Quality Teacher & Education Act Impact & Innovation Awards 2013

IMPACT STRATEGY #1
The first high leverage strategy that we used to effectively close the gap among our Latino students has been to utilize Structured Language Practice (SLPS) activities throughout all subject areas. To enhance student learning and to provide Access and Equity to our Latino students, our teachers model examples of oral and written language throughout the school day. These examples of oral language are carefully selected to meet the language objectives of each lesson, and are better known as Structured Language Practice Strategies, or SLPS The use of SLPS allows teachers to facilitate content-based discussions within the classroom, which provides a space for students to practice their speaking and listening skills. Teachers use a variety of methods to teach language through SLPS, such as: sentence frames, visuals, and task cards. Though the SLPS routines, students might Think-Pair-Share their ideas with a partner, practice speaking in a small group using Talking Chips, or gather ideas from their classmates through a Give One, Get One activity. A teacher might use a Think-Pair-Share activity to ask students to gather details about animal adaptations in science, or a Give One, Get One activity to have students collect different plural nouns from their classmates. Indeed, the structured use of these language routines has provided daily language scaffolds and access to the core curriculum for our Latino students. Since implementing the school-wide and content area-wide use of SLPS, teachers have observed that our ELL students have increased their participation in classroom discussions. Teachers have also noticed a clear connection between the use of SLPS and the development of our students writing, speaking, and listening skills. We believe that the continued structured practice of language throughout the day has truly been an effective strategy for helping to close the gap among our Latino students.

IMPACT STRATEGY #2
A second high leverage strategy that we have used to effectively close the gap and provide Access and Equity for our Latino students has been to provide learning and collaboration opportunities for our teachers. Teachers meet bimonthly for common planning time, to discuss ELD instruction and to align lessons to the Common Core Standards. In addition, teachers also have found value in sharing ideas and resources related to technology. At Francis Scott Key, we have budgeted for technology tools and programs such as Promethean boards, BrainPop, BrainPop Jr., Reading Eggs, Grammar Gallery, and Education City. We utilize these tools to provide access and accessibility to high quality core curriculum content. At Francis Scott Key, we value teacher and staff professional development to increase access and equity to high quality teaching. For the last two years, all teachers have received professional development from the SFUSD Multilingual Department focusing on ELD instruction, SDAIE-based Balanced Approach to Language and Literacy for English Language Learners, and the Essential Elements of ELD instruction. Grade level groups of teachers attend district trainings such as RALLI, Fountas and Pinnell, Promethean board training, and the Common Core Math pilot training. Grade level groups of teachers work together to share best teaching practices so that all students have equal access to the core curriculum.