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Sobrato Early Academic Literacy Project A Preschool -Third


Sobrato Early Academic Literacy Project A Preschool -Third grade pilot for Spanish-Speaking English Learners The Context - The Challenge Demographics of our Time An ... – PowerPoint PPT presentation

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Title: Sobrato Early Academic Literacy Project A Preschool -Third

Sobrato Early Academic Literacy Project
  • A Preschool -Third grade pilot
  • for 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

  • 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
  • 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
  • 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
  • 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)

SEALs 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
  • 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 - cant 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
  • 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 childs home language is key to
    healthy identity development and family
  • Use and development of the childs 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?
  • Wont 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 readers 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
  • Talking about books contributes to comprehension,
  • Seeing self in books is crucial to literacy

4 Language developed through enriched
  • Language as a vehicle for learning and expression
  • To close achievement gap requires access to full
  • 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
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 childrens 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
  • 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
  • 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 - 8020 in K, to 5050 in
  • 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

  • Schmahl Science Workshops
  • Bilingual Authors
  • Families United for Literacy and Learning
  • Summer Bridge programs (PreK-K, K-1)
  • Early Childhood Language Development Institute

National Hispanic University a partnership and
  • 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
  • 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 ?
  • 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 childs 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
  • Information on replication forums
  • Visits to the sites

If YOU know of powerful programs to visit or
  • Please let me know!

Thank you!
  • For more information, contact
  • Laurie Olsen
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