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LAS Links (ESOL)
AAPPL (WL)

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Align IEP goals and objectives to CELP Standards

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Midterms? Finals?

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Teaching academic vocabulary through use of effective literacy strategies (identifying tier 1,2,3 words) (Inside Words)

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Marzano Compendium

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Identify opportunities to involve Brookfield Community to promote ESOL/WL programs

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Carousel Tours?

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Provide students with interdisciplinary rich opportunities by collaborating with other content areas

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Review survey to Brookfield Community

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Encourage membership for teachers in foreign language professional organizations so they increase their awareness and are provided with resources and advocacy materials and networking opportunities beyond the district level.

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Met with Eric over the summer, still need revisions

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As the curriculum becomes more vertically and horizontally aligned and expands to the younger grades, assessments need to be created at each level and for each language. This serves to further guide the articulation of the program and sequence as students progress through the courses.

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Time is needed for teachers to work together on developing assessments, and rubrics, as well as scoring them across the district.

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The language classroom needs to be print rich with posters, literature, student work, realia, all in the target language. This serves as a way to integrate culture into the classroom through visuals as a means to complement instruction.

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dedicated time for ESOL/WL teachers to meet together in small groups within the department in order to work:

1. Identifying Standards based on/for YLC on a bimonthly basis
2. Developing measurable, observable learning targets (utilizing standards alignment tools for communication and culture)
3. Generating Integrated Performance-Based Assessments

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A. The teachers need to establish essential questions/themes for each grade level that are age, language, and culturally appropriate.B. Units and lessons that relate to those essential questions/themes should then be modified, revised or new ones created accordingly. This will provide consistency and allow for greater articulation of the program, while integrating language, content, and culture throughout the curriculum

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Provide opportunities for the teachers to work together across languages and levels to develop curriculum that allows students to build on their language proficiency as they progress through the program. (Department meetings, PLC, weekly meetings CLTs at BHS)

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possibility: Include middle school foreign language classes on the high school transcript.

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Standards Based Curriculum – The curriculum should be aligned with the Standards for Foreign Language Learning (5Cs). 12. Common Core – The curriculum should also be aligned with the ACTFL Common Core Crosswalk for Foreign Language and English/Language Arts. 13. 21st Century Skills- The curriculum should also integrate the components of the ACTFL World Languages 21st Century Skills map. (see Appendix D and E)

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Revise course descriptions in the Program of Studies to be consistent and reflect an articulated program as well as show alignment with the standards, 21st Century Skills and the Common Core.

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to discuss the foreign language program and determine a plan for students new to the district and/or those who drop out of the program, and/or want to switch to the study of another language.

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 Curricular articulation and sequencing of courses-  

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 Curricular articulation and sequencing of courses-  

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There is a need to improve the articulation of the curriculum between grade levels in the district. This includes immediate revisions to the 7th and 8th grade curriculum based on the addition of earlier instruction in grades 5 and 6