EdCal EdCal v48.8 9/25/17 | Page 4

DACA resources available at www . acsa . org / undocumented
4 EDCAL September 25 , 2017

District expands its dual-immersion program

Lynwood USD ’ s Will Rogers Elementary School has expanded its popular Spanish- English dual-immersion program this year to include third-grade instruction , providing a mix of 120 English speaking and English learner students with the opportunity to develop biliteracy for life-long learning and cultural understanding .
The school ’ s dual-immersion program was started during the 2014-15 school year with one kindergarten class . In subsequent years , it has added first , second , and third grades as students have progressed , as well as expanding kindergarten to two classes to accommodate surging parent interest .
This year , the program offers two kindergarten classes , two first-grade classes , one second-grade class and one third-grade class .
“ It ’ s important to encourage early learning for biliteracy and cultural diversity in our students ,” Superintendent Gudiel Crosthwaite said . “ Will Rogers Elementary ’ s dual-immersion program is a shining example of a program that excels and is constantly growing due to its massive popularity and academic importance .”
The program follows a 90:10 Spanishto-English instruction model beginning in kindergarten , with Spanish instruction decreasing and English instruction increasing annually with the ultimate goal of students being proficient in both languages .
“ This program has been well received by students and parents ,” said Will Rogers Principal Matthew Skoll . “ It ’ s a program that has helped our students improve their academic achievement in both English and Spanish .”
Parent Eloisa Nunez has both of her children , second-grader Irith Medina and kindergartener Ernesto Medina , enrolled in the dual-immersion program because she wants them to learn the importance of Hispanic culture . She also wants them to become fluent in two languages , which can strengthen their competitiveness in college and careers .
“ When I found out that Lynwood Unified was going to have this dual-immersion program , I was thrilled ,” Nunez said . “ I wanted my children to have the opportunity to be bilingual and I think the influence these classes have on them is amazing .”
Nunez said the program has helped her children – both native Spanish speakers – become fluent in English . Her daughter is also excelling at reading in English .
Lynwood parent Sandra Luna praised the program for teaching her children , third-grader Alexander Mojica and kindergartener Itzel Mojica , about more than
The Will Rogers Elementary dual-immersion program teaches students about Spanish-speaking countries as they develop biliteracy for life-long learning and cultural understanding .
just Mexican culture – but other Hispanic countries as well . Her children enjoy learning about South American countries and seeing the influence that Hispanic culture has on performing arts , including theater and popular music .
Skoll said next year ’ s goal for the program is to offer a fourth-grade class and an additional second-grade class .

DACA resources available at www . acsa . org / undocumented

“ We ’ re very proud to have such an amazing program within our district ,” said Lynwood USD Board President Alma- Delia Renteria . “ Language development is such an important aspect of any student ’ s life and we believe this Spanish-English dual-immersion program will have positive effects that will benefit our students for years to come .”

Resources available for new credential expectations

The Center for Leadership Equity and Research ( CLEAR ) and partners from the Fix School Discipline Coalition announced the launch of a new Library of Resources supporting the transition to new state credentialing standards and expectations .
The online library is housed on the CLEAR website at http :// clearvoz . com / ctc-standards-and-expectations .
CLEAR Executive Director Ken Magdaleno said his center and an alliance of experts , faculty and stakeholders spent the summer curating and vetting a list of high quality resources . The documents highlight the California Commission on Teacher Credentialing standards and expectations for educator preparation programs aligned with such topics as :
• Restorative Justice .
• Positive Behavior Interventions and Supports .
• Social Emotional Learning .
• Culturally Responsive Resources .
• Dismantling Racism and Bias Resources .
• Mental Health : Trauma Informed Practices .
• Multiple Domains – Fix School Discipline Toolkit and MTSS .
“ These resources provide some of the most recommended research , resource hubs , videos , webinars , toolkits and articles aligned to the new standards and expectations ,” Magdaleno said . “ I want to thank the leadership of FSD for trusting CLEAR with these resources that are being stored as a result of their many efforts .”
Last year , the Fix School Discipline Coalition , along with many other organizations including ACSA , worked with the CTC to secure major revisions to the California Administrator Performance
Expectations , California Professional Standards for Education Leaders and the California Teaching Performance Expectations .
As a result , beginning in July , all standards and expectations must be introduced , practiced and assessed during the preliminary credential program . Specifically , these now include requirements that all beginning teachers and administrators understand the mental health , social-emotional and health needs of students in addition to expectations related to trauma , cultural responsiveness , racism , and implicit and explicit bias .
These changes also ensure candidates are trained in the foundations of positive interventions and supports , Restorative Justice and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers .
“ We hope this website helps faculty at schools of education and preparation programs throughout California begin to align courses , curriculum , assignments and assessments with the new standards and expectations ,” Magdaleno said . “ Above all , we hope this website provides ( credential seekers ) with a useful resource for information and inspiration .”
ACSA has been providing high quality Clear Administrative Services Credentialing induction programs aligned to standards throughout California for more than 10 years .
Through targeted coaching and timely and ongoing professional development , the program participants build capacity to develop positive and collaborative school cultures . A winter cohort begins Nov . 1 . Visit www . acsa . org / credentialing .

