Microsoft Word - Implementation Plan_111408 by Perry Klaussen

11/14/08 Hoboken Dual Language Program (HoLa): Implementation Plan

Mission: The HoLa leadership team is committed to creating a full-time dual language elementary school program within the Hoboken Public Schools. The Hoboken Dual Language Program (HoLa) will establish a strong tradition of excellence through a two-way immersion educational model in which both English and Spanish will be used as tools of instruction in delivering a comprehensive and challenging academic program to a student body composed of native speakers of both languages. Exceptional dual language education will be provided through a rigorous curriculum that meets or exceeds the State of New Jersey Core Curriculum Content Standards. Our mission is… to provide a rich academic experience in which students reap the cognitive, linguistic and social benefits of bilingualism and a dual language curriculum.

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to foster cross-cultural, interpersonal and intellectual exchange in the process of helping students become both bilingual and biliterate.

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to create a supportive school community that unifies diverse Hoboken families around the common goals of academic excellence, bilingualism and mutual enrichment.

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to help students develop critical thinking skills, cultural sensitivity and social consciousness to become positive citizens of their communities and of the world.

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Objectives:

In order to meet the goals inherent in our mission, we have defined the following objectives to guide our decisions as the program unfolds, and to set mission-driven standards for ongoing self-evaluation. As further detailed later in this document, students will be evaluated via written, verbal and performance assessment measures. Students will… •

demonstrate high levels of academic achievement, as indicated by performance on standardized district tests, among other measures.

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achieve academic and conversational proficiency in speaking, reading and writing both Spanish and English.

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demonstrate positive cross-cultural attitudes and a strong valuing of bilingualism and cultural diversity.

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develop a sense of community, both local and global, along with the social responsibility intrinsic to this.

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The dual language program will… become integrated entirely into the Hoboken Public Schools, either as a dual language track within a school or as a school unto itself, with the flexibility to expand and evolve, depending on demand and other considerations.

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be an intrinsic part of the Hoboken K-12 experience, complementing and contributing to other initiatives such as Tools of The Mind, Lit Life, MYP, and the IB program.

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include enrichment and summer components, parent education and community outreach.

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espouse a school culture of equity, inclusivity and mutual respect for all students, both within the HoLa program and throughout the school community.

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enrich the offerings of the Hoboken Public Schools.

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Critical Points for Success:

Throughout the development process, certain best practices of successful programs have continually reasserted themselves and become clear priorities. These items will be examined in more detail in subsequent sections of this implementation plan.

1. Quality and qualifications of teachers • All teachers must be certified in elementary education and highly qualified; candidates should possess or be working toward appropriate bilingual/bicultural certification, or have commensurate knowledge and experience. A deep understanding of the importance of teaching literacy in a dual language setting is essential, including specific strategies for language acquisition. Excellent written and verbal language skills in Spanish and/or English are essential, depending on the grade and class to which they are assigned. Experience in a dual language education program is preferred. • Teachers should also possess skills beyond the scope of formal education and written qualifications, such as innovation, initiative and creativity, Other essential skills include the ability to capitalize on teachable moments, to teach on multiple levels and to differentiate instruction for children with a wide range of language and academic skills. • All teachers should have an understanding and commitment to the vision of the program.

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2. Minimum of two classes per grade • This will provide the flexibility to balance classroom composition from year to year, in terms of gender, ethnicity and other student characteristics. • This will allow for side-by-side teaching during 3rd grade and beyond. The side-by-side approach is used when the time spent teaching in each language of instruction becomes roughly equal, with students alternating between two monolingual classroom settings and teachers (one dedicated to each language). • Two or more teachers per grade allows for collaboration and sharing of ideas, which in turn creates more effective teaching strategies and instruction. • This will help counteract the negative effects of attrition.

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“[I]t is important to start with at least two classes at each grade level. Attrition is inevitable in any program, and if a new [Two Way Immersion] program starts off with just one class per grade level in the early primary grades, it will very likely be left with a small number of students by the upper elementary grades. It is difficult to add in new students to a TWI program after first grade, because they frequently lack the language and literacy skills in both languages needed to keep up with instruction.” (Howard, E., & Christian, D., 2002)

3. Balanced classroom composition, in terms of students’ language dominance • Striving for equal representation of English- and Spanish-dominant students will allow for a two-way immersion model where students engage in modeling, cooperative learning and cross-cultural exchange.

4. Parental engagement • Parents are part of the school community and are encouraged to participate in their child(ren)’s education. • Program staff will include a family liaison to manage relationships with parents, encourage involvement and foster an ongoing open dialogue. • Families will be provided with clear expectations regarding academic achievement and language acquisition for each year of enrollment. • A commitment to the program is expected from parents. Ideally, students should stay enrolled in the program through 8th grade. 5. Language and program equity • All program communications and materials will be bilingual to model the equity which will be a cornerstone of the program. • Spanish and English will both be valued and promoted. • The program should be treated equitably in terms of access to school and district administrators, opportunities for HoLa students, and shared resources. 6. Contextual learning opportunities • The program will include a variety of creative opportunities for contextspecific language input and output, such as art, music, theater, cooking, movement, etc.

