussion.
Fear grows in darkness and shadows. There are always risks in transforming what we have always known into what might be. By opening doors and looking at what might be possible in this article, we reimagine ways to help every student find the success they deserve.
Thursday, February 21, 2013
Accountability for Innovation Schools
Innovation schools must be evaluated at least once a year by local school officials. The Superintendent shares his/her evaluation with the School Committee. They can then require modifications to the school's plan or even close the school if it has failed to meet its goals.
This all happens at the local level. Innovation schools in New Bedford will be evaluated by the New Bedford Public Schools Superintendent and the New Bedford School Committee.
A template for these annual evaluations can be found on the Innovation Schools webpage (part of the Executive Office of Education site)
The following is directly from the Massachusetts General Laws, Chapter 71, Section 92 (this text is also included in New Bedford Public School's RFP):
(n) All Innovation Schools authorized under subsection (m) shall be evaluated by the superintendent at least annually. The superintendent shall transmit the evaluation to the school committee and the commissioner of elementary and secondary education. The purpose of the evaluation shall be to determine whether the school has met the annual goals in its innovation plan and assess the implementation of the innovation plan at the school. If the school committee determines, on the advice of the superintendent, that the school has not met 1 or more goals in the innovation plan and that the failure to meet the goals may be corrected through reasonable modification of the plan, the school committee may amend the innovation plan as necessary. After the superintendent assesses the implementation of the innovation plan at the school, the school committee may, on the advice of the superintendent, amend the plan if the school committee determines that the amendment is necessary in view of subsequent changes in the district that affect 1 or more components of the plan, including, but not limited to, changes to contracts, collective bargaining agreements or school district policies; provided, however, that an amendment involving a subsequent change to a teacher contract shall first be approved by teachers at the school under the procedures in subsection (l).
If the school committee determines, on the advice of the superintendent, that the school has substantially failed to meet multiple goals in the innovation plan, the school committee may: (i) limit 1 or more components of the innovation plan; (ii) suspend 1 or more components of the innovation plan; or (iii) terminate the authorization of the school; provided, however, that the limitation or suspension shall not take place before the completion of the second full year of the operation of the school and the termination shall not take place before the completion of the third full year of the operation of the school.
This all happens at the local level. Innovation schools in New Bedford will be evaluated by the New Bedford Public Schools Superintendent and the New Bedford School Committee.
A template for these annual evaluations can be found on the Innovation Schools webpage (part of the Executive Office of Education site)
The following is directly from the Massachusetts General Laws, Chapter 71, Section 92 (this text is also included in New Bedford Public School's RFP):
(n) All Innovation Schools authorized under subsection (m) shall be evaluated by the superintendent at least annually. The superintendent shall transmit the evaluation to the school committee and the commissioner of elementary and secondary education. The purpose of the evaluation shall be to determine whether the school has met the annual goals in its innovation plan and assess the implementation of the innovation plan at the school. If the school committee determines, on the advice of the superintendent, that the school has not met 1 or more goals in the innovation plan and that the failure to meet the goals may be corrected through reasonable modification of the plan, the school committee may amend the innovation plan as necessary. After the superintendent assesses the implementation of the innovation plan at the school, the school committee may, on the advice of the superintendent, amend the plan if the school committee determines that the amendment is necessary in view of subsequent changes in the district that affect 1 or more components of the plan, including, but not limited to, changes to contracts, collective bargaining agreements or school district policies; provided, however, that an amendment involving a subsequent change to a teacher contract shall first be approved by teachers at the school under the procedures in subsection (l).
If the school committee determines, on the advice of the superintendent, that the school has substantially failed to meet multiple goals in the innovation plan, the school committee may: (i) limit 1 or more components of the innovation plan; (ii) suspend 1 or more components of the innovation plan; or (iii) terminate the authorization of the school; provided, however, that the limitation or suspension shall not take place before the completion of the second full year of the operation of the school and the termination shall not take place before the completion of the third full year of the operation of the school.
Wednesday, February 20, 2013
Esperanza School's Autonomies as an Innovation School
The following descriptions of our requested autonomies can be found on pages 3 & 4 of our Innovation School Plan.
Curriculum, Instruction and Assessment
Esperanza School requests autonomy and flexibility in the areas of curriculum, assessment and instruction in order to effectively implement a two-way dual language immersion model in English and Spanish. To develop bilingual, biliterate, and multicultural students, Esperanza School must ensure that its curriculum, resources, language objectives, instructional pedagogy, and assessments are aligned to the process of teaching and learning in two languages.
Budget
The school is seeking budgetary autonomy and flexibility over its resources in order to fully implement the proposed educational program to meet the unique needs of our students. Flexibility in budgeting will enable the school to allocate resources as needed to implement this new educational approach in the district. For example, the school will need to allocate a significant portion of the budget for professional development and instructional materials and resources for Spanish language development as well as English, especially in the first two years. While the school will elect to purchase some discretionary services through the district, approved contracted services will be used in other cases when deemed appropriate and cost-effective. Further, the school may opt out of certain services, such as the district’s allocation to technology, textbooks or other materials.
Schedule and Calendar
The school will use its autonomy and flexibility to determine its school schedule and calendar in order to maximize learning and instruction time for our students and staff. Having the opportunity to rethink the typical school day will enable staff to best address the needs of families in supporting their children’s education by offering an extended school day as well as before and after school enrichment opportunities. In order to ensure increased achievement for students, the schedule will allow for increased collaborative planning time and professional development opportunities for teachers to analyze data to inform curriculum and instruction and provide individualized support for students.
Staffing
The school will benefit from the autonomy and flexibility of staffing to meet the specific qualifications of teaching and working in a school that is dedicated to developing bilingual, biliterate and multicultural students. Esperanza School will employ a quality instructional team that sets the highest academic expectations for our students and is committed to the concept of bilingualism and multiculturalism. All Esperanza staff will understand and embrace the principles of working within a culturally diverse community, will understand the challenges and best practices in supporting students in acquiring two languages, and will appreciate the cultural and community contexts in which our students and families live.
Professional Development
The school will use autonomy and flexibility to ensure that staff has the tools and resources to implement a two-way dual language immersion model. To this end, increased professional development for all staff is essential to carrying out the school’s mission and vision. Esperanza will use its autonomy to schedule professional development that provides staff with the necessary tools to achieve the highest standards inside the classroom and schoolwide.
District Policies and Procedures
The school will use its autonomy to establish a system of shared leadership and cooperation designed to achieve all of its goals. Above all, this system will promote and expect participatory leadership from all stakeholders. All faculty members at the Esperanza School will work as instructional leaders to share decision-making responsibilities in order to provide professional leadership, expertise, and the hands-on-experience needed to ensure high student growth and achievement. All decisions will be based on the needs of the students. Esperanza will share a commitment to involve and consider appropriate stakeholders in the decision-making processes and agree to be transparent about how different types of decisions will be made. Making decisions in schools can be challenging, time-consuming, and stressful. We commit to seeking a balance of garnering input while making decisions in an efficient and time-conscious manner.
Curriculum, Instruction and Assessment
Esperanza School requests autonomy and flexibility in the areas of curriculum, assessment and instruction in order to effectively implement a two-way dual language immersion model in English and Spanish. To develop bilingual, biliterate, and multicultural students, Esperanza School must ensure that its curriculum, resources, language objectives, instructional pedagogy, and assessments are aligned to the process of teaching and learning in two languages.
Budget
The school is seeking budgetary autonomy and flexibility over its resources in order to fully implement the proposed educational program to meet the unique needs of our students. Flexibility in budgeting will enable the school to allocate resources as needed to implement this new educational approach in the district. For example, the school will need to allocate a significant portion of the budget for professional development and instructional materials and resources for Spanish language development as well as English, especially in the first two years. While the school will elect to purchase some discretionary services through the district, approved contracted services will be used in other cases when deemed appropriate and cost-effective. Further, the school may opt out of certain services, such as the district’s allocation to technology, textbooks or other materials.
Schedule and Calendar
The school will use its autonomy and flexibility to determine its school schedule and calendar in order to maximize learning and instruction time for our students and staff. Having the opportunity to rethink the typical school day will enable staff to best address the needs of families in supporting their children’s education by offering an extended school day as well as before and after school enrichment opportunities. In order to ensure increased achievement for students, the schedule will allow for increased collaborative planning time and professional development opportunities for teachers to analyze data to inform curriculum and instruction and provide individualized support for students.
Staffing
The school will benefit from the autonomy and flexibility of staffing to meet the specific qualifications of teaching and working in a school that is dedicated to developing bilingual, biliterate and multicultural students. Esperanza School will employ a quality instructional team that sets the highest academic expectations for our students and is committed to the concept of bilingualism and multiculturalism. All Esperanza staff will understand and embrace the principles of working within a culturally diverse community, will understand the challenges and best practices in supporting students in acquiring two languages, and will appreciate the cultural and community contexts in which our students and families live.
Professional Development
The school will use autonomy and flexibility to ensure that staff has the tools and resources to implement a two-way dual language immersion model. To this end, increased professional development for all staff is essential to carrying out the school’s mission and vision. Esperanza will use its autonomy to schedule professional development that provides staff with the necessary tools to achieve the highest standards inside the classroom and schoolwide.
District Policies and Procedures
The school will use its autonomy to establish a system of shared leadership and cooperation designed to achieve all of its goals. Above all, this system will promote and expect participatory leadership from all stakeholders. All faculty members at the Esperanza School will work as instructional leaders to share decision-making responsibilities in order to provide professional leadership, expertise, and the hands-on-experience needed to ensure high student growth and achievement. All decisions will be based on the needs of the students. Esperanza will share a commitment to involve and consider appropriate stakeholders in the decision-making processes and agree to be transparent about how different types of decisions will be made. Making decisions in schools can be challenging, time-consuming, and stressful. We commit to seeking a balance of garnering input while making decisions in an efficient and time-conscious manner.
Tuesday, February 19, 2013
Innovation schools are catching on
The Boston Globe - March 8, 2012
http://www.bostonglobe.com/metro/regionals/north/2012/03/08/innovation-schools-slated-for-gloucester-haverhill-lynn-malden-and-somerville/5g70rD3CKM6nqEk5PqqahP/story.html
© 2013 The New York Times Company
Innovation schools are catching on
New schools slated for Gloucester, Haverhill, Lynn, Malden, and Somerville
By Steven A. Rosenberg, Globe Staff
[Note from Esperanza School Blog Writers - This article is almost a year old and therefore contains dated information about the status of specific innovation schools. It is being posted to inform readers about innovation schools in general and what they are achieving with students in Massachusetts.]
Relevant Quotes: (Please follow the link above to read the complete article.)
Since the Paul Revere became the first innovation school in Massachusetts more than a year ago, educators from across the state have made it one of their first stops as they try to find a better way to teach and prepare students to enter society. The schools were created by Governor Deval Patrick two years ago to give educators flexibility inside the classroom. Similar to charter schools, the innovation schools are allowed to set their own curriculum, schedule, and calendar, and choose their own staff.
While the schools are still funded by their home districts, policies are set by a governing board - staffed by educators, administrators, and parents. Schools also can raise money for programming, take on corporate partners and create educational collaboratives, and set their own budgets. The program requires approval from the district School Committee and the school’s teachers’ union.
