1. Language Arts: A Common Ground Mishelle Jurado Dual Language of New Mexico

2. Albuquerque High School  1780 Students  30% to 35% bilingual Spanish/English  13% ELL  11% Special Education  44% Free/Reduced Lunch  Ethnic break down  5.6 % African American  1.4 % Asian/Pacific  17.8 % Caucasian  72 % Hispanic  3.7 % Native American

3. Informed Decision-Making: A Grassroots Approach Common Core and More WIDA Institute Santa Fe, New Mexico 2012 WIDA and NMPED Data retreat Bright Spots Thomas and Collier Kathy Escamilla Karen Beeman Dr. Ofelia Garcia Dr. Jeff Zwiers

4. Teacher’s Voice Collaboration with Dr. Guadalupe Valdez Stanford University and Mariana Castro, Editor, Common Core and ELLs/Emergent Bilinguals (Lisa and Mishelle) Article in Soleado with Dual Language New Mexico (Lisa and Mishelle) Spanish Language Arts

5. Hypothesis at AHS Through an authentic and purposefully aligned English and Spanish Language Arts department (simply a Language Arts Department), emerging bilinguals will cognitively and linguistically advance in their language acquisition and development to outperform their monolingual and bilingual peers; with specific attention given to access to honors and AP classes.

6. 9 th Grade ELD offering in English 9, in addition to ESL Highly qualified TESOL, English 9 teacher Professional Learning Communities: Shared AVID strategies WIDA training

7. 10 th Grade ELD offering in English 10, in addition to ESL Highly qualified TESOL, English 10 teacher CCSS-driven Collaboration Professional Learning Communities: Shared AVID strategies WIDA training Shared assignments: Successful poetry units Common writing project (Attempted)

8. 11 th Grade ELD offering in English 11, in addition to ESL Highly qualified TESOL, English 11 teachers Curricular focus on argument writing and analysis of non-fiction Students taking AP Language exams: English: 9/84 Dual Language students Spanish: 64/65 (SLA minimum SLA requirement for Bilingual Seal)

9. 12 th Grade No ELD offering in English 12, only ESL Alignment of AP Literature Standards in ELA and SLA Collaboration on multiple literacy strategies Bilingual Portfolio presentations Shared assignments: The House, introductory assignment El hermoso más ahogado Gabriel Garcia Lorca (regular English 12) Students taking AP Literature exams: English: 14/44 Dual Language students Spanish: 22/22 (SLA requirement for Bilingual Seal)

10. Access to AP ELL and Emergent Bilingual Status  Educational practices  Restricted curricular choices  Major predictor of Post Secondary success Academic Identity  Tracking  Classroom environments (Rigor, Critical Thinking Skills)  Academic and linguistic isolation  The ability to work within other cultural domains

11. What’s working:  Improved ACCESS scores and GPAs of Bilingual Seal Recipients  Bilingual Seal, enthusiasm from students, moving into awareness of the middle school  Support from administrators and staff  Willingness to collaborate between ELA and SLA teachers  Growth of parent and community recognition

12. Bilingual Seal Recipient GPAs  2011: 23 students, 2.75 GPA  2012: 31 students, 2.99 GPA  2013: 38 students, 3.23 GPA  2014: 47 students, 3.08 GPA  2015: 52 students, 2.98 GPA  2016: 65 students,

13. ACCESS Composite Scores:

16. Challenges  Shared department time, 2 hours a month  Materials and resources available in both language to accommodate CCSS  SLA as Modern and Classical standards vs. CCSS  Professional development for integrating LAD, making it up as we go along!  Variety of Spanish classes, for second language learners and native speakers

17. Oh, the places you’ll go!  PD Plan 2015-2016, integrated ELA, SLA Data collection (shared assessments) Argument writing (oral discussions) PARCC assessment, synthesis essays Timed writing on a computer, online Language scaffolds for texts AP alignment, deconstructing rubrics

18. Questions?  Jurado.mishelle@comcast.net Jurado.mishelle@comcast.net  Harmon.lisa@aps.edu Harmon.lisa@aps.edu  C_hernandez@aps.edu