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Relevant cultural elements will be incorporated. Out-of-classroom experiences, such as community field trips will provide further language practice and expanded vocabulary. Discovery learning opportunities, coupled with variety in instructional method, will support the curriculum, enhance language mastery, foster expression and allow for performance-based assessment.

Educational Program: The HoLa program will utilize an innovative approach to dual language education that provides a traditional core curriculum through instruction in both Spanish and English, with a range of opportunities for creative expression and experiential learning. It is important to note that although the program values and promotes bilingualism intrinsically, the emphasis will be on academic and social development.

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A. Curriculum Overview 1. New Jersey Core Curriculum Standards (as set forth by the State Standards Clarification Project for 2009) will be the foundation for a standards-based, mission-driven dual language curriculum. The HoLa program will become an integral part of the Hoboken K-12 experience, complementing the Hoboken district-wide curriculum. The program will incorporate such initiatives as Tools of The Mind and Lit Life, and will prepare students for participation in the Middle Years Program and the International Baccalaureate Program.

“We have found that children in well-implemented one-way and two-way bilingual classes outperform their counterparts being schooled in wellimplemented monolingual classes, as they reach the upper grades of elementary school. Even more importantly, they sustain the gains they have made throughout the remainder of their schooling in middle and high school, even when the program does not continue beyond the elementary school years.” (Collier, V. & Thomas, W., 1997)

2. A dual language curriculum expert will collaborate with the Program Administrator and the HoLa leadership team (HoLa consultants) to develop a dual language curriculum counterpart for grades K and 1 in the planning year, then for each subsequent grade each year, until the program reaches full fruition, at which point the curriculum specialist may continue to consult on an ongoing basis, as needed. •

The HoLa program will utilize a Spanish counterpart to text materials currently used throughout the district at each grade level when available and consistent with a dual language curriculum. Houghton-Mifflin, McGraw-Hill and Scott Forseman-Addison Wesley offer Spanish language version of their textbooks and supplemental materials for Language Arts, Math and other core subjects.

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Translations, adaptations or supplements will be provided as needed. For example, Santillana Publishing offers Spanish language textbooks for every grade and core subject, as well as a wide range of literature, reference books and materials for dual language classrooms.

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All Tools of The Mind classroom materials are available in Spanish.

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The HoLa classrooms will include a variety of types of materials (art, visual, audiovisual, etc.), as well as bilingual books of many genres and age-appropriate technology to support the curriculum and facilitate the goals of bilingualism and biliteracy.

3. The adapted dual language curriculum will be academically challenging and meaningful, capitalizing on every opportunity to layer in a language lesson. Language objectives should be incorporated into all aspects of the curriculum to ensure that students learn the content as well as the academic language associated with the content (Howard, E.R., et al., 2007).

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No instruction will be repeated in both languages; all content will be cumulative, regardless of the language in which it is taught.

Dual language educational programs are distinct from traditional bilingual or ESL programs that are designed to transition students from their native language to a monolingual English environment. In contrast, dual language education refers to "any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students." (Howard, E.R., et al, 2007)

4. At each grade level, there are predictable milestones that students can be expected to achieve in terms of second language acquisition and literacy. Language arts instruction will be provided in both languages to all students.

5. A bilingual literacy specialist will provide additional support for all students, both English-dominant and Spanish-dominant, as they learn to read, and as they master the transfer of literacy skills from one language to another. There are several approaches to teaching literacy in the context of a dual language program, depending on the specific program model and the student population.

• This is a role that will be part-time or could be combined with another position in the early years of the program, expanding to a full-time position as in other schools, once the size of the student body warrants it.

6. English as a Second Language (ESL) support will be offered to students who enter the program with little or no English. Spanish as a Second Language (SSL) will be offered as a resource to students who need additional support in Spanish language acquisition. •

ESL students will be identified during the initial language assessment as part of the enrollment process. SSL students will be identified by teachers over the course of each year as students' progress is evaluated.

7. The program administrator will be responsible for supervising and evaluating teachers as they integrate the curriculum into the classrooms.

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B. Program Features 1. Dual language program model The HoLa program will follow the 90-10 model of Two-Way Immersion, with the following structure: Grade / Classroom Type

English Language Instruction 10% 10% 20% 40% 50%

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Kindergarten (self-contained) 1st grade (self-contained) 2nd grade (self-contained) 3rd grade (side by side) 4th grade and beyond (side by side)

Spanish Language Instruction 90% 90% 80% 60% 50%

Definitions:

Two-Way Immersion (TWI) dual language education refers to an integrated model in which speakers of each of two languages, in this case Spanish and English, are placed together in a bilingual classroom to receive instruction across the academic curriculum through both languages.

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In this case, the 90-10 model refers to an immersion program in which the language of instruction is 90% in Spanish and 10% in English, for the lower elementary grades.

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Self-contained refers to the traditional arrangement of a single “home” classroom. In the context of a dual language program, this means that students remain in the same classroom regardless of the language of instruction. The classroom ideally has designated areas for each language so that children can be taught in a monolingual environment.

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Side-by-side instruction refers to implementing partial immersion (in this case, the 60-40 and 50-50 portions in the upper elementary grades) through collaboration between two monolingual classrooms and their corresponding teachers (one dedicated solely to Spanish and one to English). The students alternate between two "home" classrooms so that the experience is still one of “immersion” in each setting. As all lessons are cumulative and no content is repeated in both languages, this requires a great deal of cooperation and collaboration between partnering teachers.