As charter schools have spread throughout the state - and focused on changing everything from traditional curriculum to the hours students spend in school every day to boost academic achievement - some urban public schools have faced increased pressure to change the way they teach. Many district superintendents, such as Revere’s Paul Dakin, say innovation schools allow for a better learning environment for teachers and students.
At the Paul Revere school, teachers helped craft the curriculum, restructured their schedules to allow for an extra eight hours of extracurricular activities a week while remaining within the guidelines of the union work week, and have introduced an Open Circle time in the classroom.
In just one year, the school has also seen success with MCAS scores. Last year, it outperformed the state average on six of the seven tests.
“Our commitment to providing every student in our school district with the support and structure to succeed both academically and in the real world is a charge that we take very seriously,’’ said [Somerville Superintendent Tony] Pierantozzi. “While we have seen incremental improvements in many areas, we understand that incremental change may not be enough. We must be willing to move beyond the boundaries of what we know, and explore opportunities that might lead to exponential growth. The Innovation Schools initiative provides exactly that type of opportunity.’’
http://www.bostonglobe.com/metro/regionals/north/2012/03/08/innovation-schools-slated-for-gloucester-haverhill-lynn-malden-and-somerville/5g70rD3CKM6nqEk5PqqahP/story.html
© 2013 The New York Times Company
Innovation schools are catching on
New schools slated for Gloucester, Haverhill, Lynn, Malden, and Somerville
By Steven A. Rosenberg, Globe Staff
[Note from Esperanza School Blog Writers - This article is almost a year old and therefore contains dated information about the status of specific innovation schools. It is being posted to inform readers about innovation schools in general and what they are achieving with students in Massachusetts.]
Relevant Quotes: (Please follow the link above to read the complete article.)
Since the Paul Revere became the first innovation school in Massachusetts more than a year ago, educators from across the state have made it one of their first stops as they try to find a better way to teach and prepare students to enter society. The schools were created by Governor Deval Patrick two years ago to give educators flexibility inside the classroom. Similar to charter schools, the innovation schools are allowed to set their own curriculum, schedule, and calendar, and choose their own staff.
While the schools are still funded by their home districts, policies are set by a governing board - staffed by educators, administrators, and parents. Schools also can raise money for programming, take on corporate partners and create educational collaboratives, and set their own budgets. The program requires approval from the district School Committee and the school’s teachers’ union.
As charter schools have spread throughout the state - and focused on changing everything from traditional curriculum to the hours students spend in school every day to boost academic achievement - some urban public schools have faced increased pressure to change the way they teach. Many district superintendents, such as Revere’s Paul Dakin, say innovation schools allow for a better learning environment for teachers and students.
At the Paul Revere school, teachers helped craft the curriculum, restructured their schedules to allow for an extra eight hours of extracurricular activities a week while remaining within the guidelines of the union work week, and have introduced an Open Circle time in the classroom.
In just one year, the school has also seen success with MCAS scores. Last year, it outperformed the state average on six of the seven tests.
“Our commitment to providing every student in our school district with the support and structure to succeed both academically and in the real world is a charge that we take very seriously,’’ said [Somerville Superintendent Tony] Pierantozzi. “While we have seen incremental improvements in many areas, we understand that incremental change may not be enough. We must be willing to move beyond the boundaries of what we know, and explore opportunities that might lead to exponential growth. The Innovation Schools initiative provides exactly that type of opportunity.’’
Monday, February 18, 2013
At Esperanza School, students will be 'immersed' in two languages
The Standard Times - February 18, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130218/NEWS/302180317/
By Charis Anderson, Staff Writer for The Standard Times
canderson@s-t.com
[Note from Esperanza School Blog Writers - Formatting has been added to this article to aid the reader.]
NEW BEDFORD — Debate has been raging for months over the two innovation schools that have been proposed in the city's school district.
Opponents claim the schools — which would be in-district schools that enjoy certain autonomies from the broader district — would create a system of haves and have-nots, with some students enjoying the additional services proposed by the schools' design teams and others not.
Proponents argue that the schools would target areas of specific need in the district and would provide much-needed choices for parents and students.
Complete plans for both schools were submitted to the school district in mid-December, and both groups recently completed negotiations with the New Bedford Educators Association on necessary changes to the collective bargaining agreement.
The next step is for the School Committee to hold a public hearing on the proposals. That hearing has yet to be scheduled.
Amid all the rhetoric and the claims of what the schools would or would not do, there's been a shortage of discussion about what the schools would actually look like if they were approved.
The Standard-Times has reviewed both school plans, which were submitted in mid-December, and interviewed the educators behind the proposals to answer some frequently asked questions about the schools. On Sunday the plan for Renaissance Community School for the Arts was highlighted.
ESPERANZA SCHOOL OF LANGUAGE AND CULTURE
The Esperanza School of Language and Culture would be located in space within Roosevelt Middle School, located at 119 Frederick St., and would serve students from the South End of New Bedford.
The school would operate a two-way, dual-language immersion program in which instruction would be conducted in both English and Spanish and the student body would be split equally between native English speakers and native Spanish speakers.
What is a two-way dual-language immersion program?
In a two-way, dual-language immersion program, native English speakers and speakers of a partner language are immersed in two languages — English and Spanish, in the case of the Esperanza School — through academic instruction that is conducted in both languages.
The goal is for all students to become proficient in both languages over their years in the program.
What autonomies did the school request?
Under the state's Innovation Schools statute, design teams can request autonomy in any (or all) of the following areas: curriculum, budget, school schedule and calendar, staffing, district policies, and professional development.
The Esperanza School requested autonomy in all six areas.
How many children would the school serve, and how would they be selected?
If approved, the school would open for the 2013-14 school year with about 156 students in kindergarten through second grade. The school would grow by one grade a year for six years until it reached full enrollment in the 2020-21 school year with about 425 students in kindergarten through eighth grade.
Students would be selected for the school through a lottery into which parents must enter their children's names and indicate whether their children speak primarily English or Spanish. All students would need to complete a language screening before the lottery is conducted.
The student body would be evenly split between native English and Spanish speakers, according to the school's plan.
The school does not plan to accept new students into the later grades — Grade 3 and up — because those new students would be very far behind in acquiring a second language, whether English or Spanish, according to Kerry DeJesus, one of the school's design team members.
"We want to make sure that the students are able to keep up academically in the Spanish, and when they come in from kindergarten, in kindergarten through Grade 2, the predominant language will be Spanish so they'll have a strong base," said DeJesus, who said students without that background would struggle in the school's later grades.
What would the school's teaching staff look like?
In Esperanza's first year, the school would have six classroom teachers, all of whose primary instructional language will be Spanish.
For other key positions — principal, special education teacher, school receptionist — the school would plan to hire people who are bilingual in English and Spanish, while for many of the specialist and paraprofessional positions, the school's preference would be for staff who are either bilingual or have Spanish as a primary language.
According to the plan, the school plans to recruit staff from both inside and outside the New Bedford school district.
How will the school be funded?
Just like the Renaissance School, the Esperanza School would receive per-pupil funding from the district comparable to what other district schools receive. The total amount of funding would be determined by how many students were enrolled.
According to Andrea Gallipeau, one of the design team members, the plan for the school was developed with the intent of keeping its budget within the per-pupil funding provided by the district.
However, in the future, the school will likely explore both fundraising and grant-writing opportunities, she said.
In other dual-language schools the group researched, it was parents who really took on the fundraising challenge, according to Gallipeau.
"They're really the ones who grab the bull by the horns, so to speak," said Gallipeau.
What would a school day look like for students?
At Esperanza, the school day for students would be slightly longer than the day in traditional New Bedford schools. Four days a week — Monday, Tuesday, Thursday and Friday — school would start at 8:05 a.m. and run until 2:45 p.m., about 25 minutes longer than the district's elementary school day. (The Esperanza day is the same length as the district's middle school day, according to the district's teachers contract.)
On Wednesdays, students would be released early, at 12:30 p.m., to allow for teacher planning and professional development. (The district has an early release day on Fridays, when students finish school at 1 p.m.)
Across the length of the week, Esperanza students would spend about 80 more minutes in school than students in traditional district elementary schools.
For younger students — kindergartners through second-graders — about 90 percent of each day's instruction will be delivered in Spanish.
The initial emphasis on Spanish is necessary in order to get the school's native English speakers up to speed on the second language, according to DeJesus.
Starting in third grade, students will spend about half their time learning in Spanish and the other half in English, although exactly how that split will happen has yet to be decided, according to school officials.
"It will be determined by the faculty, because it works differently for every group," said DeJesus.
According to DeJesus, some dual-language programs alternate languages every three days, others do it by semester and still others do a whole year in one language before switching to the other.
She said she thought it was likely Esperanza would end up with a three- to five-day alternating schedule, but it really needed to be determined by the specific needs of the school's students.
What would a school day look like for teachers?
The school day for teachers would run from 8 a.m. to 2:45 p.m., a work day that is about 25 minutes longer than the work day in traditional district elementary schools and about 15 minutes shorter than the middle-school work day for teachers, according to the district's teachers contract. Under the plan submitted in December, teachers would not receive a stipend for the additional time.
On the four, full-length days each week, Esperanza teachers would receive 70 minutes of prep, or planning time, while on the early release days, teachers would receive 35 minutes of prep time.
Wednesday afternoons, after the students are dismissed, teachers would spend more than two hours on professional development activities, data analysis and common planning.
What type of partnerships do the schools have with community organizations?
The Esperanza School has garnered support from a number of organizations that have committed to helping the school in a range of ways, including providing volunteers, acting in an advisory capacity and advocating for the school.
Among the organizations that have committed to offering direct services are the Immigrants' Assistance Center, New Bedford Community Connections Coalition and The Education Alliance at Brown University.
Information in this story was taken both from the plan for the Esperanza School and from interviews with the school's planning team.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130218/NEWS/302180317/
By Charis Anderson, Staff Writer for The Standard Times
canderson@s-t.com
[Note from Esperanza School Blog Writers - Formatting has been added to this article to aid the reader.]
NEW BEDFORD — Debate has been raging for months over the two innovation schools that have been proposed in the city's school district.
Opponents claim the schools — which would be in-district schools that enjoy certain autonomies from the broader district — would create a system of haves and have-nots, with some students enjoying the additional services proposed by the schools' design teams and others not.
Proponents argue that the schools would target areas of specific need in the district and would provide much-needed choices for parents and students.
Complete plans for both schools were submitted to the school district in mid-December, and both groups recently completed negotiations with the New Bedford Educators Association on necessary changes to the collective bargaining agreement.
The next step is for the School Committee to hold a public hearing on the proposals. That hearing has yet to be scheduled.
Amid all the rhetoric and the claims of what the schools would or would not do, there's been a shortage of discussion about what the schools would actually look like if they were approved.
The Standard-Times has reviewed both school plans, which were submitted in mid-December, and interviewed the educators behind the proposals to answer some frequently asked questions about the schools. On Sunday the plan for Renaissance Community School for the Arts was highlighted.
ESPERANZA SCHOOL OF LANGUAGE AND CULTURE
The Esperanza School of Language and Culture would be located in space within Roosevelt Middle School, located at 119 Frederick St., and would serve students from the South End of New Bedford.
The school would operate a two-way, dual-language immersion program in which instruction would be conducted in both English and Spanish and the student body would be split equally between native English speakers and native Spanish speakers.
