Center for Applied Linguistics November 13, 2008 Guiding Principles for the Guiding Principles: Conducting a Successful Self-Evaluation Elizabeth Howard University of Connecticut Julie Sugarman Center for Applied Linguistics La Cosecha

Guiding Principles for Dual Language Education Center for Applied Linguistics November 13, 2008 Guiding Principles for Dual Language Education Draft released in 2005, 2nd edition released December, 2007 Based on New Mexico Dual Language Program Standards Prepared by a national panel of researchers, teachers, administrators, and parents Based at the Center for Applied Linguistics Available online at http://www.cal.org/twi/guidingprinciples.htm Available for purchase at http://calstore.cal.org/store/detail.aspx?ID=350 La Cosecha

Dual Language Programs Center for Applied Linguistics November 13, 2008 Dual Language Programs Howard, E. R., Olague, N., & Rogers, D. (2003). The dual language program planner: A guide for designing and implementing dual language programs. Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence La Cosecha

Philosophy of the Guiding Principles Center for Applied Linguistics November 13, 2008 Philosophy of the Guiding Principles The principles are based on a vision of education that is Inclusive and equity-focused Student-centered Academically challenging Driven by multiple forms of evidence of student learning Based on shared decision-making (including all stakeholders) La Cosecha

Organization of the Guiding Principles Center for Applied Linguistics November 13, 2008 Organization of the Guiding Principles Introduction Effective Features of Dual Language Education Programs: A Review of Research and Best Practices, by Kathryn J. Lindholm-Leary Guiding principles Strand Principle Key point Indicators Rating templates La Cosecha

Center for Applied Linguistics November 13, 2008 Strands Assessment and Accountability Curriculum Instruction Staff Quality and Professional Development Program Structure Family and Community Support and Resources La Cosecha

Center for Applied Linguistics November 13, 2008 Example La Cosecha

Understanding the Guiding Principles Center for Applied Linguistics November 13, 2008 Understanding the Guiding Principles “Full” implementation represents evidence of best practices, however... No corresponding benchmark for how many “full” or “exemplary” ratings would be needed to be considered an excellent program No research on how each key point individually adds value to a school’s overall success Guiding Principles should not be used as a tool for accountability where sanctions are imposed on schools on the basis of ratings La Cosecha

Qualities of Exemplary Dual Language Programs Center for Applied Linguistics November 13, 2008 Qualities of Exemplary Dual Language Programs The exemplary indicators within each key point emphasize that effective programs are Process-oriented (processes are established for implementing and reflecting on specific elements of the program) Reflective (staff analyze and use data and discuss their experiences) Comprehensive (all stakeholders support the program, receive training, and have a voice in decision-making) Committed to advocating for dual language education at the district, state, and national level Supported by human and financial resources La Cosecha

Purposes of Self-Evaluation Center for Applied Linguistics November 13, 2008 Purposes of Self-Evaluation Guide decision-making (hallmark of evaluation as opposed to research) Accountability for non-mandated goals Understand connection between program goals, program implementation and program outcomes Preparation for other activities External evaluation Advocacy Budgeting Documentation of program activities La Cosecha

Using the Guiding Principles Center for Applied Linguistics November 13, 2008 Using the Guiding Principles Step 1: Ratings and Evidence Which indicator describes your program’s implementation? What kinds of evidence can you cite to support your ratings? What documentation can you collect to support your evidence? Which stakeholders should you consult to help you find evidence? Suggestions Be rigorous in your data collection. At this stage, focus on what you ARE doing, not what you SHOULD or COULD be doing. Discuss evidence for the indicators above and below where you think you are. Think about the credibility of the people doing the data collection and analysis, and be sure the team has adequate representation of various viewpoints. Focus both on areas where the program is strong and where it is weak; this will help in defining priorities later on. evidence – can be statements of fact (e.g., the principal is responsible for organizing a parent committee) for which there may or may not be documentation (e.g., that responsibility is written into their job description). Data collection: (interviews, surveys, observations, document review); rigor does not mean quantitative La Cosecha

Center for Applied Linguistics November 13, 2008 Activity 1 What evidence would you want to collect to determine your program’s level of alignment with this key principle? La Cosecha

Using the Guiding Principles Center for Applied Linguistics November 13, 2008 Using the Guiding Principles Step 2: Create an action plan What goals do you want to set for improving program implementation? What kinds of activities will meet each goal? How much can you accomplish in the amount of time you have? Suggestions Only take on as much as you can reasonably handle. Set explicit due dates and assign responsibilities to be sure that everything gets done. Write everything down to provide explicit documentation of your thinking. Involve those who have power to approve activities and funding. how to decide what to do: cost-benefit analysis squeaky wheel (what people are complaining about most) take a vote compliance with state/federal guidelines what you can get a grant to fund expertise within the staff can be tapped to do training or planning pick an easy, a medium and a hard interests of individual staff members strongest evidence from research that action taken will have the desired effect action taken is connected to something else that’s planned La Cosecha

Parts of the Action Plan Center for Applied Linguistics November 13, 2008 Parts of the Action Plan Program component that needs improvement Proposed activity to respond to that need What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point) What additional outcomes might result? (positive or negative) Process Who is responsible for the activity? What is the timeline for planning and implementation? Resources needed What physical/monetary resources will you need? Who will get them? What additional information do you need to find out? Method for evaluation and reflection What information will you need to collect in order to evaluate the effectiveness of the activity? La Cosecha

Using the Guiding Principles Center for Applied Linguistics November 13, 2008 Using the Guiding Principles Step 3: Disseminate and implement your plan Who will want to know what we came up with? What will be an effective way to share our findings? How should we plan to evaluate and reflect on our efforts? Suggestions Show your plan to colleagues at another school to get their feedback and suggestions. Share both positive and negative findings. Position findings in terms of providing structural support for change, not making demands on individuals. GOOD: Bilingual aides will be assigned to cover kindergarten classes half an hour per week for the purpose of joint planning time. BAD: Marie and Bill need to do a better job coordinating their lessons. La Cosecha

Center for Applied Linguistics November 13, 2008 Activity 2 Looking at Strand 3, Principle 2, Key Point A again, think of one activity that addresses the program component that needs improvement (imagine you have decided your program rates as “partial”). For this activity, answer the following questions: What is the desired outcome? (i.e., the evidence of higher level of alignment with the guiding principle or key point) What additional outcomes might result? (positive or negative) Who might have to be involved with such an activity? What resources would be needed? What additional research might you need to do? What information will you need to collect in order to evaluate the effectiveness of the activity? If you finish early, think about how your answers might be different if you started at a different rating (minimal or full) La Cosecha

Activity 3 Working within your school teams, split into two groups – one will focus on Curriculum (Strand 2) and the other will focus on Instruction (Strand 3). Work with your group members to read through all of the principles and key points within your strand and make a preliminary rating of your program for each one, following these steps: Step 1: Ratings and Evidence Which indicator describes your program’s implementation? What kinds of evidence can you cite to support your ratings? What documentation can you collect to support your evidence? Which stakeholders should you consult to help you find evidence?