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Preliminary evidence from a national network of Catholic two-way immersion schools

Preliminary evidence from a national network of Catholic two-way immersion schools . Objectives. Deepen understanding of history of Catholic schools serving culturally and linguistically diverse students Recognize importance of learning in and across Catholic schools in this context TWIN-CS

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Preliminary evidence from a national network of Catholic two-way immersion schools

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  1. Preliminary evidence from a national network of Catholic two-way immersion schools

  2. Objectives • Deepen understanding of history of Catholic schools serving culturally and linguistically diverse students • Recognize importance of learning in and across Catholic schools in this context • TWIN-CS • Identify implications from TWIN-CS for your school context

  3. What race or ethnicity does each color signify?

  4. Implications? • Social and cultural implications and opportunities? • How does this affect schools differently than the general population? • What are the implications for Catholic schools?

  5. What’s in a label? Minority English Language Learner Bilingual Students of Color ESL Immigrant New Mainstream Limited English Proficient Latino Hispanic Emergent Bilingual

  6. The Label We Choose • What are some characteristics of culturally and linguistically diverse students? • What are benefits and limitations to this label? • Who cares? Culturally and Linguistically Diverse (CLD) Students

  7. Catholic School History Peak Enrollment in Catholic Schools 1940s 1960s 1980s Current student enrollment 1 million 2 million 3 million New schools opened 15 27 42 Schools consolidated / closed 133 184 210 Schools with waiting lists 1000 1500 2000

  8. CLD students 1965-2014 • Culturally and Linguistically Diverse students are: • Consistently underserved by PK-12 schools • Increasingly coming from households where languages other than English are spoken (Palmer, 2013; U.S. Dept. of Education, 2011 ) • 1980: 4.7 million students • 2009: 11.2 million • 40 million immigrants since 1965 • about 20 million Hispanic • Nearly 12 million Asian • (http://www.pewresearch.org/next-america/)

  9. Historical Context: CLD students in Catholic schools • Catholic schools established early in US history to meet the needs of the Catholic families • Many of these families were CLD • The Third Plenary Council of Baltimore (1884) • Today’s Catholic schools are also striving to meet the needs of their immigrant parish members

  10. CLD students in Catholic schools

  11. Historical Context: Your context

  12. Historical Context: Abilene, Texas

  13. 2) Learning in COPs • What are Communities of Practice (COPs)? • Grounded in sociocultural learning theory (Lave & Wenger, 1991) • We learn through interactions with others, as well as experiences in the world • COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another • Identify some!

  14. Digging into COPs COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  15. Strong / Weak contenders • Online chess club? • Middle school team at my school? • Pittsburgh Steeler fans? COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  16. Who cares? • Teachers can be mutually engaged in a COP sharing the joint enterprise of advancing teaching/learning in their school and utilizing a shared repertoire to facilitate this work. • Importance of learning in and across Catholic schools to better serve CLD students & families

  17. A few additional points… • Trajectories • Constellations • Boundary Spanners COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  18. TWIN-CS • TWIN-CS as a COP

  19. TWIN-CS • TWIN-CS as a COP (Map)

  20. TWIN-CS • TWIN-CS as a constellation of COPs • Boundary Spanners – Design Team

  21. Age of TWIN-CS Members 1999 2009 2010 2011 2012 2013 2014

  22. *pause* Remainder of presentation: • How does this COP lens help explain what’s happening in TWIN-CS? • What are the implications of this for me and my school? • Serving CLD students • Networking

  23. What are TWIN-CS members striving to do? • Effectively serve culturally and linguistically diverse (CLD) students (via the two-way immersion model)

  24. Effective schools for CLD students • Promote sociocultural integration • Cultivate language proficiency • Support academic achievement Note: not just for TWI schools…

  25. a) Promote sociocultural integration • How is this happening in a COP in TWIN-CS? Revising school mission and vision to affirm home language and explicitly embrace CLD students and families

  26. First message Archbishop Borders School is a designated dual language, Catholic community school which, through the dissemination of Catholic values and rigorous academics, is committed to the preparation of leaders, bilingual and biliterate in Spanish and English, to serve in a multicultural society.

  27. First message La Escuela Archbishop Borders es una escuela católica y comunitaria; la cual, por medio del lenguaje dual, los valores católicos y el rigor académico está comprometida con la preparación de líderes bilingües y bialfabetas en español e inglés, para servir en una sociedad multicultural.

  28. “catholic” and Catholic Mission Archbishop Borders School is a community-based, dual language Catholic school committed to preparing leaders, bilingual and bi-literate in Spanish and English, for a multicultural society through Catholic values and rigorous academics…  While honoring and celebrating the cultures of all our families, students are prepared to become global citizens and compassionate leaders that understand the ethnic, economic and linguistic diversity of all people. 

  29. How does this illustrate a community of practice? • How does the mission and vision of Archbishop Borders create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students? COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  30. b) Cultivate language proficiency • Focusing on formatively assessing language development • Using this in two languages • Goals: • Inform instruction • Monitor progress • Develop consistency / coherence across school

  31. Internal COP • Implementation Team in ABB • Conduct PD on Easy CBM (September / October) • Collect Data I (November) • Process results (December) • Target comprehension (inferential and evaluative) • Conduct PD on using questions / answer relationships • Collect Data II (December) and III (January) • Process results • Fluency, targeting small groups and individual students

  32. Broad COP • ABB as part of TWIN-CS • Leading webinar • Participating in webinars • Sharing at summer academy

  33. How does this illustrate a community of practice? • How does formatively assessing language development in Archbishop Borders create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students? COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  34. c) Support academic achievement • Articulating a coherent service delivery model to meet this challenge • Implementing TWI Model What’s the central challenge to supporting academic achievement that distinguishes teaching CLD students from teaching those whose mother tongues are English?

  35. c) Support academic achievement • “Educator of Year” award to teacher for literacy education • “Teachers often work in toil and silence. We hope that these awards honor teachers who are doing really important work, whose stories haven’t been told.” – Mark Lewis, Loyola

  36. How does this illustrate a community of practice? • How does implementing the TWI model create a community of practice oriented toward more effectively serving culturally and linguistically diverse (CLD) students? COPs are groups of individuals who share a common purpose and learn how to pursue this purpose from one another

  37. Recap • COPs are a powerful vehicle for learning • TWIN-CS is catalyzing and supporting COPs around teaching and educating culturally and linguistically diverse students • Promoting sociocultural engagement • Cultivating language • Supporting academic achievement

  38. What’s next?

  39. 3) Implications for you • How does your school effectively serve CLD students? • TWI as a model for your school context? • Why / why not ? • Not a silver bullet / doesn’t apply to all contexts • Basic tenets of effective schooling • Promoting sociocultural engagement • Cultivating language proficiency • Supporting academic achievement

  40. Implication 2: Networking • Connecting to peers • Amongst Catholic schools – locally and broadly • Across sectors (Catholic / public) • With others (colleges, outside mentors) • Addressing problems of practice • Reform (1-1 laptop, special ed, etc.) • Use of specific tools / information (data, assessments, technology) • Use of research to help your decision making (e.g., non-traditional sources, like Pew Center data)

  41. Thank you! • Martin Scanlan martin.scanlan@bc.edu • Mary Bridget Burns burnsaz@bc.edu

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