What is a two-way dual-language immersion program?
In a two-way, dual-language immersion program, native English speakers and speakers of a partner language are immersed in two languages — English and Spanish, in the case of the Esperanza School — through academic instruction that is conducted in both languages.
The goal is for all students to become proficient in both languages over their years in the program.
What autonomies did the school request?
Under the state's Innovation Schools statute, design teams can request autonomy in any (or all) of the following areas: curriculum, budget, school schedule and calendar, staffing, district policies, and professional development.
The Esperanza School requested autonomy in all six areas.
How many children would the school serve, and how would they be selected?
If approved, the school would open for the 2013-14 school year with about 156 students in kindergarten through second grade. The school would grow by one grade a year for six years until it reached full enrollment in the 2020-21 school year with about 425 students in kindergarten through eighth grade.
Students would be selected for the school through a lottery into which parents must enter their children's names and indicate whether their children speak primarily English or Spanish. All students would need to complete a language screening before the lottery is conducted.
The student body would be evenly split between native English and Spanish speakers, according to the school's plan.
The school does not plan to accept new students into the later grades — Grade 3 and up — because those new students would be very far behind in acquiring a second language, whether English or Spanish, according to Kerry DeJesus, one of the school's design team members.
"We want to make sure that the students are able to keep up academically in the Spanish, and when they come in from kindergarten, in kindergarten through Grade 2, the predominant language will be Spanish so they'll have a strong base," said DeJesus, who said students without that background would struggle in the school's later grades.
What would the school's teaching staff look like?
In Esperanza's first year, the school would have six classroom teachers, all of whose primary instructional language will be Spanish.
For other key positions — principal, special education teacher, school receptionist — the school would plan to hire people who are bilingual in English and Spanish, while for many of the specialist and paraprofessional positions, the school's preference would be for staff who are either bilingual or have Spanish as a primary language.
According to the plan, the school plans to recruit staff from both inside and outside the New Bedford school district.
How will the school be funded?
Just like the Renaissance School, the Esperanza School would receive per-pupil funding from the district comparable to what other district schools receive. The total amount of funding would be determined by how many students were enrolled.
According to Andrea Gallipeau, one of the design team members, the plan for the school was developed with the intent of keeping its budget within the per-pupil funding provided by the district.
However, in the future, the school will likely explore both fundraising and grant-writing opportunities, she said.
In other dual-language schools the group researched, it was parents who really took on the fundraising challenge, according to Gallipeau.
"They're really the ones who grab the bull by the horns, so to speak," said Gallipeau.
What would a school day look like for students?
At Esperanza, the school day for students would be slightly longer than the day in traditional New Bedford schools. Four days a week — Monday, Tuesday, Thursday and Friday — school would start at 8:05 a.m. and run until 2:45 p.m., about 25 minutes longer than the district's elementary school day. (The Esperanza day is the same length as the district's middle school day, according to the district's teachers contract.)
On Wednesdays, students would be released early, at 12:30 p.m., to allow for teacher planning and professional development. (The district has an early release day on Fridays, when students finish school at 1 p.m.)
Across the length of the week, Esperanza students would spend about 80 more minutes in school than students in traditional district elementary schools.
For younger students — kindergartners through second-graders — about 90 percent of each day's instruction will be delivered in Spanish.
The initial emphasis on Spanish is necessary in order to get the school's native English speakers up to speed on the second language, according to DeJesus.
Starting in third grade, students will spend about half their time learning in Spanish and the other half in English, although exactly how that split will happen has yet to be decided, according to school officials.
"It will be determined by the faculty, because it works differently for every group," said DeJesus.
According to DeJesus, some dual-language programs alternate languages every three days, others do it by semester and still others do a whole year in one language before switching to the other.
She said she thought it was likely Esperanza would end up with a three- to five-day alternating schedule, but it really needed to be determined by the specific needs of the school's students.
What would a school day look like for teachers?
The school day for teachers would run from 8 a.m. to 2:45 p.m., a work day that is about 25 minutes longer than the work day in traditional district elementary schools and about 15 minutes shorter than the middle-school work day for teachers, according to the district's teachers contract. Under the plan submitted in December, teachers would not receive a stipend for the additional time.
On the four, full-length days each week, Esperanza teachers would receive 70 minutes of prep, or planning time, while on the early release days, teachers would receive 35 minutes of prep time.
Wednesday afternoons, after the students are dismissed, teachers would spend more than two hours on professional development activities, data analysis and common planning.
What type of partnerships do the schools have with community organizations?
The Esperanza School has garnered support from a number of organizations that have committed to helping the school in a range of ways, including providing volunteers, acting in an advisory capacity and advocating for the school.
Among the organizations that have committed to offering direct services are the Immigrants' Assistance Center, New Bedford Community Connections Coalition and The Education Alliance at Brown University.
Information in this story was taken both from the plan for the Esperanza School and from interviews with the school's planning team.
Sunday, February 17, 2013
Patrick-Murray Administration Awards Planning Grants to Eight Potential Innovation Schools Across the Commonwealth
Press Release from Governor Deval Patrick - February 6, 2013
http://www.mass.gov/governor/pressoffice/pressreleases/2013/0206-innovation-schools-grants.html
Relevant Quotes: (Please follow the link above to read the complete press release.)
"I am extremely proud of the progress we’ve made on the Innovation School initiative as more and more schools step up to provide improved educational opportunities for Massachusetts students," said Governor Deval Patrick. "This robust and diverse group of schools demonstrates what can be achieved when local school communities are given the flexibility to be creative in their approach to helping all students achieve at high levels."
A signature component of Governor Patrick’s Achievement Gap Act of 2010, Innovation Schools are in-district, charter-like public schools that use inventive strategies and creative approaches to education while keeping school funding within districts. Innovation Schools can utilize greater autonomy and flexibility with regard to curriculum, staffing, budget, schedule/calendar, professional development and district policies.
There are currently 44 operational Innovation Schools across Massachusetts. If these eight plans are fully approved, over 50 Innovation Schools could be up and running by fall 2013. The Administration awarded over $850,000 in Innovation School planning and implementation grants last year. Funding for Innovation School planning and implementation grants have been made available as part of a total of $2 million in support from the state's successful Race to the Top proposal and additional support from the Bill & Melinda Gates Foundation.
“It is exciting to see a school community, like the Blackstone School, that has made significant academic progress with its students, using the Innovation School model to sustain the gains made by seeking autonomies and flexibilities to continue to meet the needs of its students,” said Education Secretary Matthew Malone.
For more information about Innovation Schools, please visit www.mass.gov/edu/innovationschools.
http://www.mass.gov/governor/pressoffice/pressreleases/2013/0206-innovation-schools-grants.html
Relevant Quotes: (Please follow the link above to read the complete press release.)
"I am extremely proud of the progress we’ve made on the Innovation School initiative as more and more schools step up to provide improved educational opportunities for Massachusetts students," said Governor Deval Patrick. "This robust and diverse group of schools demonstrates what can be achieved when local school communities are given the flexibility to be creative in their approach to helping all students achieve at high levels."
A signature component of Governor Patrick’s Achievement Gap Act of 2010, Innovation Schools are in-district, charter-like public schools that use inventive strategies and creative approaches to education while keeping school funding within districts. Innovation Schools can utilize greater autonomy and flexibility with regard to curriculum, staffing, budget, schedule/calendar, professional development and district policies.
There are currently 44 operational Innovation Schools across Massachusetts. If these eight plans are fully approved, over 50 Innovation Schools could be up and running by fall 2013. The Administration awarded over $850,000 in Innovation School planning and implementation grants last year. Funding for Innovation School planning and implementation grants have been made available as part of a total of $2 million in support from the state's successful Race to the Top proposal and additional support from the Bill & Melinda Gates Foundation.
“It is exciting to see a school community, like the Blackstone School, that has made significant academic progress with its students, using the Innovation School model to sustain the gains made by seeking autonomies and flexibilities to continue to meet the needs of its students,” said Education Secretary Matthew Malone.
For more information about Innovation Schools, please visit www.mass.gov/edu/innovationschools.
Wednesday, February 13, 2013
Academic Performance in TWI Programs
en español
Within TWI [two-way immersion] programs, how does the academic performance of native English speakers compare to that of English language learners?
Native English speakers typically achieve at higher levels in English than do English language learners (Howard, Sugarman & Christian, 2003). By middle school, native English speakers on average score above grade level in standardized achievement tests of reading and math, while English language learners on average approach grade level. However, students who begin elementary school as English language learners and develop full oral and reading and writing proficiencies in English often have a mean performance that is as high as or higher than that of native English speakers.
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 177. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Within TWI [two-way immersion] programs, how does the academic performance of native English speakers compare to that of English language learners?
Native English speakers typically achieve at higher levels in English than do English language learners (Howard, Sugarman & Christian, 2003). By middle school, native English speakers on average score above grade level in standardized achievement tests of reading and math, while English language learners on average approach grade level. However, students who begin elementary school as English language learners and develop full oral and reading and writing proficiencies in English often have a mean performance that is as high as or higher than that of native English speakers.
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 177. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Rendimiento Académico en Programas de Inmérsion Recíproca
in English
En los programas de inmersión recíproca, ¿hay diferencias entre el rendimiento académico de los hablantes de inglés y los hablantes de lenguas minoritarias?
Los alumnos cuya lengua materna es el inglés generalmente alcanzan niveles más altos de inglés que los no nativos (Howard, Sugarman, & Christian, 2003). Para cuando llegan a la escuela media, los hablantes de inglés generalmente alcanzan niveles por encima de su grado correspondiente en tests estandarizados de matemáticas y lectura, mientras que en general los hablantes de una lengua minoritaria se aproximan al nivel correspondiente a su grado. Sin embargo, en este último grupo aquellos que consiguen altos niveles de expresión y alfabetización en inglés frecuentemente demuestran un rendimiento medio tan alto, sino más alto, que los hablantes de inglés.
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 189. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
En los programas de inmersión recíproca, ¿hay diferencias entre el rendimiento académico de los hablantes de inglés y los hablantes de lenguas minoritarias?
Los alumnos cuya lengua materna es el inglés generalmente alcanzan niveles más altos de inglés que los no nativos (Howard, Sugarman, & Christian, 2003). Para cuando llegan a la escuela media, los hablantes de inglés generalmente alcanzan niveles por encima de su grado correspondiente en tests estandarizados de matemáticas y lectura, mientras que en general los hablantes de una lengua minoritaria se aproximan al nivel correspondiente a su grado. Sin embargo, en este último grupo aquellos que consiguen altos niveles de expresión y alfabetización en inglés frecuentemente demuestran un rendimiento medio tan alto, sino más alto, que los hablantes de inglés.
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 189. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Tuesday, February 12, 2013
Research Review - The Astounding Effectiveness of Dual Language Education for All
Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.
PDF available at http://njrp.tamu.edu/2004/PDFs/Collier.pdf
Abstract:
Our longitudinal research findings from one-way and two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Effect sizes for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs’ outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.
Background:
These researchers have extensive experience examining bilingual/ESL program models and their effectiveness. At the time this article was published, they had conducted research covering 23 school districts in 15 states with over 2 million student records. (Later research included over 6 million student records.) These school districts were in urban, suburban, and rural areas and included both large and small districts.
