Finding Higher Ground When English Only and Bilingual

Finding Higher Ground: When English Only and Bilingual Classrooms ACTUALLY Collaborate Presented in Partnership: Auburn Elementary (Salem-Keizer) The Educational Excellence Team Signal Word: Don’t just Coordinate + Collaborate!

Objectives ▪ Quickly preview the data team process utilized by the Auburn team ▪ Differentiate between coordinating, cooperating and collaborating ▪ Increase awareness of successful strategies and resources of mixed language teacher teams ▪ Provide an opportunity to ask and answer questions

Meet the Trainers: Missi Thurman Meagan Kimball Ali Hurd www. educationalexcellence. org

Meet the Auburn Team Margarita Herrera Alissa Becker Melissa Chavez Jessica Mashos Beth Freeborn Sue Luthra

All About Auburn is a Title I School of 680 students, 65% ELL, 85% Poverty Team Design: ▪ 4 - 5 Teachers per team, 2 of which are bilingual teachers (K-3) ▪ 1 hour every Friday morning (most teams choose to meet additionally) 2013 -14 State Report Card Rating = 1 2015 -16 State Report Card Rating = 4 (very close to 5)

Turn and Talk: All About You! Are your monolingual and bilingual teachers collaborating? What struggles have you experienced/observed in the collaboration between monolingual and bilingual teachers?

The Data Team Process

Coordinating, Cooperating, Collaborating COORDINATION “Let’s get this done. ” COOPERATION “Let’s make this better. ” COLLABORATION “Let’s make something new. ”

Auburn’s Journey ▪ ▪ ▪ Highlights Increase in student growth Increase in level of collaboration Increase in professionalism & respect for each other Increased rigor ▪ ▪ ▪ Lowlights Overcoming differences of opinion Developing an understanding of the process and the purpose Deconstructing standards ▪ ❖ Clearer idea of students in need of intervention ❖ Technology skills (Google Docs) ❖ Competence and confidence with CCSS (instructional strategies) ❖ Unprofessionalism ❖ Ability to Dual Cycle (data team around different content areas) ❖ Dual Cycling ❖ Lack of Spanish materials & support

Reflections ▪ ▪ ▪ ❖ What Has Helped Scheduled time each week Intentional norms, roles, & agenda Feedback SCORING AGREEMENTS : ) Consistency Tools and strategies ❖ Professional Development ❖ Clear communication and expectations ❖ Addressing issues What Has NOT Helped ▪ ▪ ▪ Time restraints Individual roles Inexperienced team members Turn and Talk: What resonates with you from what the team shared? What questions remain?

From the Support Team ▪ Protected time with no interferences ▪ Support staff present at the table as much as possible ▪ Constant support & feedback to promote growth ❖ On-going Professional Development ❖ Team composition ❖ Celebrations ❖ Coaching

Tips from the Ed. Ex Team ▪ You have a thousand reasons you are the same, only one that is different. Don’t create new reasons to be different (your way/my way) ▪ Use the standard as your anchor ▪ If possible, use the same materials in both languages ▪ If not possible, shoot for similar topics/levels (ie. lifecycle of butterfly and lifecycle of frog). Don’t get stuck here. ❖ Use the all kids are OUR kids motto ❖ Hold equal value with use of time. Do not complete work in English and assume the other language teacher will just do it later ❖ Respect each other’s language needs

Where can I find that? Website: http: //www. educationalexcellence. org/

What Questions Do You Have? Turn and Talk: ▪ Come up with one question or concern for the Auburn Team and/or Educational Excellence ▪ Write it down ▪ Hand it to a trainer ▪ Get ready to hear the answer

Feedback 1. Please complete the feedback on the COSA app AND our quick ticket out the door. 1. Bus your own table.