All of the PreK-2nd grade bilingual teachers, parapro, ELL coordinator, administrators, and instructional coaches will participate in professional development on Spanish language arts, dual language and best practices in assessment. The participants will attend 3 sessions during November and December provided by consultant, Molly Aceves. Besides consulting with many school districts, Ms. Aceves is a bilingual speech and language pathologist with an extensive background in early literacy in both Spanish and English. These workshops will help our teachers work with current bilingual students and help us to prepare for our dual language implementation in 2017.
At the October 29th Community Curriculum Advisory Council meeting, Dr. Kudrna presented information about the upcoming dual language program. Below is the presentation.
The Dual Language Committee is eliciting feedback from parents and community members regarding the type of program model that they would like to see implemented in District 7 (90/10, 80/20, or 50/50). The CCAC committee recommended the 80/20 program model.. This model would support 80% Spanish and 20% English instruction in kindergarten and first grade. As the students progress through the grades, Spanish would be the dominant language of instruction until upper elementary when Spanish and English would be 50/50. Research has shown that all models (90/10, 80/20, or 50/50) have been found to effectively achieve the goals of bilingualism and biliteracy; however, the 90/10 or 80/20 model has shown to create higher levels of bilingualism. For specific research studies, visit the Center of Applied Linguistics.
"English speaking students in early dual language programs often do not score on par with other English-speaking students on standardized tests of reading and writing in English. This affect mostly occurs during the first two or three grades of a dual language program, when all or most instruction, in particular, literacy instruction is in the non-English language. To that point, extensive research consistently shows that English speaking students in dual language programs in the upper grades achieve the same or higher levels of proficiency in English as students in English only programs." (Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators; Hamayan, Genesee, and Cloud)
38 Wood Dale 7 teachers and administrators are receiving sheltered instruction professional development from Dr. Amy Heineke, Associate Professor of Education, Bilingual/Bicultural Education, Loyola University Chicago. District 7 was awarded a grant from the Illinois State Board of Education to make this professional development opportunity possible.
Approximately, 20% of Wood Dale students qualify to receive second language services so it is important that our classroom teachers know and understand how to differentiate instruction for these students. Linguistically responsive practice embraces a holistic approach to improving the education of English Language Learners (ELLs). At the classroom level, teachers use foundational knowledge of language to recognize the background and needs of students, analyze language demands associated with academic tasks, and scaffold learning for academic development.
As part of curriculum development for all WD7 students, every grade level developed integrated units aligned to the Common Core State Standards. Dr. Heineke will show teachers how to seamlessly integrate ESL/sheltered strategies into all stages of the Understanding by Design curriculum process used by District 7 teachers. In addition, she will provide teachers opportunity to collaborate and discuss about the successes and challenges of educating ELLs.
The anticipated outcome is that our teachers will be more confident in providing sheltered instruction to their students and making instructional decisions based on the students’ language proficiency levels. In turn, our students academic achievement will increase across all content areas.
Teachers with their bilingual and/or ESL endorsement, PreK-8, will work with Dr. Heineke for 3 consecutive sessions. Specific needs of teachers will be targeted by organizing teachers into 3 groups: PreK/K, 1st/2nd, and 3rd-8th grade.
Wood Dale School District 7 is a diverse PreK-8 school district that went 1:1 with technology devices several years ago and has not looked back. Administrators, instructional coaches and a technology trainer will share celebrations and mistakes. We will engage participants by having small group targeted conversations around key topics of becoming a 1:1 school district. Participants will be able to choose 2 topics of interest: (1) development of curriculum, choosing a device, and funding (2) coaching/professional development model, and (3) learning in a global and digital world. During some small group discussions, participants will be able to explore various instructional tools used by District 7 students and teachers. In the afternoon, participants can visit schools or meet with our technology staff about infrastructure and device management.
Thursday, January 14, 2016
Thursday, May 5, 2016
Please sign up on our district webpage. Space is limited.
When schools reach an enrollment of 20 or more students who are English Language Learners
(ELLs) of the same language, Illinois State law requires the district to provide a transitional
bilingual program teacher. District 7 currently operates bilingual (Spanish) programs at all four
schools and bilingual (Polish) services at the Early Childhood Center and Oakbrook School. In
recent years there have been numerous requests from our English speaking families to provide
foreign language instruction for their students. This year District 7 will be exploring the
implementation of a dual language program, as an innovative way to combine the need to
provide state mandated programming, along with the desire to offer foreign language
instruction to our English speaking students.
In dual language programs, ELLs, whose first language is Spanish, and English-speaking
students are provided with full day instruction in the same classroom. This unique environment provides a rich language and cultural learning environment for both groups of students. Dual language programs allow English proficient students to learn how to read and write fluently in Spanish, while Spanish speaking students become fluent in English. Since native speakers of both languages are learning a new language together, all students serve as language models for each other. Generally, dual language programs begin in kindergarten and continue until the end of elementary school, with some programs lasting into middle and high school. It is suggested that programs bridge into the middle and high school years, since the ultimate goal of dual language programs is to educate students to become both bi-literate and bi-cultural.
District 7 has formed a research committee to explore offering dual language instruction to our
students. Several school districts in Illinois and around the country offer dual language
programs. As part of our research, administrators, teachers and parents will attend conferences,
visit dual language schools, work with consultants, and read and study research. The committee
will provide regular updates to the Board of Education, with a final recommendation to come in
the spring. We will be posting additional information about dual language programs along with regular updates on our website (wd7.org). Should you have any questions or expertise in the
area of dual language programs, please contact Dr. Merri Beth Kudrna the District 7 Curriculum
We are excited to be working with #wdsd7 teachers this year to improve instructional practices and grow professionally. Last week, the instructional coaches and I met with each building to discuss the 2015-16 coaching model. Coaches and teachers will learn together this year by participating in learning walks, book studies, and individualized coaching that will be tailored to each teachers needs.