This particular paper highlights results from two specific areas: Houston Independent School District and two school districts in northern Maine. The latter were in rural areas near the border with Canada. Houston implemented a dual language program with Spanish as the partner language. French was the partner language in the Maine school districts. In both cases, those students in dual language programs showed high levels of academic achievement in English while also increasing proficiency of the respective partner language to a high degree.
Key Quotes: (emphasis added)
"In every study condicted [sic], we have consistently found that it takes a six to eight years, for ELLs to reach grade level in L2, and only one-way and two-way enrichment dual language programs have closed the gap in this length of time. No other program has closed more than half of the achievement gap in the long term." (p. 5)
"With the stimulus of native-English-speaking peers in two-way bilingual classes, groups of English learners typically reach grade level achievement in second language by 5th or 6th grade, reaching an average of the 61st NCE [normal curve equivalent] or the 70th percentile by the eleventh grade.
This is truly astounding achievement when you consider that this is higher achievement than that of native-English speakers being schooled through their own language, and who have all the advantages of nonstop cognitive and academic development and sociocultural support. Native-English speakers’ language and identity is not threatened, because English is the power and status language and they know it, so they have a huge advantage in confidence that they can make it in school, from a sociocultural perspective. Yet English learners can outpace native-English speakers year after year until they reach grade level in their second language, when they are schooled in a high quality enrichment program that teaches the curriculum through their primary language and through English." (p. 11)
"The astounding effectiveness of dual language education extends beyond student outcomes, influencing the school experience of all participants. As the program develops and matures, teachers, administrators, and parents in formal and informal interviews all express an awareness that they are part of something very special. Most adults connected to the program begin to view it as a school reform, where school is perceived positively by the whole school community. The respect and nurturing of the multiple cultural heritages and the two main languages present in the school lead to friendships that cross social class and language boundaries. Teachers express excitement, once they have made it through the initial years of planning and implementing an enrichment dual language model, that they love teaching now and would never leave their jobs. They feel they have lots of support, once the staff development and teacher planning time is in place for this innovation. Teachers can see the difference in their students’ responsiveness and engagement in lessons. Behavior problems lessen because students feel valued and respected as equal partners in the learning process." (p. 11)
"How the program is implemented can influence the rate at which English learners close the gap. Important principles of dual language include a minimum of six years of bilingual instruction with English learners not segregated, a focus on the core academic curriculum rather than a watered-down version, high-quality language arts instruction in both languages and integrated into thematic units, separation of the two languages with no translation or repeated lessons in the other language, use of the non-English language at least 50 percent of the instructional time and as much as 90 percent in the early grades, and use of collaborative and interactive teaching strategies. How faithful teachers are to these principles can strongly influence the success of the program, and the principal is a key player in making the model happen as planned." (p. 13)
"Clearly dual language education is a school reform whose time has come. It is a school model that even the English-only advocates endorse, because it is an inclusive model for all students, and all student groups benefit from participating." (p. 18)
PDF available at http://njrp.tamu.edu/2004/PDFs/Collier.pdf
Abstract:
Our longitudinal research findings from one-way and two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Effect sizes for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs’ outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.
Background:
These researchers have extensive experience examining bilingual/ESL program models and their effectiveness. At the time this article was published, they had conducted research covering 23 school districts in 15 states with over 2 million student records. (Later research included over 6 million student records.) These school districts were in urban, suburban, and rural areas and included both large and small districts.
This particular paper highlights results from two specific areas: Houston Independent School District and two school districts in northern Maine. The latter were in rural areas near the border with Canada. Houston implemented a dual language program with Spanish as the partner language. French was the partner language in the Maine school districts. In both cases, those students in dual language programs showed high levels of academic achievement in English while also increasing proficiency of the respective partner language to a high degree.
Key Quotes: (emphasis added)
"In every study condicted [sic], we have consistently found that it takes a six to eight years, for ELLs to reach grade level in L2, and only one-way and two-way enrichment dual language programs have closed the gap in this length of time. No other program has closed more than half of the achievement gap in the long term." (p. 5)
"With the stimulus of native-English-speaking peers in two-way bilingual classes, groups of English learners typically reach grade level achievement in second language by 5th or 6th grade, reaching an average of the 61st NCE [normal curve equivalent] or the 70th percentile by the eleventh grade.
This is truly astounding achievement when you consider that this is higher achievement than that of native-English speakers being schooled through their own language, and who have all the advantages of nonstop cognitive and academic development and sociocultural support. Native-English speakers’ language and identity is not threatened, because English is the power and status language and they know it, so they have a huge advantage in confidence that they can make it in school, from a sociocultural perspective. Yet English learners can outpace native-English speakers year after year until they reach grade level in their second language, when they are schooled in a high quality enrichment program that teaches the curriculum through their primary language and through English." (p. 11)
"The astounding effectiveness of dual language education extends beyond student outcomes, influencing the school experience of all participants. As the program develops and matures, teachers, administrators, and parents in formal and informal interviews all express an awareness that they are part of something very special. Most adults connected to the program begin to view it as a school reform, where school is perceived positively by the whole school community. The respect and nurturing of the multiple cultural heritages and the two main languages present in the school lead to friendships that cross social class and language boundaries. Teachers express excitement, once they have made it through the initial years of planning and implementing an enrichment dual language model, that they love teaching now and would never leave their jobs. They feel they have lots of support, once the staff development and teacher planning time is in place for this innovation. Teachers can see the difference in their students’ responsiveness and engagement in lessons. Behavior problems lessen because students feel valued and respected as equal partners in the learning process." (p. 11)
"How the program is implemented can influence the rate at which English learners close the gap. Important principles of dual language include a minimum of six years of bilingual instruction with English learners not segregated, a focus on the core academic curriculum rather than a watered-down version, high-quality language arts instruction in both languages and integrated into thematic units, separation of the two languages with no translation or repeated lessons in the other language, use of the non-English language at least 50 percent of the instructional time and as much as 90 percent in the early grades, and use of collaborative and interactive teaching strategies. How faithful teachers are to these principles can strongly influence the success of the program, and the principal is a key player in making the model happen as planned." (p. 13)
"Clearly dual language education is a school reform whose time has come. It is a school model that even the English-only advocates endorse, because it is an inclusive model for all students, and all student groups benefit from participating." (p. 18)
Monday, February 11, 2013
Your View: Esperanza proposal offers language diversity
The Standard Times - February 11, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130211/OPINION/302110311/
By Dawn Blake Souza
Dawn Blake Souza lives in New Bedford. She is a retired New Bedford Public Schools principal.
Relevant Quotes: (Please follow the link above to read the complete article.)
American-born students seldom have a school experience where they can learn with and about their peers in a setting where language and culture are integrated, and English language learners rarely have an opportunity to do the same, as they are typically taught in isolation from native English speakers.
I am familiar with dual-language immersion programs where half of the students are native English speakers and half are native Spanish speakers. Instruction takes place in both languages, so that all of the children become proficient in both languages and learn, in the most natural way children do, how to understand and appreciate their similarities as well as their differences, with the emphasis placed on their similarities as members of a larger community.
This is the simple, well-tested concept of the proposed Esperanza Innovation School. This model of language learning is considered by those of us with experience in the field as one of the best practices that we should be implementing.
New Bedford can become a leader in this effort by supporting the Esperanza Innovation School as a model that can easily be replicated in other schools and expanded to all interested families.
It is time we recognized that we are living in a global society where being able to communicate in more than one language and being culturally literate is a decided advantage, not simply for economic gain, but for promoting real understanding within our human family.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130211/OPINION/302110311/
By Dawn Blake Souza
Dawn Blake Souza lives in New Bedford. She is a retired New Bedford Public Schools principal.
Relevant Quotes: (Please follow the link above to read the complete article.)
American-born students seldom have a school experience where they can learn with and about their peers in a setting where language and culture are integrated, and English language learners rarely have an opportunity to do the same, as they are typically taught in isolation from native English speakers.
I am familiar with dual-language immersion programs where half of the students are native English speakers and half are native Spanish speakers. Instruction takes place in both languages, so that all of the children become proficient in both languages and learn, in the most natural way children do, how to understand and appreciate their similarities as well as their differences, with the emphasis placed on their similarities as members of a larger community.
This is the simple, well-tested concept of the proposed Esperanza Innovation School. This model of language learning is considered by those of us with experience in the field as one of the best practices that we should be implementing.
New Bedford can become a leader in this effort by supporting the Esperanza Innovation School as a model that can easily be replicated in other schools and expanded to all interested families.
It is time we recognized that we are living in a global society where being able to communicate in more than one language and being culturally literate is a decided advantage, not simply for economic gain, but for promoting real understanding within our human family.
Sunday, February 10, 2013
Comparando programas de inmersión recíproca con otros programas
in English
Comparados con alumnos de otros tipos de programas, ¿dónde situaría el nivel académico de los alumnos de programas de inmersión recíproca?
El rendimiento académico en matemáticas y lectura de los alumnos de programas de inmersión recíproca ha sido examinado por varios investigadores para determinar el impacto a largo plazo de este tipo de programas (por ejemplo, Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman, & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
Estos estudios indican que en general tanto los alumnos que hablan una lengua minoritaria como los que hablan inglés como lengua materna demuestran un progreso significativo en ambos idiomas; ambos grupos obtienen por lo menos una puntuación correspondiente, si no superior, a su grado escolar en ambos idiomas cuando llegan a la escuela media (middle school); y su rendimiento académico es igual o superior al de alumnos de otros programas que hablan la misma lengua materna que ellos. Es decir, en tests estandarizados de lectura y matemáticas en inglés, los hablantes de inglés de programas de inmersión recíproca generalmente obtienen una puntuación más alta que los hablantes de inglés de programas educativos donde sólo se enseña en inglés. Por otra parte, los alumnos de lenguas minoritarias en programas de inmersión recíproca generalmente obtienen una puntuación significativamente más alta que los alumnos de lenguas minoritarias que estudian en otros programas en el mismo estado, y su puntuación es similar a la de los hablantes de inglés que estudian en programas monolingües donde sólo se enseña en inglés (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, en prensa).
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 188-189. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Comparados con alumnos de otros tipos de programas, ¿dónde situaría el nivel académico de los alumnos de programas de inmersión recíproca?
El rendimiento académico en matemáticas y lectura de los alumnos de programas de inmersión recíproca ha sido examinado por varios investigadores para determinar el impacto a largo plazo de este tipo de programas (por ejemplo, Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman, & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
Estos estudios indican que en general tanto los alumnos que hablan una lengua minoritaria como los que hablan inglés como lengua materna demuestran un progreso significativo en ambos idiomas; ambos grupos obtienen por lo menos una puntuación correspondiente, si no superior, a su grado escolar en ambos idiomas cuando llegan a la escuela media (middle school); y su rendimiento académico es igual o superior al de alumnos de otros programas que hablan la misma lengua materna que ellos. Es decir, en tests estandarizados de lectura y matemáticas en inglés, los hablantes de inglés de programas de inmersión recíproca generalmente obtienen una puntuación más alta que los hablantes de inglés de programas educativos donde sólo se enseña en inglés. Por otra parte, los alumnos de lenguas minoritarias en programas de inmersión recíproca generalmente obtienen una puntuación significativamente más alta que los alumnos de lenguas minoritarias que estudian en otros programas en el mismo estado, y su puntuación es similar a la de los hablantes de inglés que estudian en programas monolingües donde sólo se enseña en inglés (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, en prensa).
