Sobrato Early Academic Sobrato Early Academic Literacy ProjectLiteracy Project
A Preschool -Third grade pilotA Preschool -Third grade pilot
for Spanish-Speaking English Learnersfor Spanish-Speaking English Learners
The Context - The Challenge• Demographics of our Time• An enduring and increasing achievement gap• Inadequate English development • No Child Left Behind• Importance of preschool education - an early
start, a strong foundation• Increasingly strong research-base on English
Learner best practices, bilingual development - but separate PreK and K-12 “worlds”
The Sobrato Family Foundation
• Silicon Valley based
• Mission: “to help create and sustain a vibrant and healthy community where all Silicon Valley residents have equal opportunity to live, work and be enriched”
WHY SEAL?• To invest in the children, families and institutions
in the region• To create a much-needed model of Preschool -
Third grade powerful schooling for Latino English Learners
• To close the achievement gap• To build high levels of literacy in two languages• To develop confident, motivated, engaged
learners
The SEAL “Pilot” big picture• Define a research-based model• Start with a few sites• Build programs that support children from
preschool through third grade (5 years) through customized and co-designed plans, data, resources and support
• Monitor/track progress through a strong evaluation that will contribute to the knowledge base
• Develop tools for replication add sites
Defining the research-based model
• National advisors• Drawing upon both the recent research
on language and bilingual development in early childhood AND on language and bilingual development K-12 (a literature review)
Strong research base…..
• Linguistics (how a first and second language develops)
• Neuroscience/brain research
• Effective instruction
• Program evaluation
From the research:– High quality early childhood education
reduces disparities in outcomes – There is a developmental continuum of
language/literacy development in young children
– The window of development (ages 2-6) is a unique opportunity for language
– Two systems, two pedagogical traditions -- and challenges in the transition from one to the other (“School readiness”)
SEAL’s approach• An age-appropriate, coherent and
articulated preschool program that prepares children for academic success in elementary school and beyond, and that provides a seamless transition from preschool into the K-12 system
The SEAL Model: 6 components• Academic language and literacy in English
and Spanish• Rich oral language development• Text-rich environment and curriculum• Language developed through enriched
curriculum• Affirming learning environment
• Teachers and Parents working together
• Inter-related components - can’t have one without the other
• Not a “curriculum package” - can be implemented to support, enrich and strengthen core programs
#1: Academic Language and Literacy in English and Spanish
• At birth, all infants have the innate human capacity to learn more than one language
• Bilingual development is a common and normal childhood experience
• Internationally, it is estimated that there are as many children growing up learning TWO languages as one
Confront the myths…..• Myth: learning two languages will confuse
children• Myth: With less exposure to each language,
neither becomes developed fully - and they will not attain proficiency equal to monolingual children in either language
• Myth: Time spent in home language is wasted time for developing English
• Myth: More and earlier immersion in English is the best way to acquire English
The early childhood world ……..
• Affirming a child’s home language is key to healthy identity development and family connection
• Use and development of the child’s home language will benefit the child in acquiring English (CDE “Principles for Promoting Language, Literacy and Learning in Preschool English Learners” - 2007)
……. but How?
The K-3 world……• Are we allowed to do primary
language?
• Won’t this undermine the path towards proficiency in English?
#2 Rich oral language development
• Four domains of language• Oral language is foundation• Spoken language and reading have
much in common. Reading depends heavily on the reader’s oral language abilities - particularly with regards to understanding the means of words
#3: Text-rich environment and curriculum
• Active engagement with books and writing
• Meaningful interactions with a variety of print media
• Talking about books contributes to comprehension, vocabulary.
• Seeing “self” in books is crucial to literacy
#4 Language developed through enriched curriculum
• Language as a vehicle for learning and expression
• To close achievement gap requires access to full curriculum
• Equity issue• Science and the arts are powerful
subjects and opportunities for language development
#5 Affirming Learning Environment
• Affective filter and language learning• The HIGHEST expectations• A culture and climate of respect and
inclusion• Relationship between healthy socio-
emotional development and sense of safety
NAEYC Position Statement on Language and Cultural Diversity
“Recognize that all children are cognitively, linguistically and emotionally connected to the language and culture of their home and family.”
