• Immersion model • Grades Kindergarten through second alternate days of English and Spanish. • Students make deeper, more meaningful connections due to their ability to access two language systems • Students provided vocabulary-rich environments in two languages
Self-Reflective Specialized Staff • Grades one through six teaching staff are responsible for teaching one of the following areas: – English Language Arts – Content (Math, Science and Social Studies) – Spanish Language Arts • Teachers regularly reflect on student assessments (both formal and informal) and use data to inform instruction. • Teams utilize a thematic approach to planning. • Staff is provided feedback on instructional practices from a number of sources. • Staff is held accountable for implementing key instructional practices introduced during professional development.
Student/Teacher Ratio
• Each class consists of a paraprofessional and at least one classroom teacher. • Paraprofessionals attend all applicable instructional training with classroom teacher. • Classroom staff can effectively implement differentiated instruction and student center-based instruction due to the number of adults in each room.
Consistent and Meaningful Professional Development • Instructional Coaches dedicated to training and supporting classroom staff: • Primary Literacy Coach • Intermediate/Middle Literacy Coach • Math Coach • Spanish Literacy Coach • Expeditionary Learning Coach (bi-weekly)
• Weekly grade-level, content specific and practical professional development:
• Dedicated planning time/data review with coaches once a week • ELA/SLA Professional Development Day 6 • Math Professional Development Day 6 • Special Education Professional Development Day 4 • Spanish Curriculum Meeting Day 4
• Instructional Rounds • Coaching Cycles
Scheduling
• Uninterrupted blocks of instruction • Curriculum enrichment opportunities during Extended Day • Grade-level planning time embedded into the schedule
De Hostos Charter - New Models for Education Success1.pdf ...
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âOur mission is to provide a bilingual, bicultural. academically enriched program in English and Spanish that. enables students to make the most of their ...
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Sep 1, 2017 - The current accreditor and gatekeeper to federal financial aid eligibility for teacher preparation programs either cannot or will not reform itself to make rigorous quality assessments based on teacher candidate outcomes. ⢠State and
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Feb 5, 2002 - The charter consists of a brief introduction and rationale, three principles, and 10 commitments. The introduction contains the following premise: ...
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