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 188-189. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Comparing TWI to other educational programs
en español
How do students in TWI [two-way immersion] programs compare academically to students in other types of educational programs?
Several investigators have examined the reading and math achievement of students in dual language programs at late elementary or secondary levels to determine the long-term impact of TWI programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
These studies showed that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by middle school; and both groups performed at comparable or superior levels compared to same-language peers in other educational settings. On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a TWI program scored significantly higher than their English language learning peers who had studies in other kinds of programs in the state and also performed on a par with native English speaking students in English-only classrooms (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, in press).
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 176. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
How do students in TWI [two-way immersion] programs compare academically to students in other types of educational programs?
Several investigators have examined the reading and math achievement of students in dual language programs at late elementary or secondary levels to determine the long-term impact of TWI programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
These studies showed that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by middle school; and both groups performed at comparable or superior levels compared to same-language peers in other educational settings. On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a TWI program scored significantly higher than their English language learning peers who had studies in other kinds of programs in the state and also performed on a par with native English speaking students in English-only classrooms (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, in press).
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 176. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Saturday, February 9, 2013
Suggested Reading - The Rich Promise of Two-Way Immersion
Lindholm-Leary,
K. The Rich Promise of Two-Way Immersion. Educational Leadership, 62 (4), 56–59.
PDF available at http://www.lindholm-leary.com/articles/EducLeadership_TWI2.pdf
Key Quotes: (emphasis added)
"Research clearly shows that students in bilingual programs can develop academic skills on a par with, or superior to, the skills of comparison groups of their peers educated in English-only classrooms (Genesee, Lindholm-Leary, Saunders, & Christian, in press; Howard, Sugarman, & Christian, 2003). Some research findings even show that highly bilingual students reach higher levels of academic and cognitive functioning than do monolingual students or students with poor bilingual skills. In addition, students who are bilingual will have skills that enable them to take advantage of more career opportunities (August & Hakuta, 1997)." (p. 56)
"The major goals of TWBI [two-way bilingual immersion] are for students to develop high levels of oral language skills and literacy in both English and the non-English languages, attain academic achievement at or above grade level as measured in both languages, hold positive attitudes toward school and themselves, and exhibit knowledge about and positive attitudes towards other cultures." (p. 57)
"As Figure I illustrates, on norm-referenced standardized tests of reading and math achievement in English, native English-speaking 7th graders in California who had completed a two-way bilingual immersion program scored above the state average for 7th graders. Students who started out as English language learners and studied through bilingual immersion not only scored significantly higher than ELLs educated in English-only classrooms but also performed on a par with native English speakers educated in English-only classrooms (Lindholm-Leary, 2004; Linholm-Leary & Borsato, 2004, in press)." (p. 58)
PDF available at http://www.lindholm-leary.com/articles/EducLeadership_TWI2.pdf
Key Quotes: (emphasis added)
"Research clearly shows that students in bilingual programs can develop academic skills on a par with, or superior to, the skills of comparison groups of their peers educated in English-only classrooms (Genesee, Lindholm-Leary, Saunders, & Christian, in press; Howard, Sugarman, & Christian, 2003). Some research findings even show that highly bilingual students reach higher levels of academic and cognitive functioning than do monolingual students or students with poor bilingual skills. In addition, students who are bilingual will have skills that enable them to take advantage of more career opportunities (August & Hakuta, 1997)." (p. 56)
"The major goals of TWBI [two-way bilingual immersion] are for students to develop high levels of oral language skills and literacy in both English and the non-English languages, attain academic achievement at or above grade level as measured in both languages, hold positive attitudes toward school and themselves, and exhibit knowledge about and positive attitudes towards other cultures." (p. 57)
(p. 59)
"As Figure I illustrates, on norm-referenced standardized tests of reading and math achievement in English, native English-speaking 7th graders in California who had completed a two-way bilingual immersion program scored above the state average for 7th graders. Students who started out as English language learners and studied through bilingual immersion not only scored significantly higher than ELLs educated in English-only classrooms but also performed on a par with native English speakers educated in English-only classrooms (Lindholm-Leary, 2004; Linholm-Leary & Borsato, 2004, in press)." (p. 58)
Friday, February 8, 2013
Advantages of Two-Way Immersion
en español
What advantages are there for my child in a TWI program? Are the advantages the same for language minority and language majority students?
There are three major advantages for students of both language backgrounds, all tied to the goals of two-way immersion education (e.g., Howard & Christian, 2002). The first advantage is that students develop full oral and reading and writing proficiency in two languages. This allows them to see their first language in a comparative perspective, which in turn helps them analyze and refine their language use (Cazabon, Lambert, & Heise-Baigorria, 2002).
A second advantage is that students not only achieve at levels that are similar to or higher than those of their peers enrolled in other programs on standardized tests of reading and math in English, but in addition they are able to read and write at grade level in another language. This in turn positively affects general academic performance. Research (Lindholm-Leary, 2001; Thomas & Collier, 2002) shows that there are fewer high school drop-outs from dual language programs than from other programs. Lindholm-Leary (2003) also found that most dual language students expect to attend college. Thus, not only do dual language programs appear to improve academic performance but they may also enhance job opportunities in the future.
The third advantage is attitudinal: Students in TWI programs develop very positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners. For example, Cazabon, Lambert, & Heise-Baigorria (2002) found that TWI students showed a great deal of diversity in the friendship choices that they made, and that the dual language educational experience produced students who became comfortable with speaking the second language and interacting with members of other ethnocultural groups. In a very real sense, students in TWI programs become more self-confident because they are better prepared to engage in a global society that values multiculturalism and bilingualism. One parent noted these benefits when she stated, “My child has the opportunity to be bilingual, biliterate, and bicultural. There are social and cognitive benefits to bilingualism. He gains a second language, a broader vocabulary, and multiple views of the world.”
Overall, the advantages are the same for both native English speakers and English language learners, but the benefits may be stronger for English language learners, given that two-way immersion education has been found to be the most successful model for helping these students succeed academically in school (Lindholm-Leary, 2001; Thomas & Collier, 2002). Specific benefits for English language learners include an increased sense of pride and self- esteem. At school, they become the models of proficiency for students who learning their language. At home, they are able to communicate with family members, including grandparents and other members of the extended family.
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 175-176. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
What advantages are there for my child in a TWI program? Are the advantages the same for language minority and language majority students?
There are three major advantages for students of both language backgrounds, all tied to the goals of two-way immersion education (e.g., Howard & Christian, 2002). The first advantage is that students develop full oral and reading and writing proficiency in two languages. This allows them to see their first language in a comparative perspective, which in turn helps them analyze and refine their language use (Cazabon, Lambert, & Heise-Baigorria, 2002).
A second advantage is that students not only achieve at levels that are similar to or higher than those of their peers enrolled in other programs on standardized tests of reading and math in English, but in addition they are able to read and write at grade level in another language. This in turn positively affects general academic performance. Research (Lindholm-Leary, 2001; Thomas & Collier, 2002) shows that there are fewer high school drop-outs from dual language programs than from other programs. Lindholm-Leary (2003) also found that most dual language students expect to attend college. Thus, not only do dual language programs appear to improve academic performance but they may also enhance job opportunities in the future.
The third advantage is attitudinal: Students in TWI programs develop very positive attitudes about students of other language and cultural backgrounds, and positive attitudes toward themselves as learners. For example, Cazabon, Lambert, & Heise-Baigorria (2002) found that TWI students showed a great deal of diversity in the friendship choices that they made, and that the dual language educational experience produced students who became comfortable with speaking the second language and interacting with members of other ethnocultural groups. In a very real sense, students in TWI programs become more self-confident because they are better prepared to engage in a global society that values multiculturalism and bilingualism. One parent noted these benefits when she stated, “My child has the opportunity to be bilingual, biliterate, and bicultural. There are social and cognitive benefits to bilingualism. He gains a second language, a broader vocabulary, and multiple views of the world.”
Overall, the advantages are the same for both native English speakers and English language learners, but the benefits may be stronger for English language learners, given that two-way immersion education has been found to be the most successful model for helping these students succeed academically in school (Lindholm-Leary, 2001; Thomas & Collier, 2002). Specific benefits for English language learners include an increased sense of pride and self- esteem. At school, they become the models of proficiency for students who learning their language. At home, they are able to communicate with family members, including grandparents and other members of the extended family.
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 175-176. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Ventajas de Programas Bilingües de Inmersión Recíproca
in English
¿Qué ventajas hay para mi hijo en un programa bilingüe de inmersión recíproca? ¿Hay las mismas ventajas para alumnos de lenguas minoritarias como para alumnos de lenguas mayoritarias?
Hay tres ventajas fundamentales tanto para los alumnos de lenguas mayoritarias como para alumnos de lengua minoritarias, que están estrechamente ligadas a los objetivos de la educación bilingüe de inmersión recíproca (Howard & Christian, 2002). La primera ventaja es que los alumnos que permanecen en un programa de inmersión recíproca por lo menos hasta el último año de primaria llegan a conseguir un dominio total de expresión oral y escrita en dos idiomas. Esto les permite ver su lengua materna desde la perspectiva de su segunda lengua, lo que a su vez les ayuda a analizar y perfeccionar su uso de la lengua (Cazabon, Lambert, & Heise-Baigorria, 2002).
Una segunda ventaja es que cuando comparamos los alumnos de estos programas con alumnos en otros tipos de programas no sólo alcanzan niveles similares, o mayores, en tests estandarizados de lectura y matemáticas en inglés, sino que además leen y escriben a nivel de grado en otro idioma también. Las investigaciones realizadas en los últimos años (Lindholm-Leary, 2001; Thomas & Collier, 2002) demuestran que el número de alumnos de programas de inmersión recíproca que abandona la escuela es menor al de otros programas. Además, según Lindholm-Leary (2003), la mayoría de los alumnos de los programas de inmersión recíproca tiene intención de asistir a la universidad. Por lo tanto, los programas de inmersión recíproca no solo parecen producir un rendimiento académico superior sino que pueden contribuir a una mejora en las posibilidades de empleo en el futuro.
La tercera ventaja tiene que ver con la actitud. Los alumnos en programas de inmersión recíproca adquieren actitudes muy positivas hacia alumnos que hablan otro idioma y pertenecen a otra cultura, y también actitudes positivas hacia sí mismos y su cultura. Por ejemplo, según Cazabon et al. (2002), los alumnos de estos programas tienen amigos con experiencias culturales muy diversas, y la experiencia educativa que estos programas les proporcionan hace que se sientan cómodos hablando una segunda lengua y relacionándose con miembros de otras culturas y procedencias étnicas. De alguna manera, todos los alumnos se sienten más cómodos consigo mismos y más seguros de sí mismos porque están mejor preparados para desenvolverse en una sociedad global que valora el multiculturalismo y el bilingüismo. Como dijo una madre, “Mi hijo tiene la oportunidad de ser bilingüe y bicultural. El bilingüismo proporciona beneficios sociales y cognitivos. Mi hijo adquiere un segundo idioma, un vocabulario más amplio, y múltiples perspectivas del mundo.”