Read about the model here:
S.P.A.R.K. (Students Practicing Applications of Real-world Knowledge) classes began on June 22nd. This summer students in 2nd-7th grade had the opportunity to enroll in several enrichment courses created by our teachers. 13 courses were offered this summer. Due to low enrollment, only 5 courses were able to run. This summer we have students enrolled in the following courses:
Wood Dale School District 7 is happy to offer these courses to students. If you should have students enrolled in these courses, please do not hesitate to provide feedback so that we can continue to improve our course offerings in the future.
Tweet Shared by a Parent
Thank you to Mrs. Subach, 7th grade math teacher, for attending and presenting at our student/parent workshop on April 8. Her presentation was about the shifts in math instruction due to the implementation of Common Core and the realignment of our math curriculum. You can view her presentation below.
Wood Dale School District 7 is proud to announce an exciting new summer enrichment program for second through seventh grade students, SPARK (Students Practicing Applications of Real-world Knowledge). The courses are teacher created, with the focus being on real world applications, 21st Century skills, and the integration of state standards.
The cost of each course is $75.00. This price will include a minimum of 15 contact hours of education for your child that will be taught by certified WDSD7 staff members. Transportation will need to be provided by each family, as there will not be any bus service available for these courses. All courses will be held at Westview Elementary or District Office. Course descriptions and registration information are attached. Deadline to register is Wednesday, April 15, 2015.
Don’t miss out on the fun and learning! Please consider one, or more, of these authentic learning experiences for your child this summer that go beyond the classroom walls and showcase some of our staff members' hidden talents.
To register, obtain a registration form here.
Physical Activity and Student Achievement
Thank you to Eric Thuneman for providing this article: How Does Physical Activity Affect Student Performance?
Did you know that the P.E. teachers have been working to incorporate the new Illinois Enhanced P.E. standards into their curriculum. Implementation will begin 2015-16 See this document for an overview.
Quick Reference Chart
How familiar are you with SAMR? Watch this short video to learn how it can improve student engagement. The video provides examples of moving up the SAMR ladder using Google Docs.
Now that you have watched the video, read about the Problem with the SAMR Model.
ONLINE ARTICLES TO IMPROVE INSTRUCTION
EQuIP Rubric for Science Released
The Rubric provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards (NGSS). The purpose of the Rubric is to (1) provide constructive criterion-based feedback to developers; (2) review existing instructional materials to determine what revisions are needed; and (3) identify exemplars/models for teachers’ use within and across states.
This is a great NSTA blog article: How to Select and Design Materials that Align to the Next Generation Science Standards. The entire article is worthy of reading; however, I would like to draw your attention to the 2nd paragraph and the analogy between 3-dimensional learning and cooking (about 1/2 way through the post). This should provide guidance when considering materials for instruction. In addition, the EQuIP rubric was shared with the Curriculum Leadership Team at our last meeting. They will be sharing it with you soon, if they have not done so already.
Learn how to build academic vocabulary/click here.
ELA Shift Kits: The English Language Arts (ELA) shift kits were designed in partnership with the ISBE and the ELA Content Specialists. There are nine separate kits based on PARCC's advances as well as one administrator's kit. View an introductory PowerPoint regarding these shifts. The Table of Contents for each topic lists the specific components including videos, webinars and websites for the shift.
Math Shift Kits: The Mathematics Kit was designed to give teachers and administrators background information on what is expected for student achievement with the Common Core State Standards (CCSS).
Shifts at a Glance: These documents explain the biggest instructional changes in the ELA and math common core standards.
ISBE Annouces New Writing Website/Illinois Writing Matters:
The members of the English Language Arts Content Specialist Team have spent the last several months reviewing and creating resources for every grade level and content area for implementing writing as it is intended by the New Illinois Learning Standards. The ISBE selected several districts to review the site from Kindergarten through High School. New ideas will be added so continue to visit the site. www.ilwritingmatters.org
Educators and experts share their thoughts and suggestions about teaching math.
9 Ideas to Help Explain Common Core to Parents
NWEA has launched the initial version of a new website to help teachers. RIT to Resource is a website that helps you find open educational resources based on a student’s RIT. It also shows you educational content aligned to standards, and provides a projection of college readiness for students in grade 8 and above.
RIT to Resource is designed to work on computers, tablets, and smartphones. NWEA will be continuing to develop this site throughout the year.
NWEA has also partnered with Khan Academy to provide you with an easy way to find math resources based on a student’s goal RIT score. You can find these new resources here.
Illinois Standards-based Reporting Website: The Illinois State Board of Education is providing support for the transition to a standards based reporting system with a Standards Based Reporting webpage. Since we have made the transition, the information on where to begin may not be of interest but other resources and suggested literature may be helpful. For example, Standards Based Reporting power points, an overview bulletin, and reading list are included. Additional resources will continue to be added.
Welcome to my blog! I'm Merri Beth Kudrna , a Curriculum Director in a PreK-8 school district. My past experiences as an educator include classroom teacher, reading specialist, instructional coach, assistant principal, and principal. I love watching kids learn & grow through authentic learning experiences. My passion is integrating technology into the curriculum and using social media to connect students & staff to the world.