Spanish IPLC process

norms

Start & ending timesParking lotBreaks/lunchParticipatory Process

PLC Questions

What do we want our students to learn?How will we know when they’ve learned

it?What will we do when they don’t learn?What will we do when they do learn it?

Process

Current Reality◦ Who takes Spanish I?◦ What are our learning goals for Spanish 1 students?◦ What do the data tell us about their learning?◦ How can we be sure students are taking the same class across

buildings?◦ How do we meet the needs for all students:

both those taking the class for the first time and who intend to continue Spanish study

Those who were unsuccessful and are taking the course for a second time?

◦ Curriculum map: does it reflect the real or the intended curriculum Is it streamlined?

◦ Pacing guide Expectations Grade configurations: participation? Homework? Retakes?

What do we base our Smart goals on?

Follow up we can do(have control over)

Follow up we’d like(don’t have control over)

A streamlined curriculum with articulated goals for students who intend to continue and for those for whom this is their last Spanish class?

College Spanish students – could work with students

- Interventions built into the school day

What do the data tell us?• Attendance impacts success.• Heritage speakers are sometimes not successful because of the way the language is approached.• Spanish I classes have a disproportionately higher number

of students with IEP’s•There is no co-teaching/aide model for language classes•Some students face repeated failure in learning Spanish; they are not necessarily more likely to be successful a second time•Students may face a variety of issues, each requiring a different

intervention: • skills, attendance, homework, and social-emotional• How do we approach each one?

Current Reality

09-10 Boynton:◦ In common:

11 are new to language study altogether 8/18 had failed language the year before

◦ IEP: about half (may or may not be language exempt09-10 Dewitt• 4/17 have IEP’s10-11 IHS Spanish I: 2 of 34

10-11 IHSMatt: 22 students (11 have AIS service, 5 have IEPs, 1 has test mods and 1 SEATS) 8/22 are repeating Spanish I

8/22 are 9th

7/22 are 10th 6/22 are 11th (1 std taking for the 3rd time)

1/22 is 12th grader (has missed 54 classes)5 students have high-fly absence numbers (>42)5 students currently have a 100+ score

A – C = 12 D – F = 10

Current Reality

10-11 IHSDavid: 16 Spanish I

8/16 are 9th

3/16 are 10th 5/16 are 11th

students have high-fly absence numbers: >40 = 3; >20<40 = 3

students currently have a 100+ scoregrades: A-C = 11

D-F = 5

Some IHS repeaters change sections the following year.

Resources

New books?TimePlato?

◦https://ple.platoweb.com/◦Your login◦The word: password

Today’s Process

Map the curriculum using actual lesson record – this summer?◦Visitation days? - last week of June? (3 middle

school teachers◦Summer? June 27 or 28, July 27, 28, 29 or August

1-5 (need Spanish 1 curriculum map, prioritized Spanish 2 grammar and/or topics)

◦Same course expectations and grade configurations

◦Textbooks Santanilla

Spanish IGo through curriculum we already have

and have it meld with the book we just gotDates: ? June 27, 28, 29, July 1,

◦July 27, 28, 29 or August 1-5

Develop Next Steps and Timeline

Develop common curriculumDifferentiate between those who are going

on to study more Spanish and those for whom it’s a terminal language class.

Process: develop the streamlined curriculum;

Add on the challenge curriculum part at a second pass

Curricular Alignment

Curriculum