En general, las ventajas son las mismas para los dos grupos de alumnos, pero es posible que los beneficios sean incluso mayores para los hablantes de una lengua minoritaria (es decir, en Estados Unidos, una lengua que no sea el inglés). Por una parte, hay investigaciones que demuestran que la educación bilingüe de inmersión recíproca es el modelo educativo que ha conseguido producir el mayor rendimiento académico entre los alumnos de lengua minoritaria (Lindholm-Leary, 2001; Thomas & Collier, 2002). Por otra parte, al no perder su lengua materna a medida que aprenden inglés, estos alumnos adquieren un mayor sentimiento de orgullo y autoestima. Durante la jornada escolar, los hablantes de lenguas minoritarias (por ejemplo, aquellos que hablan español) se convierten en modelo para los hablantes de inglés, y en el hogar pueden usar la lengua materna para comunicarse con sus familiares.
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 187-188. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
¿Qué ventajas hay para mi hijo en un programa bilingüe de inmersión recíproca? ¿Hay las mismas ventajas para alumnos de lenguas minoritarias como para alumnos de lenguas mayoritarias?
Hay tres ventajas fundamentales tanto para los alumnos de lenguas mayoritarias como para alumnos de lengua minoritarias, que están estrechamente ligadas a los objetivos de la educación bilingüe de inmersión recíproca (Howard & Christian, 2002). La primera ventaja es que los alumnos que permanecen en un programa de inmersión recíproca por lo menos hasta el último año de primaria llegan a conseguir un dominio total de expresión oral y escrita en dos idiomas. Esto les permite ver su lengua materna desde la perspectiva de su segunda lengua, lo que a su vez les ayuda a analizar y perfeccionar su uso de la lengua (Cazabon, Lambert, & Heise-Baigorria, 2002).
Una segunda ventaja es que cuando comparamos los alumnos de estos programas con alumnos en otros tipos de programas no sólo alcanzan niveles similares, o mayores, en tests estandarizados de lectura y matemáticas en inglés, sino que además leen y escriben a nivel de grado en otro idioma también. Las investigaciones realizadas en los últimos años (Lindholm-Leary, 2001; Thomas & Collier, 2002) demuestran que el número de alumnos de programas de inmersión recíproca que abandona la escuela es menor al de otros programas. Además, según Lindholm-Leary (2003), la mayoría de los alumnos de los programas de inmersión recíproca tiene intención de asistir a la universidad. Por lo tanto, los programas de inmersión recíproca no solo parecen producir un rendimiento académico superior sino que pueden contribuir a una mejora en las posibilidades de empleo en el futuro.
La tercera ventaja tiene que ver con la actitud. Los alumnos en programas de inmersión recíproca adquieren actitudes muy positivas hacia alumnos que hablan otro idioma y pertenecen a otra cultura, y también actitudes positivas hacia sí mismos y su cultura. Por ejemplo, según Cazabon et al. (2002), los alumnos de estos programas tienen amigos con experiencias culturales muy diversas, y la experiencia educativa que estos programas les proporcionan hace que se sientan cómodos hablando una segunda lengua y relacionándose con miembros de otras culturas y procedencias étnicas. De alguna manera, todos los alumnos se sienten más cómodos consigo mismos y más seguros de sí mismos porque están mejor preparados para desenvolverse en una sociedad global que valora el multiculturalismo y el bilingüismo. Como dijo una madre, “Mi hijo tiene la oportunidad de ser bilingüe y bicultural. El bilingüismo proporciona beneficios sociales y cognitivos. Mi hijo adquiere un segundo idioma, un vocabulario más amplio, y múltiples perspectivas del mundo.”
En general, las ventajas son las mismas para los dos grupos de alumnos, pero es posible que los beneficios sean incluso mayores para los hablantes de una lengua minoritaria (es decir, en Estados Unidos, una lengua que no sea el inglés). Por una parte, hay investigaciones que demuestran que la educación bilingüe de inmersión recíproca es el modelo educativo que ha conseguido producir el mayor rendimiento académico entre los alumnos de lengua minoritaria (Lindholm-Leary, 2001; Thomas & Collier, 2002). Por otra parte, al no perder su lengua materna a medida que aprenden inglés, estos alumnos adquieren un mayor sentimiento de orgullo y autoestima. Durante la jornada escolar, los hablantes de lenguas minoritarias (por ejemplo, aquellos que hablan español) se convierten en modelo para los hablantes de inglés, y en el hogar pueden usar la lengua materna para comunicarse con sus familiares.
Preguntas de los Padres sobres los Programas Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 187-188. Reproduced with permission
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Thursday, February 7, 2013
Your View: Teachers are needed to learn foreign languages effectively
The Standard Times - February 7, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/OPINION/302070329/
Mel and Cindy Yoken - New Bedford residents and retired language teachers
Relevant Quotes: (Please follow the link above to read the complete article.)
Beginning languages at the elementary level, as proposed by the Esperanza School of Languages to provide language acquisition in the New Bedford Innovation School program, is one alternative for students to begin learning foreign languages at an early age, and to continue that language through the high school level.
Succinctly, being able to communicate well in a foreign language is indeed an invaluable asset.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/OPINION/302070329/
Mel and Cindy Yoken - New Bedford residents and retired language teachers
Relevant Quotes: (Please follow the link above to read the complete article.)
Beginning languages at the elementary level, as proposed by the Esperanza School of Languages to provide language acquisition in the New Bedford Innovation School program, is one alternative for students to begin learning foreign languages at an early age, and to continue that language through the high school level.
Succinctly, being able to communicate well in a foreign language is indeed an invaluable asset.
Two potential innovation schools in New Bedford receive $10,000 grants
The Standard Times - February 7, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/NEWS/302070348/-1/NEWS
By Curt Brown
cbrown@s-t.com
Relevant Quotes: (Please follow the link above to read the complete article.)
Two potential innovation city schools are among eight in the state to receive $10,000 planning grants, state Education Secretary Matthew Malone announced Wednesday.
The Esperanza School of Language and Culture, a K-8 school proposed for the Roosevelt Middle School, and the Renaissance Community School for the Arts, a proposed pre-K-5 school, both received funding. The Renaissance Community School is proposed for the Gomes School.
Both would be small, autonomous, in-district schools.
"I'm extremely pleased that the quality of our work has been recognized by the Department (of Education)," [Jen Clune, lead applicant for the Renaissance Community School for the Arts] said.
She added she is encouraged that state officials read the proposed school's documentation and awarded the grant.
"We're thrilled the state has given a ringing endorsement to these two schools," [Marsha Onufrak, a leader with United Interfaith Action] said.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130207/NEWS/302070348/-1/NEWS
By Curt Brown
cbrown@s-t.com
Relevant Quotes: (Please follow the link above to read the complete article.)
Two potential innovation city schools are among eight in the state to receive $10,000 planning grants, state Education Secretary Matthew Malone announced Wednesday.
The Esperanza School of Language and Culture, a K-8 school proposed for the Roosevelt Middle School, and the Renaissance Community School for the Arts, a proposed pre-K-5 school, both received funding. The Renaissance Community School is proposed for the Gomes School.
Both would be small, autonomous, in-district schools.
"I'm extremely pleased that the quality of our work has been recognized by the Department (of Education)," [Jen Clune, lead applicant for the Renaissance Community School for the Arts] said.
She added she is encouraged that state officials read the proposed school's documentation and awarded the grant.
"We're thrilled the state has given a ringing endorsement to these two schools," [Marsha Onufrak, a leader with United Interfaith Action] said.
Wednesday, February 6, 2013
Autonomous School-Within-a-School in the New Bedford School District
The following is from an article titled New Bedford school district wins state
grant to help establish engineering academy at high school:
The Standard Times - February 4, 2013
Charis Anderson - Staff Writer
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130204/NEWS/302040316
Under the academy model, students would be enrolled and assigned to the school's Academy of Engineering; those students, for the most part, would be a cohort by themselves separate from the rest of the school, said O'Leary.
"We would have a school-within-a-school, autonomous academy within New Bedford High School, serving about 250 students," said O'Leary. "That's the ultimate objective."
The plan is to have the engineering academy in place by September, according to O'Leary.We are very happy to see that the city of New Bedford and its public schools are accepting of the autonomous school-within-a-school model. We hope the acceptance of this concept will be extended to include Esperanza School of Language and Culture. We look forward to learning more about the Academy of Engineering including details on finances, student enrollment process, use of the New Bedford High building, modifications and/or waivers to the contract negotiated with the New Bedford Educators Association, and any autonomies this school will have.
The Standard Times - February 4, 2013
Charis Anderson - Staff Writer
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130204/NEWS/302040316
Tuesday, February 5, 2013
Conceptos Básicos Sobre La Educación Bilingües de Inmersión Recíproca
in English
Hay programas bilingües que enseñan todas las materias escolares, tanto áreas de contenido como lecto-escritura, en los dos idiomas. En Estados Unidos, estos programas utilizan el inglés y un idioma minoritario, generalmente el español para enseñar a sus alumnos. Estos programas proporcionan el mismo contenido académico y están bajo las mismas normas que cualquier otro programa educativo. Además, la enseñanza en los dos idiomas se realiza durante un período de tiempo considerable, desde jardín de infancia hasta quinto grado por lo menos. Finalmente, los alumnos pasan por lo menos la mitad de la jornada escolar inmersos en la lengua minoritaria (por ejemplo, el español).
Los programas bilingües de inmersión recíproca, un tipo de programa bilingüe que agrupa alumnos angloparlantes con alumnos de otro idioma en la misma clase y para todas las materias escolares, tienen aproximadamente 40 años, y su popularidad ha crecido mucho en los últimos años. Durante los primeros 20 años, el número de programas permaneció relativamente bajo. Por ejemplo, sólo se conoce la existencia de 30 programas en los años 80 (Lindholm, 1987). En los últimos 15 años, sin embargo, el número de programas ha crecido precipitadamente. En una encuesta reciente (Center for Applied Linguistics, 2005) se documentaron 315 programas. La mayor parte de estos son programas en español e inglés en escuelas primarias públicas.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Hay programas bilingües que enseñan todas las materias escolares, tanto áreas de contenido como lecto-escritura, en los dos idiomas. En Estados Unidos, estos programas utilizan el inglés y un idioma minoritario, generalmente el español para enseñar a sus alumnos. Estos programas proporcionan el mismo contenido académico y están bajo las mismas normas que cualquier otro programa educativo. Además, la enseñanza en los dos idiomas se realiza durante un período de tiempo considerable, desde jardín de infancia hasta quinto grado por lo menos. Finalmente, los alumnos pasan por lo menos la mitad de la jornada escolar inmersos en la lengua minoritaria (por ejemplo, el español).
Los programas bilingües de inmersión recíproca, un tipo de programa bilingüe que agrupa alumnos angloparlantes con alumnos de otro idioma en la misma clase y para todas las materias escolares, tienen aproximadamente 40 años, y su popularidad ha crecido mucho en los últimos años. Durante los primeros 20 años, el número de programas permaneció relativamente bajo. Por ejemplo, sólo se conoce la existencia de 30 programas en los años 80 (Lindholm, 1987). En los últimos 15 años, sin embargo, el número de programas ha crecido precipitadamente. En una encuesta reciente (Center for Applied Linguistics, 2005) se documentaron 315 programas. La mayor parte de estos son programas en español e inglés en escuelas primarias públicas.