Considered the most successful of all dual language programs, Two-Way Immersion emphasizes the need to have speakers of both the minority and majority languages (in this case, Spanish and English), learning side by side in the classroom for the majority of the day and modeling their respective languages.

11/14/08 “Studies suggest that when ethnically and linguistically diverse students work interdependently on school tasks with common objectives, students' expectations and attitudes toward each other become more positive, and their academic achievement improves. Also, language development is facilitated by extensive interactions among native and non-native speakers.” (Howard, E.R., et al, 2007)

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According to Collier & Thomas (2004), leading researchers in the field, dual language programs should include a minimum of six years of bilingual instruction, a focus on the core academic curriculum, high-quality, well-integrated language arts instruction in both languages, strict separation of the two languages with no translation or repeated lessons, 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. Adherence to these principles is a critical factor in the success of a given program, and can impact student achievement. The HoLa Team has chosen to implement the 90-10 model in accordance with research on best practices and most effective approaches to dual language education, as well as the recommendations and anecdotal evidence put forth by our network of instructional experts.

Research clearly demonstrates that students from both native language groups achieve the most academic and linguistic success in 90-10 programs, compared to other models. This level of immersion enables students who enter the program only speaking English to acquire sufficient Spanish proficiency to perform at or above grade level in both languages.

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Students who are already bilingual to some degree at the outset further develop their linguistic and academic skills in both languages.

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Students who initially only speak Spanish develop higher levels of English proficiency over time, and succeed better academically when they learn content in their native language while they learn English.

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“The 90-10 model requires initial emphasis on the minority language, because this language is less supported by the broader society and thus academic uses of this language are less easily acquired outside of school. By Grade 6, students have generally developed deep academic proficiency in both languages and they can work on math, science, social studies and language arts at or above grade level in either language. In research studies on this model, in both Canada and the U.S., academic achievement is very high for all groups of students participating in the program, when compared to comparable groups receiving schooling only through English.” (Collier, V. & Thomas, W., 1997) English language arts and literacy classes are introduced in second grade, and replace one period of instruction in Spanish, thus changing the percentage of language of instruction from 90-10 to 80-20. The gradual increase of instructional

11/14/08 time in English continues for the next two years until instructional time is divided equally between the two languages (50-50 in fourth grade and beyond). This will ensure that, upon completion of the HoLa program, all students will be academically proficient in both languages.

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“There is considerable variation in how the English time is used in 90-10 dual language programs. Unfortunately, not enough attention has been paid to English time in many school sites where it has been used only for assemblies, physical education, or other activities that do not provide a good basis for the development of academic language proficiency. It is important that teachers understand what language skills they need to cultivate at each grade level so that students develop the academic English language skills necessary for literacy. This is particularly important for language minority students who do not receive literacy training in the home. This is one clear example that requires cross-grade coordination in planning.” (Howard, E.R., et al, 2007) 2. Innovative teaching strategies A review of the research indicates that students in a dual language setting benefit from a variety of instructional methods, including sheltered instruction and opportunities for discovery and contextual learning in support of the core curriculum and language development. Sheltered instruction (also known as sheltered instruction observation protocol, or the SIOP model) refers to a group of teaching strategies and techniques designed to help children better understand academic content regardless of language of instruction. "Using these types of techniques allows the TWI teacher to teach the same academic material that is expected of all students at a given grade level in a way that enables the second language learners to understand it and participate fully in instructional activities." (Howard, E.R, et al, 2002)

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Active/discovery learning is a child-centered approach that provides for "less teacher-fronted instruction and more time for students to work directly with materials in order to understand the concept that is the focus of a particular lesson… In TWI programs, the usefulness of active/discovery learning is even greater as second language learners benefit from having tangible objects that they can manipulate in order to help them understand abstract concepts." (Howard, E.R., et al, 2002)

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"We have found that across all program types, students who participate in classes that are very interactive, with discovery learning facilitated by teachers so that students work cooperatively together in a socioculturally supportive environment, do better than those attending classes taught more traditionally.” (Collier, V. & Thomas, W., 1997) •

The HoLa program will include integration of the arts and a variety of other disciplines into classroom activities and as separate areas of focus. This will improve vocabulary and language proficiency by challenging students to apply knowledge in new ways. An intrinsic part of the program, it will provide multiple opportunities for self-expression and

11/14/08 language practice in a variety of contexts, as well as an additional avenue to assess student performance. “Thematic units help students explore the interdisciplinary nature of problem-solving through cognitively complex, on-grade-level tasks, incorporating technology, fine arts, and other stimuli… Language and academic content are acquired simultaneously, with oral and written language viewed as an ongoing developmental process. Academic tasks directly relate to students’ personal experiences and to the world outside the school.” (Collier, V. & Thomas, W., 1997)

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3. Special Programs and Events The HoLa team (leadership team, program administrator and teachers) will also look outside the classroom to provide unique opportunities to build on the language skills acquired in the program, to expose students to relevant local culture and history, and to broaden students’ cultural experiences. Special programming and events may include performances for HoLa and/or district-wide students, field trips to local cultural institutions, businesses and neighborhoods, and workshops presented by outside groups for the enrichment of HoLa students. Ultimately, the HoLa team would like to incorporate a community service component, opportunities for group travel and exchange programs for teachers and students (all of which would require fundraising and the involvement of a Parent-Teacher-Student Organization). The HoLa team will arrange programming of performing and fine artists, including musicians, actors, and dance groups, to provide additional opportunities for exposure to the Spanish language and Spanishspeaking cultures. For instance, the Society of the Educational Arts (SEA), offers a bilingual Integrated Arts Program and Theatre-inEducation Program. An entire school (both HoLa and English strands) could benefit from this type of experience.

