Coralis Mollitor
Enriching Second Language Acquisition for Emergent Bilinguals
Applied Digital Learning 2024-25
To ensure the successful implementation of the innovation plan, here is an outline of the suggested time frame. It is important to note that a successful change takes time. There needs to be time for reflection, analysis, and adapt the course to correspond with data.
Outline Innovation Plan
Phase 1: Planning
2-3 Months
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Overarching Committee: The committee will be formed (Horn & Staker, 2015, p. 114). It is recommended to include the following: technology representative, language acquisition specialist, program overseer, a specialist from curriculum and instruction, an individual to lead professional development, and 2-3 individuals for data analysis.
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Objective (Mollitor, 2024): The objective is improving the learning experience for emergent bilinguals by applying technology and promoting collaboration amongst the students. At this time, the committee will review the objective with the outline of implementation. A slogan or hashtag will be created to drive the plan.
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Innovation Plan (Mollitor, 2024): The committee will look into apps and programs that can be used to promote translanguaging. If programs or apps that require funding are desired then add time for funding. Committee will review the process of technology distribution for the pilot programs.
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Time Frame: The committee will create a framework detailing what aspects of the plan need to be implemented and at what time.
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Costs (If required): Grants will be researched. A calendar will be drafted for grant application dates.
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Board: The plan will be presented as a whole to the board during the next meeting.
Phase 2: Research
3-4 Months
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District Data: The committee will collect data from the district. They will select the teachers and classes to target based on TELPAS scores (Texas Education Agency,2024). The classes need a balanced demographic of beginners, intermediates, advanced/advanced high to determine impact across all levels of emergent bilinguals. Based on the data, the targeted results will be crafted. The committee will determine which blended learning program(s) that will be implemented (2015, p. 37).
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Teacher Data: After pilot teachers and classes are selected, the committee will create a plan for the teachers. The plan will include a detailed report on their data according to TELPAS (TEA, 2024). Teachers will have a breakdown of what programs can be used to improve on each domain. At this time the committee will create professional developments for the piloting committee, see below. It is important to note, the goal is targeted translanguaging will improve the transfer from native language to second language.
Phase 3:Prepping Pilots
2-3 Months
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Piloting Committee (2015, p. 114): A second committee is created to allow teachers to collaborate and communicate. Members of the overarching committee will meet with the piloting committee throughout the program monthly. The piloting committee will include the pilot teachers, administration, and librarian or campus tech personal. There are two options when selecting administration and tech personnel or librarian.
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The piloting school’s admin and tech person are on the committee.
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Admin and tech personnel from different campuses are on the committee. (This option allows for swift and efficient implementation district wide)
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Professional Development: Piloting committee will receive training on the program goal and implementation. They will receive training on blended learning, apps and program training, and ePortfolio creation.The training will be given during scheduled professional development days.
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Materials: Distribution of technology will commence. The technology department will ensure that programs, extensions, and applications are installed on the one-to-one devices.
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Classroom: Curriculum and instruction along with language acquisition departments will help teachers set up classrooms.
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Lesson Planning: Overarching committee during design days will meet with pilot teachers to incorporate translanguaging time and skills. Throughout the year, they will meet biweekly.
Phase 4: Pilot
5-6 Months
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Data: Overarching committee with the piloting committee will record data on the students progress. They will focus on: ease of program use, TELPAS components checkpoints, and district assessments (TEA, 2024). The information will reflect if enrichment or revisiting of the program's components are required. Furthermore, the information will be shared within the committees.
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Communication: A weekly, or bi-weekly, flyer will be sent to the piloting committee about results, next steps in the program, check-ins, and other important information.
Phase 5: Feedback and Revise
3 Months
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Data: Overarching committee will push out surveys to teachers, parents, and students rating the success of the program and adjustments needed. With the information from TELPAS, the overarching committee will review the impact of the program by comparing students’ results prior to implementation with the current scores (TEA, 2024).
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Second Wave: To prepare for the second wave of implementation, the overarching committee will use data from the implementation plan with TELPAS to determine the next cohort of teachers (TEA, 2024).
Phase 6: Prepping ISD
2-3 Months
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Department Committee (2015, p. 114): The overarching committee will have mini-committees within their departments to implement the program district wide.
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Teachers: The second wave of teachers will be selected and notified of the innovation plan.
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Professional Development: During this professional development, teachers will have access to the first cohort's ePortfolios, resources, and reflections. The department committee will promote learning and assist teachers by providing mentor or partnering-up opportunities between cohorts. The professional development will include the changes discussed during the reflect and feedback period.
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Department committees will receive training on the plan and the roll out. They will be presented with the data from the pilot program.
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Second wave of teachers and campuses will receive training on the program goal and implementation. They will receive training on blended learning, apps and program training, and ePortfolio creation.The training will be given during scheduled professional development days.
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Materials: Distribution of technology will commence. The technology department will ensure that programs, extensions, and applications are installed on the one-to- one devices.
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Classroom: Curriculum and instruction along with language acquisition departments will help teachers set up classrooms.
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Lesson Planning: Pilot teachers and curriculum and instruction department will assist second wave teachers with creating lesson plans.
Phase 7: Roll Out and Monitor
5-6 Months
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Data: Every individual will assist in accumulating data. They will focus on: ease of program use, TELPAS components checkpoints, and district assessments. The information will reflect if enrichment or revisiting of the program's components are required. Furthermore, the information will be shared within the committees.
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Communication: A weekly, or bi-weekly, flyer will be sent to the piloting committee about results, next steps in the program, check-ins, and other important information.
Phase 8: Feedback and Review Part II
3-4 Months
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Data: Overarching committee will review data.
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The committee will gather the data from the second wave of implementation. First: they will compare the data from the first year of piloting with the second year. Making notes of gains in standards. TELPAS will be the baseline (TEA, 2024).
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The second stage of comparison is between pilot classes and second wave students. Overarching committee will determine the impact of the adjustments to the program on the overall goal.
References:
Horn, M. B., & Staker, H. (2015). Blended: Using innovation to improve schools. Jossey-Bass.
Mollitor, C. (2024). Innovation Proposal Plan. Bridging Innovations. Wix. https://coralismollitor.wixsite.com/enchanted-innovation Texas Education Agency
TELPAS. (2024). TEA. https://tea.texas.gov/student-assessment/telpas