ACSA credentialing program is the platinum standard

The McKinsey study of 25 of the world ’ s most improved school systems , including 10 of the top performing school systems , found investments in teachers and leaders were central to student outcomes . Nations with high rankings in student achievement attribute the success to investments in teacher and school administrator preparation and professional development . Administrator preparation is critical to student success because school leadership is an important component to a successful school . The Wallace Foundation found that school leadership is second to classroom instruction for improving student achievement . In addition , California ’ s Greatness by Design report calls for the development of a learning system that supports collaborative learning across agencies and focuses on transforming educational institutions . Responding to the call for a collaborative learning system , the Commission on Teacher Credentialing and California Department of Education jointly adopted revised California Professional Standards for Education Leaders so they align with the National Interstate School Leaders Licensure Consortium Standards . The revised CPSEL mandated new administrators complete a job-embedded induction program with coaching support as a requirement for a Clear Administrative Services Credential . ACSA ’ s Clear Administrative Credential Program is the largest provider of coaching , professional development and assessment for attaining the Clear Administrative Services Credential in California . In June 2017 ACSA had 272 new administrators completed the Clear Administrative Credential Program and currently there are 890 new administrators enrolled in our program and working toward completion . The CTC has long referred to our program as “ The Platinum Standard .” The ACSA Clear Administrative Credential Program is designed to identify and address the needs of all new administrators , while developing their administrative leadership skills . Our two-year Clear Administrative Credential Program includes three professional learning components , where new administrators extend their leadership knowledge , skills and attitudes through coaching , professional development and assessment . Coaching , professional development and assessment are essential components in the credential candidate ’ s two-year induction program that focuses on professional learning . This growth-oriented approach assesses the needs of each new administrator and responds to their individual need . New administrators receive 40 hours of individualized , on site leadership coaching
from a highly trained and successful ACSA leadership coach who is informed about current research , trends and policy issues . These skilled practitioners are carefully matched with a new administrator and committed to supporting the new administrator ’ s development and leadership capacity for long-term success . Leadership coaches work with them side-by-side , on-the-job and are available via email and phone . Over the span of two years , collaborative coaching activities are embedded in the new administrator ’ s day-to-day work . The professional development component consists of learning opportunities and choices guided by the new administrator ’ s unique work setting , organization ’ s goals and individualized goals . Professional development options are flexible and are determined by the needs of each person . Our professional development opportunities and choices may include reflection on current practice , attendance at trainings , workshops , webinars , district professional development , seminars or conferences . In addition , new administrators may satisfy professional development needs through book studies , job shadowing or participating in a personal learning network . Program participants assess strengths , growth and the attainment of outcomes through ongoing assessment that is directly related to their job . New administrators use WestEd ’ s Descriptions of Practice to identify what they must know and be able to do to demonstrate effective and sustained leadership . Participants demonstrate their competency throughout the program by documenting evidence in a digital portfolio . At the end of the program , candidates participate in an exit presentation or interview to share their learning experiences . There are two enrollment dates for new administrators to enter into the ACSA Clear Administrative Credential Program . The fall cohort enrollment takes place April 1 through Sept . 30 and the winter cohort enrollment dates are Nov . 1 through Jan . 31 , 2018 . To obtain enrollment information for the ACSA Clear Administrative Credential Program , contact one of 21 Local Program Coordinators throughout California . We currently have local programs in Northern California , Southern California , Alameda COE , Alhambra USD , Anaheim UHSD , Contra Costa COE , Garden Grove USD , Hacienda La Puente , USD , Kern HSD , Lake / Colusa / Mendocino COE , L . E . A . D . Network , Long Beach USD , New Teacher Center , Northern Redwoods , Palmdale SD , San Bernardino City , USD , San Bernardino CSS , San Francisco USD , Shasta COE , Solano COE and Whittier UHSD .