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Field trips to El Museo del Barrio in New York City will provide culturally relevant exhibits, with Spanish tours and accompanying materials. The Metropolitan Museum of Art offers educational workshops for elementaryage children, conducted in Spanish, on such topics as pre-Columbian art and the Day of the Dead. Local businesses and neighborhoods present other educational opportunities. A trip to a local bakery or Spanishlanguage daily newspaper would reinforce classroom lessons on related topics. These special programs will enrich the content learned in the classroom, as well as provide opportunities to speak in settings outside of school which will improve the language skills of HoLa students.

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Traditional field trips will also be provided throughout the year, such as to local farms, the zoo, the post office, the supermarket, the farmer's market, the pet store, etc. These will provide the opportunity to expand vocabulary and practice language skills in a variety of settings.

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In addition, the HoLa team will explore the possibility of implementing an Artist-in-Residence program, through an organization such as Mano A

11/14/08 Mano, a non-profit group which promotes the understanding of Mexican traditions among immigrants, artists, educators and the general public, and which offers opportunities to bring Mexican artists into schools for educational purposes. Hudson County is home to many Spanishspeaking artists and musicians. We look forward to using our unique location to expose HoLa students to the richness within our community. Each year, the HoLa program will partner with an outside provider, such as Be Smarter Be Lingual, to provide a summer prep program for new incoming students, which will consist of week-long half-day sessions for groups of 10-12 students in August at an appropriate space provided by the Board of Education (totaling eight sessions the first year, to accommodate the incoming Kindergarten and 1st grade classes, then four sessions each subsequent year for the incoming Kindergarten classes). This will be included in the HoLa budget for each year as crucial preparation for the unique immersion setting in a casual, summer camp environment, as well as a key community-building opportunity for new students and their families. Participation will be strongly encouraged for all incoming students.

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A summer enrichment program may also be offered to returning students at a cost to individual families, according to demand. These classes will address the language regression that English-dominant families may experience when school is no longer in session, and will provide continuity for all students.

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Enrichment classes in Spanish and English will be offered after school, at a cost to individual families, such as art, music, dance, sports, Mad Science, chess, and other special interests, based on demand. Parents may also organize and lead free after-school clubs for interested students. We will also provide access to Spanish language classes at a cost for interested parents.

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C. Student Assessment and Program Evaluation 1. Student Assessment Students will be assessed as they enter the program, to determine both language dominance and proficiency, and to determine a baseline from which to compare language acquisition and skills. Students will also be systematically assessed throughout the year using multiple methods to determine their academic and linguistic development. Students will be assessed in accordance with district and state requirements in addition to HoLa program requirements. “Dual language programs require the use of multiple measures in both languages to assess students' progress toward meeting bilingual and biliteracy goals along with the curricular and content-related goals.” (Howard, E.R., et al, 2007) •

Annual and semi-annual assessment will follow district protocol: The Terra Nova will be administered in grades K-2 (both English and Spanish

11/14/08 versions), and the NJ ASK will be administered starting in 3rd grade. DIBELS, DRA and writing assessments will be administered as required (these are also currently available in Spanish). Additional testing of academic content may be conducted using Spanish language tools such as the SABE/2 by McGraw-Hill, a nationally normed achievement test for Spanish-speaking students in grades 1-8. Teachers will also provide written evaluations three times per year in the form of report cards. Report cards will be based on formal assessment measures, in addition to teacher observation and record keeping, attendance records, classroom work and behavior. Report cards will be provided in both Spanish and English, and will include evaluation of each student's progress in meeting academic and linguistic benchmarks specific to a dual language setting. New forms may be created as needed. Assessment tools complementary to classroom texts will be used on a regular basis to evaluate students' academic progress; translations and new tools will be developed as needed.

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Observation and anecdotal records will provide additional bases for assessment throughout the year: Performance-based assessment of academic and linguistic progress, appropriate grade-level skills, cultural attitudes and class participation. Teachers will use both languages, and both verbal and nonverbal means, to assess students, particularly in the earlier grades, in order to develop a clear picture of academic and linguistic progress.

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Second language acquisition will be assessed regularly through observation and grade-appropriate written and verbal means. For each age and grade level, there are predictable patterns and milestones for second language acquisition and literacy. Students' linguistic progress will be assessed along a variety of parameters (verbal, comprehension, literacy, content, etc.), as well as in a variety of settings.

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Students will be compared to their own baseline skills from the beginning of the year, as well as to students in their own classrooms and gradepeers in monolingual classrooms. Each student's progress will be tracked from one year to the next.

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The existing data management system will be utilized to track student data over time, including demographics and data on multiple measures of performance. Data will be disaggregated and cross-tabulated by a number of meaningful and useful demographic variables, including dominant language.