Conceptos Básicos Sobre La Educación Bilingües de Inmersión Recíproca. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 171. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
TWI Education: The Basics
en español
Dual language programs use two languages for literacy and content instruction for all students. In the United States, programs use English and a partner language, often Spanish. The programs provide the same academic content and address the same standards as other educational programs. And they provide instruction in the two languages over an extended period of time, from kindergarten through at least fifth grade. Instruction is in the partner language at least 50% of the time.
Two-way immersion, a kind of dual language education that combines students from two language groups for instruction in both of their languages, has been in existence for nearly 40 years, and its popularity has grown. During the first 20 years, the number of new programs remained relatively low. Only 30 programs were known to exist in the mid-1980s (Lindholm, 1987). Over the past 15 years, however, the number of programs has risen rapidly. Recently, 315 programs were documented (Center for Applied Linguistics, 2005). The majority of them are Spanish/English programs in public elementary schools.
Dual language programs use two languages for literacy and content instruction for all students. In the United States, programs use English and a partner language, often Spanish. The programs provide the same academic content and address the same standards as other educational programs. And they provide instruction in the two languages over an extended period of time, from kindergarten through at least fifth grade. Instruction is in the partner language at least 50% of the time.
Two-way immersion, a kind of dual language education that combines students from two language groups for instruction in both of their languages, has been in existence for nearly 40 years, and its popularity has grown. During the first 20 years, the number of new programs remained relatively low. Only 30 programs were known to exist in the mid-1980s (Lindholm, 1987). Over the past 15 years, however, the number of programs has risen rapidly. Recently, 315 programs were documented (Center for Applied Linguistics, 2005). The majority of them are Spanish/English programs in public elementary schools.
Two-way immersion education: The
basics. (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T.
Adger. The two-way immersion toolkit. Washington, DC, and Providence,
RI: Center for Applied Linguistics and The Education Alliance at
Brown University. p. 167. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
Monday, February 4, 2013
Research Review - Becoming Bilingual in the Amigos Two-Way Immersion Program
Cabazon, M., Nicoladis, E., &
Lambert, W. (1998). Becoming bilingual in the Amigos Two-Way
Immersion Program. Santa Cruz, CA: Center for Research on Education,
Diversity and Excellence.
PDF available at http://escholarship.org/uc/item/48b1x975
Abstract:
The debate around bilingual education continues to spark controversy between its detractors and its supporters. The education of linguistic minority students in the United States is a complex issue, involving contrasting theories of education itself, the values of American society, and the extent to which cross-culturalism can be maintained effectively. Although proponents of bilingual education argue that it increases students' academic success, opponents argue that it leads to academic failure (see, for example, Crawford, 1989; Hakuta, 1986; Porter, 1990; Wong Fillmore, 1991).
While these differences in programs may seem to be purely ideological, the psychological impact on the students is enormous. Lambert (1974) distinguished between "additive" and "subtractive" bilingualism. The additive case implies that an individual suffers no loss of the primary language and the associated culture, while the subtractive case implies that an individual undergoes a loss of primary language skills and general academic performance. Lambert also drew attention to the roles played by attitudes, aptitudes, and motivation in second language learning. He believes that the degree of language mastery influences an individual's self-concept and sense of attainment of proficiency.
Background:
Students in the Amigos program were categorized as either English-Amigos or Spanish-Amigos. The control groups were made up of English- or Spanish-speaking students as closely matched as possible in terms of socioeconomic status and nonverbal abstract reasoning. The latter was determined by Raven's Coloured Progressive Matrices Test. Data was collected over a span of six school years and focused on 4th to 8th grade. Students in the control groups were enrolled in the programs within the district that the Amigos students would have attended if the two-way dual language program didn't exist. For the English-speaking students, this meant the all-English stream that was in the same school building. For the Spanish-speaking students, this meant the transitional bilingual stream offered in Cambridge, Massachusetts.
The researchers examined tests scores on the CAT (California Achievement Test) and the SABE (Spanish Achievement in Bilingual Education). They compared both English-Amigos and Spanish-Amigos to the English-speaking control group on the CAT. On the SABE, they compared both English-Amigos and Spanish-Amigos to the Spanish-speaking control group.
The researchers note that, especially in the later grades, the students in the Spanish-speaking control group were probably only instructed in Spanish before coming to the United States. On page 9, they also note that "after fifth grade, 8.5% of the Amigos are invited to leave the Amigos program and join the gifted and talented program at a different school" and their top students are not in the program in grades 6, 7 and 8.
Key Quotes: (emphasis added)
PDF available at http://escholarship.org/uc/item/48b1x975
Abstract:
The debate around bilingual education continues to spark controversy between its detractors and its supporters. The education of linguistic minority students in the United States is a complex issue, involving contrasting theories of education itself, the values of American society, and the extent to which cross-culturalism can be maintained effectively. Although proponents of bilingual education argue that it increases students' academic success, opponents argue that it leads to academic failure (see, for example, Crawford, 1989; Hakuta, 1986; Porter, 1990; Wong Fillmore, 1991).
Success or failure of bilingual
education cannot necessarily be addressed as a whole. Several
different kinds of bilingual programs are available to the
non-English-speaking student in the United States (see Note). These
programs differ in the degree to which they promote and/or use
English and the home language of the students in the classroom. Thus,
the value of bilingualism is seen differently in the different
programs. For example, transitional bilingual education is designed
so that use of the two languages in the classroom is a temporary
phase during transition to English mastery. In contrast, in two-way
bilingual programs, in which instruction is given in both languages
throughout the program, bilingualism is seen as the ultimate goal -
the mastery both of English and of the home language.
While these differences in programs may seem to be purely ideological, the psychological impact on the students is enormous. Lambert (1974) distinguished between "additive" and "subtractive" bilingualism. The additive case implies that an individual suffers no loss of the primary language and the associated culture, while the subtractive case implies that an individual undergoes a loss of primary language skills and general academic performance. Lambert also drew attention to the roles played by attitudes, aptitudes, and motivation in second language learning. He believes that the degree of language mastery influences an individual's self-concept and sense of attainment of proficiency.
There are few studies of students'
attitudes toward their own bilingualism, particularly in two-way
programs (Christian, Montone, Lindholm, & Carranza, 1997).
Griego-Jones (1994), in a small study of 10 Latino kindergarten
students in a two-way program, found that the students actually
preferred English over Spanish, because English was perceived to be
the language of high status and achievement. Looking at older (fourth
grade) students, Hayashi (1998) found that students in a two-way
bilingual program and in a transitional bilingual program were
equally enthusiastic about their bilingualism, as reported on
questionnaires. In individual interviews, however, the students in
the transitional program reported that they thought they did not need
instruction in Spanish, because they already spoke Spanish. In
contrast, the students in the two-way program all thought the time
spent in Spanish instruction was valuable and necessary to their
achievement in both languages.
Although neither of the studies
mentioned above examined data on achievement, research on the most
effective forms of bilingual education (usually in terms of English
achievement) suggests that two-way programs may be the best. Two-way
bilingual education has been described in a national study as "the
program with the highest long-term academic success" (Thomas &
Collier, 1997, p. 52). The students' success in these programs is
undoubtedly due to a number of factors. These include opportunities
for linguistic minority students to assume strong peer leadership
roles in the classroom, an emphasis on grade-level academic
instruction in both languages, sustained support for and use of
multicultural curricula, and opportunities for non-English-speaking
parents to form close partnerships with the school staff as well as
with other parents. The purpose of the present report is to examine
students' development in a two-way bilingual program by focusing on
both their attitudes toward becoming bilingual (and possibly
bicultural) and their school achievement in both languages. Although
we do not have data to examine causal links between attitudes and
achievement, we see this study as a first step toward showing the
relationship between the two.
Background:
Students in the Amigos program were categorized as either English-Amigos or Spanish-Amigos. The control groups were made up of English- or Spanish-speaking students as closely matched as possible in terms of socioeconomic status and nonverbal abstract reasoning. The latter was determined by Raven's Coloured Progressive Matrices Test. Data was collected over a span of six school years and focused on 4th to 8th grade. Students in the control groups were enrolled in the programs within the district that the Amigos students would have attended if the two-way dual language program didn't exist. For the English-speaking students, this meant the all-English stream that was in the same school building. For the Spanish-speaking students, this meant the transitional bilingual stream offered in Cambridge, Massachusetts.
The researchers examined tests scores on the CAT (California Achievement Test) and the SABE (Spanish Achievement in Bilingual Education). They compared both English-Amigos and Spanish-Amigos to the English-speaking control group on the CAT. On the SABE, they compared both English-Amigos and Spanish-Amigos to the Spanish-speaking control group.
The researchers note that, especially in the later grades, the students in the Spanish-speaking control group were probably only instructed in Spanish before coming to the United States. On page 9, they also note that "after fifth grade, 8.5% of the Amigos are invited to leave the Amigos program and join the gifted and talented program at a different school" and their top students are not in the program in grades 6, 7 and 8.
Key Quotes: (emphasis added)
"Each ethnolinguistic group has much to
gain from the bilingual/bicultural experiences afforded to all those
involved in this program. The English-speaking students are given the
basic building blocks needed to become proficient in Spanish and in
interpersonal relations with a major American ethnic group -
Hispanics. The Hispanic students develop skills in English through
instruction in English, and through personal contacts with
English-speaking youngsters." (p. 3)
 |
| (p. 13) |
"The data from these analyses of 8 years
of the Amigos program suggest that both the English-Amigos and
Spanish-Amigos are moving toward a balanced state of skill in reading
both English and Spanish and in using the two languages to solve math
problems. The Spanish-Amigos have achieved remarkable proficiency in
both English and Spanish. The English-Amigos have maintained high
proficiency in English, and although their Spanish achievement may
occasionally fall behind that of Spanish speakers, they are clearly
achieving a high degree of Spanish proficiency." (p. 15)
"Some answers to the hard questions
often put to researchers on bilingual development are suggested by
the results presented here. One answer may be that education in two
languages may be beneficial for all children. The English-Amigos are
not behind in English, even though they receive only 50% of their
instruction in English; their English seems to be as good as, or in
many instances better than, that of students who are in an
all-English program. They generally score higher in math than
students in an all-English program. Moreover, they seem to develop an
equally high academic performance level in Spanish. The same story
seems to hold true for the Spanish-speaking Amigos." (p. 16)
"In answer to those who are critical of
bilingual education, the suggestion in this research is that
immigrant students can better learn and master English if they are
simultaneously permitted to develop or maintain a high degree of
literacy in their native language." (p. 16)
Sunday, February 3, 2013
Your View: Ensure fair hearings of innovation schools proposals
The Standard Times - February 3, 2013
By Kate Fentress and Bruce Rose
Kate Fentress and Bruce Rose are
writing on behalf of the New Bedford Education Roundtable.
Relevant Quotes: (Please follow the link above to read the complete article.)
The vision of the Education Roundtable
is of "a community where children are well-educated and prepared
for whatever post-secondary training or education is necessary for
them to become economically self-sufficient and productive members of
our community. The educational experience of these students will be
supported by all community stakeholders, who understand the critical
investment this academic success is in the future of the region."
We believe that a "yes" vote for both the Renaissance Community School of the Arts and the Esperanza School of Language and Culture will demonstrate that real change will happen.
