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

ObjectivesObjectives 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

What race or ethnicity does each color signify?

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

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

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

Catholic School History Peak Enrollment in Catholic Schools1940s1960s 1980s Current student enrollment1 million2 million3 million New schools opened Schools consolidated / closed Schools with waiting lists

CLD students 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 (

Historical Context: CLD students in Catholic schools 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

CLD students in Catholic schools High rates of poverty Low levels of parent education Little access to quality schooling Higher rates of bilingualism & biliteracy Strong family stability and extended family support High levels of entrepreneurism & perseverance Unequal Educational Opportunities Untapped Funds of Knowledge

Historical Context: Your context Historical Context: Your context Region State County City Neighborhood School

Historical Context: Abilene, Texas Historical Context: Abilene, Texas Southwest Texas Taylor County Abilene Park Central St. John’s

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!

Digging into COPs Mutual EngagementJoint EnterpriseShared Repertoire Sustained Relationships (harmonious or conflictual) Shared ways of engaging in doing things together Rapid flow of information and propagation of innovation Substantial overlap in participant’s description of who belongs The ability to assess the appropriateness of actions and products Very quick setup of a problem to be discussed Mutually defining identities Knowing what others know, what they can do, and how they can contribute to an enterprise Specific tools, representations, and other artifacts Certain styles recognized as displaying membership Shared discourse styles and content (lore, stories, jargon) COPs are groups of individuals who share a common purpose and learn how to a common purpose and learn how to pursue this purpose from one another pursue this purpose from one another

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 a common purpose and learn how to pursue this purpose from one another pursue this purpose from one another

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 Importance of learning in and across Catholic schools to better serve CLD students & families

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

TWIN-CSTWIN-CS TWIN-CS as a COPTWIN-CS as a COP Mutual EngagementJoint EnterpriseShared Repertoire WHO?WHAT?HOW? 12 schoolsCommon mission Shared strategies, tools, resources

TWIN-CSTWIN-CS TWIN-CS as a COPTWIN-CS as a COP (Map)

TWIN-CSTWIN-CS TWIN-CS as a constellation of COPsTWIN-CS as a constellation of COPs Mutual EngagementJoint EnterpriseShared Repertoire WHO?WHAT?HOW? PrincipalsAdministration Shared strategies, tools, resources TeachersCommon grades Shared strategies, tools, resources Mentors Supporting TWIN- CS schools Shared strategies, tools, resources Boundary Spanners – Design TeamBoundary Spanners – Design Team

Age of TWIN-CS Members

*pause**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

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

a)Promote sociocultural integration b)Cultivate language proficiency c)Support academic achievement Effective schools for CLD students Note: not just for TWI schools…

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

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.

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.

“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.

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 a common purpose and learn how to pursue this purpose from one another pursue this purpose from one another Mutual EngagementJoint EnterpriseShared Repertoire Sustained Relationships (harmonious or conflictual) Shared ways of engaging in doing things together Rapid flow of information and propagation of innovation Substantial overlap in participant’s description of who belongs The ability to assess the appropriateness of actions and products Very quick setup of a problem to be discussed Mutually defining identities Knowing what others know, what they can do, and how they can contribute to an enterprise Specific tools, representations, and other artifacts Certain styles recognized as displaying membership Shared discourse styles and content (lore, stories, jargon)

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

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

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

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 a common purpose and learn how to pursue this purpose from one another pursue this purpose from one another Mutual EngagementJoint EnterpriseShared Repertoire Sustained Relationships (harmonious or conflictual) Shared ways of engaging in doing things together Rapid flow of information and propagation of innovation Substantial overlap in participant’s description of who belongs The ability to assess the appropriateness of actions and products Very quick setup of a problem to be discussed Mutually defining identities Knowing what others know, what they can do, and how they can contribute to an enterprise Specific tools, representations, and other artifacts Certain styles recognized as displaying membership Shared discourse styles and content (lore, stories, jargon)

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

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

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 a common purpose and learn how to pursue this purpose from one another pursue this purpose from one another Mutual EngagementJoint EnterpriseShared Repertoire Sustained Relationships (harmonious or conflictual) Shared ways of engaging in doing things together Rapid flow of information and propagation of innovation Substantial overlap in participant’s description of who belongs The ability to assess the appropriateness of actions and products Very quick setup of a problem to be discussed Mutually defining identities Knowing what others know, what they can do, and how they can contribute to an enterprise Specific tools, representations, and other artifacts Certain styles recognized as displaying membership Shared discourse styles and content (lore, stories, jargon)

RecapRecap 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

What’s next?

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

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)

Thank you! Martin Scanlan Mary Bridget Burns