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Teachers and the program administrator will receive professional development that is focused on assessment and interpretation of assessment data in a dual language context.

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2. Program Evaluation The HoLa team (leadership team together with the program administrator) will conduct annual and ongoing self-evaluation based on progress toward achieving its stated objectives. Success will be defined both by district, state and federal requirements, as well as by adherence to the program's mission and goals. Evaluations will include student performance on formal assessment measures and academic progress, as well as objective observation of classroom culture and indicators of student attitudes. Other elements that will factor into determining the success of the program over time will include enrollment, attendance rates, parental involvement, teacher and student retention, and participant satisfaction (parents, students and teachers). Student performance will be measured in terms of academic progress, based on disaggregated data from both district-wide and program-specific assessment measures, as well as achievement of stated benchmarks for students in dual language classrooms.

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To further constitute progress, student results on state-required assessments in 3rd grade and beyond should equal or exceed results for schools serving comparable students district-wide (in terms of demographics), and the program will meet Adequate Yearly Progress (AYP) criteria, as defined by No Child Left Behind.

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A questionnaire designed to measure parent, student and teacher satisfaction will be distributed at the end of each year.

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Program administrators will conduct ongoing self-evaluations using standards and methods appropriate for a dual language educational setting, and will conduct annual reviews and external evaluations to refine and improve goals and outcomes.

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3. Reporting The HoLa leadership team will report regularly to the Superintendent on all aspects of program operations.

Staff: A. HoLa Dedicated Staff The following staff positions are fundamental to the successful operation of the HoLa program, and are crucial to fulfilling the program's mission. As such, the individuals filling these positions must all be bilingual (Spanish-English), except teachers assigned to monolingual English classrooms in 3rd grade and beyond, and must possess qualifications appropriate for a dual language educational setting, as specified for each position. Although they will be paid as employees of the Board of Education, the individuals filling these roles will be identified by the HoLa team (leadership and program administrator), and recommended to the Board of Education as the final hiring entity. As indicated, certain roles will be part-time in the first years of program growth; during this period it is possible that some of these responsibilities may be assumed by existing

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district or HoLa staff until the size of the HoLa program warrants dedicated personnel in each of these positions.

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1. Program Administrator The HoLa program administrator will serve a key role in the evolution of the program and its integration into the district. S/he will work closely with the HoLa leadership team as the administrator, instructional leader, advocate and spokesperson for the program, with joint responsibility for planning, implementing and evaluating the model at the school site, as well as ensuring that all aspects of the program are consistent with the mission.

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Qualifications include excellent English and Spanish language skills, both verbal and written, and all of the formal and informal skills required of teachers as described above in Critical Points for Success. In addition, the candidate should have experience in a dual language educational setting, either as a lead teacher or an administrator, and s/he must possess or be working toward School Administrator certification.

Specific responsibilities will include the following (performed in partnership with the HoLa leadership team, with the exception of teacher supervision and evaluation, which will be the responsibility solely of the program administrator): • Collaboration with the Principal of the facility in which the HoLa program resides, in terms of integration into the school community and daily operations • Ongoing development of the HoLa program as new grades are added • Development and implementation of the dual language curriculum for each grade • Recruiting and admissions • Identification and recommendation of candidates for positions within the program • Teacher supervision and evaluation (as noted above, this will be the responsibility solely of the program administrator, not HoLa leadership team) • Coordination of professional development opportunities • Staff management, scheduling and daily operations • Scheduling of shared facilities and staff for the HoLa program • Training of non-HoLa-dedicated staff • Coordination of student assessment and management of demographic data • Program evaluation • Reporting • Liaison with Superintendent and Board of Education • Program budget • Purchasing • Coordination of an enrichment and summer program • Coordination of special programming and events • Marketing and outreach • Coordination and leading of bi-monthly parent meetings As with any program that deliberately starts small, the specific responsibilities and title of the program administrator will evolve as the program grows and develops. Once the HoLa leadership team is no longer involved in program

11/14/08 development and day-to-day operations, the program administrator's responsibilities will by necessity increase, and his/her title and pay will be adjusted to reflect this; the specifics will be dependent on various factors, including the size of the program and the form it ultimately takes (a track within an existing school or a school unto itself). Regardless of the program administrator's ultimate title, s/he will continue to be the instructional and operational leader for the HoLa program, and to develop the program from year to year as it grows to full fruition (K-8). The program administrator will be the first position filled, and will work with the HoLa leadership team during the planning year to hire teachers and prepare for Year 1 (September, 2009); a stipend has been included in the budget for this, with a full-time salary starting in Year 1.

In addition to the academic qualifications described in Critical Points for Success above, teachers must possess a sound understanding of bilingual education theory and application. With prior approval of the Superintendent, and as allowed by HEA contract, stipends may be available for interested and committed teachers currently employed by the Hoboken Board of Education and otherwise qualified, who wish to become certified in bilingual/bicultural education and further their knowledge of bilingual theory and practice.

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2. Teachers Teachers represent a central element of any educational program, and have a unique importance in a dual language educational setting. As described in the Critical Points for Success above, formal education is just the starting point for excellence in such a classroom.

