Michele Anciaux
From:	Michele Anciaux [Michele_Anciaux@msn.com]
Sent:	Friday, March 03, 2000 6:08 PM
Subject:	JS Intl School - WL Planning (2000-03-02)

Summary
3/2/2000 meeting at Lincoln High School 1:00-3:00  PM
of the newly formed "World Language Planning Team" of
the John Stanford International School 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
John Stanford International School at Latona Elementary
Mission:  To Educate and prepare all students to achieve today 
and tomorrow in a global community and economy.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

recorder: Michele Anciaux

PRESENT:
Paul Aoki, UW
Klaus Brandl, UW
Sandra Hernandes, UW
Donna Andrews, UW
Karen Kodama, JS Intl School principal
Michele Anciaux, JS Intl School (consultant)

SUMMARY:

1.  Sandra is going to be working on organizing the archives
showing how the school has come about: how decisions have
been made about language models, etc. with the idea of
sharing this information more widely.

2.  Michele is on contract with the JSIS to help integrate
the National Foreign Language Standards into the Spanish
language curriculum and integrate all of this with the WA
state standards (Essential Academic Learning Requirements)
and Seattle S.D. grade-level standards.  Karen is interested in
how we can incorporate the "5 C's" of the National FL Standards
all along the way.

3.  Karen has many resources to draw from:

* Tahoma S.D. integrated curriculum for Social Studies
focusing on world communities

* Primary Years Program provides a framework of developing
curriculum that explores central questions

* Latona teachers have developed a curriculum map based
on the district standards

This all helps with the "international" portion of the program,
but not the Spanish language (or Math and Science) parts.

4.  After some discussion, we determined that we need to
have a very clear picture of the Math and Science 
curriculum for K-1.  Klaus and Michele would like a very
complete syllabus, with lesson plans (showing which books/
resources are being used), sample student work (to show
the range of student performance on classroom work and
homework), and assessments (quizzes, tests, etc.).

Based on that information (in English), we can begin to
determine what Spanish language skills (including vocabulary
and sentence structures) will be needed to support the
content instruction in Math and Science.

Finally, we can determine what other language skills are
necessary/desired beyond those that support learning the
Math and Science.  (These could include classroom 
management expressions, creative stuff in Spanish, such
as songs, poems, etc.)

5.  Michele mentioned her presentation to the Latona
faculty on 3/1/2000 of the US Dept of Education resource:

http://www.ed.gov/pubs/CompactforReading/

Teachers are evaluating whether to use this as a school-
to-home homework link for (English) reading in K-3.  If they 
are interested, Michele will investigate getting Spanish 
versions or adaptations, where possible, to support
development of Spanish literacy concurrently.   

NEXT STEPS:
~~~~~~~~~~~~~~~
1.  Sandra and Michele (and possibly Donna) will meet
March 9 8-12 at Lincoln to begin organizing and cataloguing
the various resources Karen has.

2.  Michele will consult with Karen and K-1 teachers about
the Math and Science curriculum and put together a
distillation to present at the next UW Partnership meeting 
March 28 at UW.