We will look forward to the public
hearing on the matter of the Innovation Schools, as required by the
School Committee in its request for proposals. We would hope that the
School Committee under the leadership of Mayor Mitchell would be more
assertive in ensuring appropriate decorum and a less hostile
reception by the offending parties. This would afford both the School
Committee and the public an opportunity to fully examine and evaluate
all issues of concern regarding these proposals.
Our feeling is that these projects need
a fair shake and that successfully educating students in New Bedford
is far from a done deal. The best practices — such as the two
proposals — can offer valuable lessons about how to better engage
children, which can then be extended to the whole system.
Saturday, February 2, 2013
Your View: Students deserve opportunities of innovation schools
The Standard Times - February 2, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130202/OPINION/302020314/-1/OPINION02
By Craig Dutra, Community Foundation of Southeastern Massachusetts and Coalition for Social Justice; Corinn Williams, Center for Economic Development; Ma
Over the past year, New Bedford Public Schools have marked a turning point with a number of changes that have put New Bedford on a path to improved achievement and innovation. Initiatives such as the change in district leadership, the creation and recommendations of the NBHS Student Committee for Educational Progress and the acceptance of the Guidelines for Small Autonomous Schools have all created opportunities to help meet the needs of the students.
While we are all concerned that the graduation rate and other indicators — from performance district-wide to retention in the high school — are causes for serious concern, we believe that these initiatives have the potential to bring progress to the district.
The common thread in these initiatives is that School Committee leadership, working closely with community stakeholders, took bold action to tackle this educational crisis.
With the proposal of two small public Innovation Schools, we have a rare opportunity to further empower teachers and create more pathways for students to achieve academically. The Esperanza School for Language and Culture will bring valuable new approaches to educating bilingual children and bridging New Bedford cultures. The Renaissance Community School for the Arts will provide a new model of arts-integrated education that will nourish the city's blossoming arts community, and pilot an easily accessible system of providing services to families.
These schools will provide models for innovative practices that can benefit the entire district. With time and commitment from the district, the schools and their many partners and supporters, all students can benefit from these strategies.
We all agree that the needs of students must come first. In this moment, we cannot afford to hold New Bedford back.
We call on the New Bedford School Committee to ensure negotiations on the Renaissance Community School for the Arts and the Esperanza School of Language and Culture Innovation Plans are completed in good faith, protecting the full scope of autonomy as stated in Guideline No. 3 of the Guidelines for Small, Autonomous Schools adopted by the School Committee Feb. 13, 2012. These autonomies will be the key to the schools' success.
We call on each member of the School Committee to vote yes to open these new schools in September 2013. A yes vote will be a clear sign that the committee is committed to transformation and progress in the school district; a no vote will signal little willingness to act on promises to put students first.
Students deserve it. Parents expect it. The city of New Bedford needs it.
Editor's Note: The following people signed an Op-Ed printed in The Standard-Times on Saturday, Feb. 2, 2013, supporting proposed innovation schools in New Bedford.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130202/OPINION/302020314/-1/OPINION02
By Craig Dutra, Community Foundation of Southeastern Massachusetts and Coalition for Social Justice; Corinn Williams, Center for Economic Development; Ma
Over the past year, New Bedford Public Schools have marked a turning point with a number of changes that have put New Bedford on a path to improved achievement and innovation. Initiatives such as the change in district leadership, the creation and recommendations of the NBHS Student Committee for Educational Progress and the acceptance of the Guidelines for Small Autonomous Schools have all created opportunities to help meet the needs of the students.
While we are all concerned that the graduation rate and other indicators — from performance district-wide to retention in the high school — are causes for serious concern, we believe that these initiatives have the potential to bring progress to the district.
The common thread in these initiatives is that School Committee leadership, working closely with community stakeholders, took bold action to tackle this educational crisis.
With the proposal of two small public Innovation Schools, we have a rare opportunity to further empower teachers and create more pathways for students to achieve academically. The Esperanza School for Language and Culture will bring valuable new approaches to educating bilingual children and bridging New Bedford cultures. The Renaissance Community School for the Arts will provide a new model of arts-integrated education that will nourish the city's blossoming arts community, and pilot an easily accessible system of providing services to families.
These schools will provide models for innovative practices that can benefit the entire district. With time and commitment from the district, the schools and their many partners and supporters, all students can benefit from these strategies.
We all agree that the needs of students must come first. In this moment, we cannot afford to hold New Bedford back.
We call on the New Bedford School Committee to ensure negotiations on the Renaissance Community School for the Arts and the Esperanza School of Language and Culture Innovation Plans are completed in good faith, protecting the full scope of autonomy as stated in Guideline No. 3 of the Guidelines for Small, Autonomous Schools adopted by the School Committee Feb. 13, 2012. These autonomies will be the key to the schools' success.
We call on each member of the School Committee to vote yes to open these new schools in September 2013. A yes vote will be a clear sign that the committee is committed to transformation and progress in the school district; a no vote will signal little willingness to act on promises to put students first.
Students deserve it. Parents expect it. The city of New Bedford needs it.
Editor's Note: The following people signed an Op-Ed printed in The Standard-Times on Saturday, Feb. 2, 2013, supporting proposed innovation schools in New Bedford.
- Craig Dutra, Community Foundation of Southeastern Massachusetts
- United Interfaith Action
- Tom Davis, Greater New Bedford Industrial Foundation
- Coalition for Social Justice
- Rev. Dave Hammet, Pilgrim United Church of Christ
- Darlene Spencer, for Community Connections Coalition
- Corinn Williams, for Center for Economic Development
- Maria Rosario, North Star Learning
- Bob French, North Star Learning
- Anthony Sapienza, President & COO, Joseph Abboud Mfg. Corp.
- Lee Charlton, NAACP
- Jim Mathes, New Bedford resident
- Kate Fentress, MSW, Executive Director, Women's Fund
- Craig Lindell, CEO, AquaPoint
- Justin Braga
- Dr. Carolee Matsumoto, Senior Scientist at the Education Development Center, retired, Education Consultant
- Rev. Paul Langston-Daley, First Unitarian Church
- Fr. Marek Chmurski, St. Lawrence Martyr
- Ken Hartnett
- John Vasconcellos
- Irene Buck, Chair, MassCreative
- Rabbi Raphael Kanter, Tifereth Israel Synagogue
- Gail Fortes, for YWCA Southeastern Mass
- Robert Pereira, President, AFC Cable Systems, Inc.
- Helena DaSilva Hughes, Immigrants Assistance Center
- Adam Viera, Student Committee for Educational Progress
- Rhoda Purcell, New Bedford High School, retired
- Kathy Miraglia, Associate Professor of Art Education, Chairperson of Art Education Department, UMass-Dartmouth
- Cathy Smilan, Associate Professor of Art Education, Director, Master of Art Education Program, UMass-Dartmouth
- Laurie Robertson-Lorant, Ph.D., Education Committee Chair, New Bedford Historical Society, Adjunct Professor, English Department, Bridgewater State University
- Noelle Foye, Executive Director, ArtWorks
- Rev. Rebecca Blair
- Dawn Blake-Souza, New Bedford Public Schools principal, retired
- Centro Communitario de Trabajadores
- Dr. Bruce Rose, Assistant Vice Chancellor for Academic Affairs Emeritus, UMass- Dartmouth
- Lee Blake, Director, UMass Campus Compact
- Denise Porche, Executive Director, Island Foundation
- Stephanie Wick, Educational Consultant
- Rev. Marc Fallon, C.S.C., Catholic Social Services
- Dr. Susan Costa, Vice Chancellor for Student Affairs Emeritus, UMass-Dartmouth
- Kathy Westgate-Vena, M.S.W.
- Dante Vena, Ph.D.
- Carol Pimentel, Director of Internal Audit, retired
- Ivone Rego-Cass, Executive Director & Founder, Reel Serious, Documentary Film Program
- Nelson Abreu, Assistant Director, Department of Transitional Assistance
- Rev. Brian Souza, Pastor, The Centre
Friday, February 1, 2013
Community Groups Show Support for Innovation Schools
WBSM
http://wbsm.com/community-groups-show-support-for-innovation-schools/
By Jim Phillips, WBSM News Director
Darlene Spencer is with the Community Connections Coalition. She beleives [sic] the innovation schools will end up benefiting the entire district…..
http://wbsm.com/community-groups-show-support-for-innovation-schools/
By Jim Phillips, WBSM News Director
Relevant Quotes: (Please follow the link above to read the complete article.)
A Coalition of community organizations, business leaders, and educators have signed a letter to the New Bedford School Committee, urging them to support two innovation school proposals now before the Committee.
A Coalition of community organizations, business leaders, and educators have signed a letter to the New Bedford School Committee, urging them to support two innovation school proposals now before the Committee.
Darlene Spencer is with the Community Connections Coalition. She beleives [sic] the innovation schools will end up benefiting the entire district…..
(audio posted on WBSM page)
The impact of Renaissance and Esperanza will not only be felt by the children that attend those schools and their families, but also will serve as an opportunity to develop best teaching practices that would be shared and utilized across the district, impacting all of our children in our city.
New Bedford community leaders show support for innovation schools
The Standard Times - February 1, 2013
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130201/NEWS/302010338/-1/NEWS
By Charis Anderson, Staff Writer for The Standard Times
canderson@s-t.com
Relevant Quotes: (Please follow the link above to read the complete article.)
Almost 50 community leaders have banded together to send a letter to the School Committee asking it to vote in favor of the proposed "innovation schools."
"A 'yes' vote will be a clear sign that the School Committee is committed to transformation and progress," said Craig Dutra, president of the Community Foundation of Southeastern Massachusetts and one of the letter's signatories, during a press conference Thursday.
"All of us in this room really have a very specific reason for being here and one common goal and it's that we want the best for our kids," [Jen Clune, Renaissance Community School for the Arts] said.
Kerry DeJesus, who was representing the proposed Esperanza School of Language and Culture, said the school was designed to be a place where everyone — parents, teachers, staff and administrators — has a voice and which adapts to the needs of its students.
The proposed innovation schools will help give educational choices to more families in New Bedford, according to [Darlene Spencer, executive director of New Bedford Community Connections Coalition].
"Voting 'yes' for the innovation-schools proposals will be a win-win for the entire city of New Bedford," she said.
http://www.southcoasttoday.com/apps/pbcs.dll/article?AID=/20130201/NEWS/302010338/-1/NEWS
By Charis Anderson, Staff Writer for The Standard Times
canderson@s-t.com
Relevant Quotes: (Please follow the link above to read the complete article.)
Almost 50 community leaders have banded together to send a letter to the School Committee asking it to vote in favor of the proposed "innovation schools."
"A 'yes' vote will be a clear sign that the School Committee is committed to transformation and progress," said Craig Dutra, president of the Community Foundation of Southeastern Massachusetts and one of the letter's signatories, during a press conference Thursday.
"All of us in this room really have a very specific reason for being here and one common goal and it's that we want the best for our kids," [Jen Clune, Renaissance Community School for the Arts] said.
Kerry DeJesus, who was representing the proposed Esperanza School of Language and Culture, said the school was designed to be a place where everyone — parents, teachers, staff and administrators — has a voice and which adapts to the needs of its students.
The proposed innovation schools will help give educational choices to more families in New Bedford, according to [Darlene Spencer, executive director of New Bedford Community Connections Coalition].
"Voting 'yes' for the innovation-schools proposals will be a win-win for the entire city of New Bedford," she said.
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