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According to Howard, et al (2007), “when teachers do not have a background in bilingual theory or bilingual education, they risk making poor choices in program structure, curriculum, and instructional strategy, which can lead to low student performance.” Furthermore, “one cannot assume that all teachers who have a bilingual credential have current knowledge of, understand, or support the dual language program.” Teachers must possess an excellent command of the language of instruction in order to model, instruct and maintain high academic standards as well as adhere to the language policy of the classroom. “Teachers in dual language education programs need native or native-like ability in the language(s) in which they teach in order to provide cognitively stimulating instruction and to promote high levels of bilingual proficiency in students… [S]uccessful bilingual programs used screening measures to select staff with full written and oral proficiency in both program languages.” (Howard, E.R., et al, 2007)

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Teachers should be comfortable with, and skilled at, implementing innovative strategies such as sheltered instruction, active/discovery learning and cooperative learning.

11/14/08 “Good instruction is even more complicated in dual language programs because of the added goals of bilingualism, biliteracy, and multicultural competence, and, in two-way immersion programs, because of the constant need to integrate and balance the needs of the two student groups. Thus it is even more important to use a variety of techniques that respond to different learning styles… and language proficiency levels.” (Howard, E.R., et al, 2007) The teacher must understand the process of literacy, especially as it relates to bilingualism and second language acquisition; even English-speaking teachers in side-by-side classrooms must be excellent literacy teachers in order to address the needs of children who have not yet made the transfer of reading skills from Spanish to English.

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The teacher is the heart and soul of the classroom, and the effective bilingual teacher will possess skills above and beyond formal education. S/he must be able to implement a standards-based curriculum in a dual language classroom with many different levels of language ability, academic level and a wide variety of backgrounds and skill sets. S/he must also be able to take risks and innovate in the classroom, while maintaining high levels of expectations for all students.

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Teachers must be committed to the vision of the program and goals of bilingualism, and to incorporating the mission into all aspects of classroom interaction.

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The HoLa leadership team will explore the possibility of partnering with an accredited degree program to provide on-site bilingual/bicultural certification for the HoLa teaching staff as a group, as other districts have successfully done.

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3. Assistant Teachers / Paraprofessionals Assistant teachers will help classroom teachers implement the curriculum, model language skills, allow for small group activities and provide individual attention as needed. Assistant teachers must have high levels of Spanish fluency and literacy, and meet appropriate requirements for paraprofessionals. The ideal candidate will possess or be working towards elementary and/or bilingual education certification. Experience in a dual language educational setting is preferred. •

Assistant teachers in a dual language setting serve a crucial role in the Kindergarten, 1st and 2nd grade classrooms, where students are first exposed to language immersion and literacy is first introduced. In addition, because initial class sizes will accommodate up to 22 students, an assistant will allow for a higher student-teacher ratio.

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The HoLa leadership team will explore the possibility of developing a relationship with an accredited degree program to utilize qualified student teachers in the classroom to mutual benefit.

4. Family Liaison / Translator

11/14/08 The family liaison will manage relationships with parents, encourage involvement and foster an ongoing open dialogue, as well as provide parents with information about community resources, as needed. Best practices among successful dual language programs share, among other common elements, a dedicated person in this position, ideally at full-time status by the time the program reaches a size and student population to warrant it. A warm, welcoming environment and supportive school community has been found to correlate with improved student achievement and parent satisfaction, and one effective way to achieve this in a diverse, dual language setting is to provide a family liaison who speaks both program languages and understands the needs of the parents in the community.

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Qualifications include high levels of fluency in both Spanish and English, with excellent written and verbal communication skills. Candidates should have a familiarity with the diverse Hoboken community and available resources, as well as a commitment to the goals of bilingual education.

Responsibilities include, but are not limited to: • Promotion of school community and parent involvement by providing ample opportunity for home/school interaction and activity. • Assisting parents in locating community resources, as needed. • Provision of support to parents so that they have the tools needed to support their child(ren)'s academic growth. • Home visits to kindergarten students before the school year begins. • Assessment of incoming students to identify language dominance. • Coordination of parent activities to reinforce cross-cultural goals of the program. • Coordination of program tours, community outreach and school community events. • Translation of all school materials, as needed (marketing, outreach, school communications, etc.) • Creation of an HoLa-specific Parent-Teacher-Student Organization (PTSO), and the identification of a willing parent and teacher to take responsibility for it each year. The responsibilities of the family liaison will begin during the planning year; a part-time salary has been budgeted for Year 1, graduating to a full-time salary by Year 3. However, during the early years of program growth, these responsibilities will be assumed by existing HoLa staff or a dedicated parent volunteer, until the program reaches a size that warrants a dedicated staff member in this role. 5. Bilingual Literacy Specialist The importance of a strong literacy component in a dual language setting reinforces the need for a bilingual literacy specialist to identify students who need extra attention in this regard, and work with them individually. Candidates must possess a strong understanding of literacy acquisition, particularly as it pertains to bilingualism, second language acquisition and the transfer of skills from one language to another. The ability to teach literacy skills in both Spanish and English is essential.

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This position will be part-time at the outset, and may utilize an existing district staff member or be combined with another position in the early years of the program, as qualifications of candidates or existing staff permits.

