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NOTE: We know you haven't reviewed the biliteracy sessions yet but this still feels like a helpful exercise to specifically name your priorities.

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NOTE: We know you haven't reviewed the biliteracy sessions yet but this still feels like a helpful exercise to specifically name your priorities.

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4 Recommendations from the Opportunity Myth:

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4 Recommendations from the Opportunity Myth:

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1) Partner with students & families
2) Greater access to grade level assignments
3) All students asked to think and engage deeply
4) Teachers have high expectations

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For example, class assignments based on one or more high-quality, grade-appropriate text with text-dependent questions.

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For example, class assignments based on one or more high-quality, grade-appropriate text with text-dependent questions.

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For example, inclusive text selection that consistently presents various identities & intersections of identities to counteract dominant culture representation.

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For example, inclusive text selection that consistently presents various identities & intersections of identities to counteract dominant culture representation.

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For example, students are given the opportunity to build on and access their L1 when developing a second language L2.

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Teachers  committing to internalizing and annotating lessons and a strong willingness to do so. 

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Teachers  committing to internalizing and annotating lessons and a strong willingness to do so. 

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e.g. Teachers using sheltered instruction techniques and sticking to target language of instruction

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- Dorsa- teachers are able to use a variety of scaffolds to effectively support students in L2 acquisition 

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- Dorsa- teachers are able to use a variety of scaffolds to effectively support students in L2 acquisition 

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Knowledge  - teachers knowing when and how to appropriately scaffold instruction in a way that supports and accelerates student learning without modifying/reducing rigor and expectations. 

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Knowledge  - teachers knowing when and how to appropriately scaffold instruction in a way that supports and accelerates student learning without modifying/reducing rigor and expectations. 

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Teachers will be able to gauge where in the language acquisition stages their students are

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Skills: Teaching teachers to differentiate appropriately and how to be responsive to student data.

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Skills: Teaching teachers to differentiate appropriately and how to be responsive to student data.

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Skills - teaching teachers to acquire accurate and relevant data and reteach to this data accordingly. 

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Skills - teaching teachers to acquire accurate and relevant data and reteach to this data accordingly. 

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Mindsets: Teachers are willing to build strong relationships with families.

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Mindsets: Teachers are willing to build strong relationships with families.

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Mindsets: Teachers are inclusive and open in their thinking where families are of concern.

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Mindsets: Teachers are inclusive and open in their thinking where families are of concern.

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Dorsa- mindsets teachers will be able to see students along a language learning trajectory as separate from the students overall knowledge and skills. IE just because a student is in early stages of language learning doenst mean they dont have a math skill 

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Dorsa- mindsets teachers will be able to see students along a language learning trajectory as separate from the students overall knowledge and skills. IE just because a student is in early stages of language learning doenst mean they dont have a math skill 

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Knowledge: Teachers know how to thread culturally inclusive instruction i.e. read alouds and environment components that live through more than just holidays and celebrations, i.e. more than a Dia de Los Muertos major celebration, students interact with texts that have character who look like them frequently. 

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Knowledge: Teachers know how to thread culturally inclusive instruction i.e. read alouds and environment components that live through more than just holidays and celebrations, i.e. more than a Dia de Los Muertos major celebration, students interact with texts that have character who look like them frequently. 

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Teachers can respond confidently and accurately to common parent concerns related to language

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Skills: teachers integrating inclusiveness in all places, strategically.

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Skills: teachers integrating inclusiveness in all places, strategically.

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ICT teachers know the capabilities of students and do not limit students full potential 

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ICT teachers know the capabilities of students and do not limit students full potential 

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Teachers asking stretch-it questions

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Teachers are able to differentiate between a scaffold and lowering the bar

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Teachers are able to differentiate between a scaffold and lowering the bar

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Teachers are able to reflect on their own mindsets and actions and see where their biases might be playing out

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Can't recall if this was in Opportunity Myth, but teachers focusing on knowledge in ELA and SLA, showing that they understand that learning facts about the world creates opportunity

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Knowledge: Teachers understanding stages of language acquisition and best practices to support and increase language acquisition in multi-lingual learners. 

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Knowledge: Teachers understanding stages of language acquisition and best practices to support and increase language acquisition in multi-lingual learners. 

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Skills: Teachers using strategies and tools that are key to assisting students in their literacy growth in both languages. 

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Skills: Teachers using strategies and tools that are key to assisting students in their literacy growth in both languages. 

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Students see themselves represented through instruction- not just in celebrations 

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Students see themselves represented through instruction- not just in celebrations 

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Skills: students actually reading, speaking, and writing in multiple languages.

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Skills: students actually reading, speaking, and writing in multiple languages.

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Teachers feel comfortable speaking into conversations that arise when children have questions. 

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Teachers feel comfortable speaking into conversations that arise when children have questions. 

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For example thinking of a question overhead from students at pick up A student asked another students " does your mommy have black skin like you?" seems like a great moment to talk about with students

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Knowledge: As coaches knowing key content and action steps that can be used to support teachers struggling with knowledge gaps and mindsets.

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Knowledge: As coaches knowing key content and action steps that can be used to support teachers struggling with knowledge gaps and mindsets.

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As a leadership team, providing multiple ways environmentally and in PD where we continue teaching and enhancing themes around cultural inclusivity, bilingualism and biliteracy and maintaining high expectations.

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As a leadership team, providing multiple ways environmentally and in PD where we continue teaching and enhancing themes around cultural inclusivity, bilingualism and biliteracy and maintaining high expectations.

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Teachers discuss inclusivity with students. 

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Teachers discuss inclusivity with students. 

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How can we acknowledge our differences and use that to push learning forward

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Mindset/knowledge: teachers trust that disciplinary literacy learned in the target language contributes toward English disciplinary literacy, so it will not have to be re-taught. Students can use both languages to support new learning.

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How can we use these lenses to and merge it with curriculum unpacking and content studies. so that it doesnt fall into the background 

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How can we use these lenses to and merge it with curriculum unpacking and content studies. so that it doesnt fall into the background 

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Skill: planning reflects skill with content objects + language objectives (teachers are constantly thinking about responsibility to teach and assess both) PLCs? Lesson plan feedback? 

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Skill: planning reflects skill with content objects + language objectives (teachers are constantly thinking about responsibility to teach and assess both) PLCs? Lesson plan feedback? 

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Focus on major work-standard for the grade

Real world problems in math

Explicit phonics instruction

Coherence from grade to grade

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One anchor framework that keeps teachers grounded in their summer/fall development arc, as a kind of roadmap to keep them from being overwhelmed

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Students feeling comfortable taking risks (high participation)

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Students feeling comfortable taking risks (high participation)

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Understanding of how content and language are interrelated

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Understanding of how content and language are interrelated