#6 Teachers and Parents work together
• Education for ELs is enhanced when schools and families partner around children’s education
• Parents can facilitate literacy development by using the language they know best and by using it in varied and extensive ways
• School need to address barriers to involvement• Relationship between school and home is a
crucial factor in healthy development of identity, and sense of belonging.
Selecting the Sites• We elected sites with the basic capacity and
commitment to be able to implement the model
• San Jose Unified School District: 1 Dual Language school, 1 early-exit bilingual program/SEI school, 3 feeder preschool sites (community based, plus state-funded preschools)
• Redwood City School District: 1 early exit bilingual/SEI school, 3 feeder preschools
The Sites• From 72% to 97% Hispanic
• High “free and reduced lunch” population
• One school in PI Year Three
Working with the sites• The SEAL pilot is about BUILDING
towards the model
• No “one size fits all”, exact replication model or process
• SEAL Lead teams are helped to reflect on their practices, build on their strengths, identify and plan to address gaps
The SEAL process• Worked closely with district to align work and
support• Set up an infrastructure of support (full-time
facilitator/coach per site, resources as needed, access to powerful programs and professional development, collaboration time)
• Reflective practice - continuing throughout the life of the pilot
• Deep immersion in research, access to top research and researchers in the field, focused on data
Intentional program design and language management
• In Preschools - minimum of 50% Spanish, minimum of 25% English during teacher-directed and teacher-facilitated work
• Bilingual programs - 80:20 in K, to 50:50 in third
• All classrooms (bilingual and SEI) High quality language development and emphasis on transfer and contrastive analysis
Professional Development
• Silvia Duque Reyes, “Side by Side” - standards based planning for SLA/ELD/ELA
• Kathy Escamilla, “Literacy Squared” - approaches to simultaneous bilingual development
• GLAD and PreK GLAD• California Reading and Literacy Project -
Transfer and Houghton-Mifflin• Explicit Direct Instruction
Programs/Activities
• Schmahl Science Workshops• Bilingual Authors• Families United for Literacy and Learning• Summer Bridge programs (PreK-K, K-1)• Early Childhood Language Development
Institute (SMCOE)
National Hispanic University: a partnership and opportunity
• Preschool instructional assistants and teachers working towards A.A. or B.A. degree with an emphasis on early childhood biliteracy
• Scholarships and books• Practicum hours done in SEAL
classrooms/work sites• Grant continuing education credits for the
SEAL Forum Series
The Evaluation/Research
• Dr. Kathryn Lindholm-Leary
• Longitudinal design following cohorts of students from entering preschool through third grade
• Data points/analysis - PreK entry, K entry, First grade entry, end of third grade
Student Measures: Pre K
• Desired Results DRDP Revise (Spanish/English)
• Pre LAS (Spanish/English)
• Peabody Picture Vocabulary Test
• Kindergarten School Readiness Checklist
Student Measures: K
• CELDT
• Social Rating Scale
• Self-Description Questionaire
• Lindholm-Leary Student Attitude Scale
• CST
• Aprenda - Reading
Classroom measures
• Preschool - ECERS-R and ECERS-E
• Classroom Assessment Scoring System (CLASS) - measures emotional and instructional climate
• Language Use in Classroom
• Staff quality and training
Family Context
• Adaptation from ECLS Longitudinal Student and Lindholm-Leary Parent Scales - focus on language and literacy practices
• Family involvement in school and child’s education
Between now and 2014….
• Videos of classroom practices• Reflection tools/observation tools• Email notifications of new resources
identified• Research updates as data on cohort
becomes available• Information on replication forums • Visits to the sites
If YOU know of powerful programs to visit or resources….
Please let me know!
Thank you!Thank you!For more information, contact:For more information, contact:
Laurie OlsenLaurie Olsen
[email protected]@sobrato.org