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6. Reading Coach A reading coach will work with teachers to support the teaching of literacy and language arts. Bilingual fluency is not essential, but the reading coach must understand the process of second language acquisition and the particular issues associated with bilingual literacy development. For the first few years, this role may be filled by the program administrator or combined with another position, but a dedicated part-time position should be created after Year 3.

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7. Administrative Assistant HoLa will require one dedicated administrative/clerical assistant with bilingual fluency and cross-cultural awareness. Due to the front-line nature of this role, this person will interact frequently with parents and students, and so must be familiar with the program's mission and understand the value of language equity and cultural sensitivity in such a setting. Candidates should possess sound administrative skills and strong bilingual skills (Spanish-English), both verbal and written.

This position will be part-time at the outset, and as such may be covered by an existing district employee and supported by existing HoLa staff as needed, but a dedicated full-time position will be necessary, once the size of the program and student body warrants it.

â&#x20AC;&#x153;Training of non-teaching staff is another important component of a successful program. An effective program cannot have office staff who speak only English if a significant number of parents do not speak Englishâ&#x20AC;Ś These staff must understand the model so that they can answer parents' and other community members' questions accurately.â&#x20AC;? (Howard, E.R., et al, 2007)

8. Teachers for Special Subjects Specialized teachers will be identified and recommended for a variety of subjects that will be incorporated into students' ongoing schedules, such as fine art, drama, computers, culinary arts, music and dance, as well as Spanish as a Second Language (SSL) support, etc. Existing district staff will be utilized as appropriate. The HoLa leadership team will explore the possibility of working with local artists, musicians, etc., to bring a range of local talent into the classroom (especially bilingual). District protocol will be followed in terms of requirements for "specials" teachers in elementary classrooms.

B. Shared and Other Staff 1. Shared Staff The following positions are not intrinsic to the HoLa program per se, and so the individuals filling the roles need not be exclusively dedicated to the HoLa program. However, these roles are critical to the normal functioning of any elementary school, and so must be accounted for on a part-time or as-needed basis, depending on the position. Certain positions may become dedicated to the HoLa

11/14/08 program, once the program reaches a size that warrants it. Individuals filling these roles should be bilingual (Spanish-English) whenever possible. • • • • • • • • •

Guidance counselor or school social worker Child Study Team members Special education support Librarian Nurse Physical Education teacher Lunch and recess aides Computer teacher ESL support

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If the HoLa program is housed within an existing school, then the HoLa team (leadership team and program administrator) will coordinate with the Principal for shared use and scheduling of staff members filling these roles. If the program is housed independently, then the HoLa team will partner with another school or coordinate with the district administration to allocate existing staff, as appropriate.

2. Other Staff • Substitute teachers: the HoLa team (leadership team and program administrator) will work with the Superintendent to identify and/or recruit a pool of appropriate substitute teachers. Before- and aftercare: If the program is housed independently, a before- and aftercare program will be established for HoLa students, according to district protocol, and staff will be provided as needed.

•

Special education: Special education support and staff will be provided by the district, as required.

•

The district will provide security, maintenance and food services staff, via existing district contracts.

•

3. Training If the HoLa program is housed within an existing school, the HoLa leadership team will partner with the Principal to provide an in-depth training session for all teachers and staff (not just those who will be directly involved with the HoLa program) in preparation for the launch of the program. This training session will include information about dual language education, as well as our specific model of implementation. It will also address how the HoLa program will be integrated into the school community, along with any questions and concerns that may arise on the part of the school staff and administration.

D. Hiring The HoLa leadership team will work closely with the program administrator and district administration to recruit, interview and recommend candidates for HoLa dedicated staff positions.

11/14/08 Execution: A. Timeframe The program will begin in September, 2009, with at least two kindergarten classes and two first grade classes (one teacher and one assistant teacher in each). A grade will be added each year thereafter, through 8th grade.

B. Admissions The HoLa team (leadership team and program administrator) will be actively involved in the admissions process for incoming students, including outreach, recruitment, language assessment, coordination of a lottery for available spots and allocation of enrolled students into classes.

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1. Enrollment for the HoLa program will be open to all registered Hoboken residents, with a maximum of 22 children per class and a goal of creating classes that are roughly equal in terms of students who are English-dominant and Spanishdominant. If demand exceeds availability, a lottery will be administered to ensure random selection of students for available spots. Students who do not have Spanish fluency and literacy will not be admitted into the program after first grade; those with some degree of Spanish fluency will be admitted on a case-by-case basis.

2. The HoLa team (leadership team and program administrator) will conduct extensive outreach and recruitment in order to attract a diverse group of students from both Spanish- and English-dominant families. The program will be intrinsically and explicitly inclusive, and will ideally represent a broad cross-section of Hoboken's population.

C. Facilities The district will provide adequate space and facilities to meet the needs of the program at each stage of development.

In its first year of operation (September, 2009), The HoLa program will require a minimum of four classrooms, plus an office, storage space and a multi-purpose room for music, art and other activities, as well as access to facilities necessary for normal school functioning (either dedicated or shared, depending on where the program is housed), such as a gymnasium, library, cafeteria, and other school community spaces. The HoLa program will require a minimum of two additional classrooms in each subsequent year of operation (depending on demand), until the program reaches full fruition (K-8).

