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1) Success of the program depends on the focus and alignment with school/district vision and mission, 2) the higher quality of education, better outcomes for the development of the Dual Language, 3)instructional material should be rich for literacy and linguistic development. What cicles in my head is how can we as a school community provide tools for parents to extend learning at home. What squares me is how can we support effectively immigrant families/students that arrive lately in the school year?

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Triangle: Using authentic text- no translating. The importance of making sure everyone as a grade level understand expectations and what that looks like for our EL's. What is circling in my head is how at the middle school level, we are lacking authentic text for social studies.

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Andrea Grajeda                                                                                                                                Triangle:  Guiding Principles, strand 1; how are program pillars meeting needs of all students? (reflective), grading for language authenticity. Circle:  how do we increase literacy in L2 for native English speakers?  Square:  Limitation of 50/50 DL program model

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TRIANGLE: (1) bilingualism and biliteracy is a plus (2) balanced student group is important for students to learn (3) 50/50 needs to be followed to reach program expectations  CIRCLE: how to provide interventions for DL with a tight schedule?:

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Reflecting on our program and realizing the use of words such as mirrow/transfer have different meanings depending on who your talking to.

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Circling: Specificity...looking for schedules and details on how the literacy is addressed to cover phonics in both languages, assessments, access to examples of how much of target language should be mastered by the end of each grade...

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One thing that is circling in my head is the importance of looking at the strengths the student brings in terms of language and academics. Make the learning engaging and relevant and build upon the strengths.

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Make instruction meaningful and personal, use bridging and sheltered practices and utilize the resources in the book-Guiding Principles for Dual Language Education!

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DL at the middle school level

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Continue to advocate for students and families, include parents in program expectations, read the Guiding Principle book.

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Guided Principle Book

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Circling in my head using our Dual Language ELLevation tool to a greater degree next year in our schools.

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Guiding principle book, program structure, importance of accurate assessments

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Go back and reflect on our program by using the Guiding principles

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In depth conversations on Grade level expectations, videos on Asset  mindset, The new American Reality etc. Also the Guiding Principals for Dual Language

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One thing circling in my head.. what type of assessments can we use to monitor the learning of the second language?

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One thing that is circling in my head is how to make planning meaningful for my Spanish and English teachers.

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Learned/Reinforced: Program structure must be FULLY adopted by district, Do more to include parents in the grade level expectations in both languages, no translations

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Triangle-1. to use the Guiding Principle Book 2. great resources to read and use 3. NO translations!  Square- Equity Circle- What's the best ratio to use in 2nd grade (EL's) One-Way DL program

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TYPE TO YOUR HEART'S CONTENT

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Three things you've learned so far, one thing circling in your head, one thing that squares with you.......