This document discusses improving Spanish I instruction across multiple schools. Key points: 1. Teachers will map the Spanish I curriculum using lesson records to ensure consistency. They will visit other schools' classes. 2. Common course expectations and grade configurations will be established. The same textbook will be used. 3. Data shows attendance impacts success. Heritage speakers and students with IEPs sometimes struggle. Retakes and co-teaching models will be considered. 4. Next steps are to streamline the curriculum, differentiate for continuing/terminal students, and develop common assessments to ensure all students receive the same class.

1. Spanish IPLC process

2. norms Start & ending times Parking lot Breaks/lunch Participatory Process

3. PLC Questions What do we want our students to learn? How will we know when they’ve learned it? What will we do when they don’t learn? What will we do when they do learn it?

5. Process Current Reality Who takes Spanish I? What are our learning goals for Spanish 1 students? What do the data tell us about their learning? How can we be sure students are taking the same class across buildings? How do we meet the needs for all students: both those taking the class for the first time and who intend to continue Spanish study Those who were unsuccessful and are taking the course for a second time? Curriculum map: does it reflect the real or the intended curriculum Is it streamlined? Pacing guide Expectations Grade configurations: participation? Homework? Retakes?

6. What do we base our Smart goals on?

8. Heritage speakers are sometimes not successful because of the way the language is approached.

13. Current Reality 10-11 IHS David: 16 Spanish I 8/16 are 9th 3/16 are 10th 5/16 are 11th students have high-fly absence numbers: >40 = 3; >20<40 = 3 students currently have a 100+ score grades: A-C = 11 D-F = 5 Some IHS repeaters change sections the following year.

14. Resources New books? Time Plato? https://ple.platoweb.com/ Your login The word: password

15. Today’s Process Map the curriculum using actual lesson record – this summer? Visitation days? - last week of June? (3 middle school teachers Summer? June 27 or 28, July 27, 28, 29 or August 1-5 (need Spanish 1 curriculum map, prioritized Spanish 2 grammar and/or topics) Same course expectations and grade configurations Textbooks Santanilla

16. Spanish I Go through curriculum we already have and have it meld with the book we just got Dates: ? June 27, 28, 29, July 1, July 27, 28, 29 or August 1-5

17. Develop Next Steps and Timeline Develop common curriculum Differentiate between those who are going on to study more Spanish and those for whom it’s a terminal language class. Process: develop the streamlined curriculum; Add on the challenge curriculum part at a second pass

18. Curricular Alignment

19. Curriculum