D. Services and Responsibilities 1. HoLa Leadership Team Responsibilities The HoLa leadership team will provide leadership, development and support of the HoLa program for the duration of the contract period with the district, as outlined in the attached Scope of Services document. The services detailed in that document include, in broad terms: â&#x20AC;˘

Program vision and leadership through the implementation process

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Program development during crucial early growth period Facilitation of the integration of the program into the district, in all aspects Identification of candidates for HoLa staff positions Support of daily program operations Marketing, outreach and public relations Exploration of external fundraising opportunities Ongoing research of dual language data, existing programs and best practices Continued development of relationships with experts in the field Reporting to Superintendent and Board of Education

Upon Board of Education approval, the HoLa leadership team will form a business entity and contract with the district to perform the services described above (proposed to extend to three years, including the current planning year).

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Once the contract period ends, the HoLa leadership team will take on a new role as an unpaid, non-profit advisory council to ensure adherence to the mission of the program, as well as its continued development. Other parents and community members will be invited to join the advisory council at this time. Responsibilities will include fundraising for support and expansion of the scope of the program, among other things.

Recruiting and admissions process Hiring process for HoLa dedicated staff Coordination of shared staff and facilities Scheduling Assessment Academic and financial reporting Policy development Program evaluation

• • • • • • • •

2. Shared Resources and Responsibilities The HoLa leadership team and the program administrator will partner with the Board of Education and the district administration to coordinate and administer the following:

3. Hoboken Public Schools Responsibilities The district will be responsible for the following: • • • • • • • • • •

Funding Licensing Insurance Benefits Facilities, furniture and equipment Maintenance Security Food service Before- and aftercare services Special education and other special services

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Appendices:

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References Scope of services Venn diagram 5-Year Classroom Staffing Plan Complete Staffing Plan Budget

A. B. C. D. E. F.

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Appendix A: References Collier, V. & Thomas, W., “The Astounding Effectiveness of Dual Language Education for All”, NABE Journal, Winter, 2004. Collier, V. & Thomas, W., “School Effectiveness for Language Minority Students”, National Clearinghouse for Bilingual Education Resource Collection Series, December, 1997. Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding Principles for Dual Language Education (2nd ed.). Washington, DC: Center for Applied Linguistics.

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Howard, E.R., & Christian, D., “Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level,” CREDE Educational Practice Report, 2002.

11/14/08 Appendix B: Scope of Services The HoLa leadership team will provide leadership, development and support of the HoLa program for the duration of the contract period with the district (proposed to extend to three years including the planning year). The HoLa leadership team’s responsibilities include but are not limited to:

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1. Program vision and leadership • Develop and execute the implementation plan, based on extensive research, which describes in detail the program's goals and objectives, educational program, logistical requirements and timeframe • Create an extended network of experts and educators to share best practices, latest data and resources • Stay abreast of current research and maintain contact with larger dual language community • Ensure that all aspects of the program are reflective of the mission, consistently executed and performed with a standard of excellence

2. Program development • Develop a dual language curriculum counterpart for each grade level • Coordinate with the Business Administrator for the purchase of furniture, textbooks and materials for new classrooms each year as the program expands • Facilitate the integration of the program into the district in all aspects • Develop processes that will be institutionalized as the program grows • Explore the possibility of partnering with an accredited teaching program to utilize student teachers in the classroom as assistants • Explore the possibility of partnering with an accredited university to provide on-site bilingual/bicultural certification for HoLa teaching staff • Develop relationships with artists and cultural institutions to provide ongoing opportunities for contextual learning and creative expression • Coordinate parent volunteers to support staff during early program growth • Develop enrichment and summer components, including the summer prep program, as well as opportunities for parent involvement and education • Identify and implement Spanish language assessment tools to complement existing district assessments, and create new tools as needed • Adapt existing database to accommodate the needs of a dual language program and population disaggregation across relevant variables • Ongoing and annual program evaluation, including creation and distribution of a satisfaction questionnaire for HoLa parents and staff • Explore the possibility of partnering with outside providers to expand the program to include a pre-K 4 component • Establish a non-profit HoLa advisory council to ensure adherence to the program’s mission and goals, as well as continued growth 3. Identification and recommendation of candidates to the Board of Education for HoLa dedicated staff positions, including the program administrator, teachers and assistant teachers, reading coach, bilingual literacy specialist, and bilingual nonsalary teaching staff

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4. Support of daily program operations • Serve as liaison between the program administration and the district administration in the implementation and early growth periods • Creation of a program budget for the planning year and first three years of program operation • Coordinate professional development for teachers and administrators • Provide staff training for other school personnel, including those outside the program • Create HoLa policy manual, report card template, parent handbook and other program materials as needed • Coordinate the translation of all materials • Perform family liaison duties, as needed • Provide administrative support, as needed • Coordinate activities involving the entire school community, to promote goodwill and foster a sense of community and collaboration

5. Marketing and outreach • Produce and provide print advertising and promotional materials • Create and maintain a bilingual website that updates and educates the public, and provides a forum for the HoLa community • Public relations, including creation and distribution of press releases • Actively recruit students to attract a broad cross-section of Hoboken’s diverse population, including both English and Spanish speakers • Develop relationships with community leaders and organizations • Organize outreach events and opportunities 6. Explore external funding opportunities, such as grants and fundraising activities

7. Regular reporting to Superintendent and periodic reporting to the Board of Education