Longmont, CO
Alice LaLiberty, Columbine Elementary, 111 Longs Deak Avenue, Longmont, CO, 80501, (303) 776-2840, FAX (303) 651-3066
Since 1990, Ms. Alice LaLiberty, a bilingual teacher has provided joint instruction to her English and Spanish speaking students. Ms. LaLiberty began implementing a long-term writing process based on an approach developed by Olivier Dunrea. Teaching occurs in English and Spanish and both English and Spanish speaking students take an active interest in communicating in both languages. At the beginning of the school year students develop a listing of experiences which serve as a pool of topics for later writing projects. Students are instructed about the writing process through a series of mini-lessons focusing on structure, style, grammar, writing techniques, characteristics of well written stories, techniques for conferencing effectively with other students including listening, sharing, and giving good feedback. Modeling techniques are used to illustrate elements presented in mini-lessons to students. A corner of Ms. LaLiberty's classroom functions as a publishing center where students can illustrate and bind the stories they write. Parents are another integral component of this approach to teaching. Ms. LaLiberty views parents as children's first and most important teachers, therefore she strives to actively engage parents in students' education. Parents volunteer in the classroom and Ms. LaLiberty sends children home with writing assignments for parents to edit. For parents who have difficulties reading, Ms. LaLiberty suggests that students read their stories to parents to elicit feedback and suggestions. Multicultural researcher, Maria de la Luz Reyes, spent two years observing Ms. LaLiberty's classroom. (For a description of the study see: Reyes, Maria de la Luz & LaLiberty, Eloise A. (1992) A Teacher's 'Pied Piper' Effect on Young Authors. Education and Urban Society, 24(2), 263-278.) Students exhibit extreme enthusiasm for writing and anxiously volunteer for classroom "sharing time" that occurs twice weekly. Standardized tests scores have risen for students instructed in this writing approach and two of Ms. LaLiberty's students recently received 1st and 2nd place writing awards from the Colorado Association of Bilingual Education. Their entries will compete for recognition by the National Association of Bilingual Education. Other teachers in Ms. LaLiberty's building are using her approach to writing instruction. Ms. LaLiberty provides workshops to those interested in using her technique.
Minneapolis, MN
Ms. Vicki Sommers, Preservice and Inservice Coordinator or Dr. Barbara Shin, Administrator for the Multicultural Laboratory Demonstration Site, Hans Christian Andersen School, 2727 10th Avenue South, Minneapolis, MN 55407, (612) 627-2287, FAX: (612) 627-3146. In 1989
Andersen was designated as the Multicultural Gender Fair Laboratory Demonstration Site for the Minneapolis Public Schools by the Superintendent and the Board of Education. The school also serves as the site for the district's American Indian Program. The site, known as the "Schools of Many Voices," is located in south Minneapolis and serves approximately 1700 students and their families.
The superintendent's charge to school staff was to "design a laboratory school which will be a model demonstration site for the implementation of exemplary multicultural gender fair instructional practices and curriculum." The premise of school developers is that if schooling is multicultural and gender fair (MCGF) all students will achieve at higher levels, have good cross-race, culture, and gender relationships, and function well in a culturally diverse community, nation, and world. A Multicultural Planning Council spent a year developing a conceptual model for education that is multicultural, an implementation plan, and a document outlining the planning process. The Council also established the first Multicultural Summer Curriculum Laboratory conducted by teachers on site. Council members included staff and administration from Andersen's five programs; parents and students; representatives from area colleges and pre-service education programs; and representatives from community, state, and local agencies. Reflecting the diversity of the community, Council membership included African-American, Asian American, American Indian, European American and Latino persons.
Implementation of the Council's plan began during the 1990-1991 school year under the guidance of an Advisory Council. The site houses three separate schools and a total of five programs that demonstrate education that is multicultural and gender fair:
A variety of preservice and inservice professional development opportunities; customized for individuals, small groups, and whole school staffs; are available at the site. There are several models of schooling at the demonstration site. Experimentation across the school's specialized programs is common. Visitors to the school may watch lessons or meet with staff members who are using particular practices. Two publications outlining the work of the Planning Council and Advisory Council may be purchased from the Anderson Schools of Many Voices.
Tucson, AZ
Maria Patterson, Principal, 150 Ajo Way, Tucson, AZ 85713, (602) 798-2740 Hollinger
Elementary's full maintenance-bilingual education approach provides reading and writing instruction in both Spanish and English for all students. All students and teachers are bilingual. In the primary grades, instruction is primarily in the native language in conjunction with a formal second language acquisition program. A whole-language, literature-based approach provides a strong foundation for reading instruction. Hollinger has an extensive collection of literature in Spanish and other culture specific curriculum materials.
Hands-on experiences, extensive use of manipulatives, and cooperative grouping techniques are emphasized in mathematics and science instruction, and textbooks are rarely used. A bilingual computer lab offers students opportunities for computer-assisted instruction in both Spanish and English.
Hollinger participates in the Funds of Knowledge Home Visit Program, in partnership with the University of Arizona faculty, including Luis Moll, a prominent researcher in multicultural education. Monthly home visits with students' families provide educators with insights and knowledge into students' lives. This information is used to support instruction in the classroom and to develop lessons based on the students' culture and knowledge base. Staff receive training in the observation of household interaction, based on research in anthropology and education. The goal is for each student to be visited three times during their school career.
A family support program offers ESL classes for parents and computer classes. Three elementary schools are collaborating to set up a social service community center and exploring ways to expand family literacy efforts.
Approximately 800 students attend Hollinger Elementary School. Of attending students, 98 percent are Mexican American and approximately 20 students are either African-American, American Indian, Cuban, or Honduran.
Eugene, OR
Robert Bolden, Principal, Jefferson Institute for Multicultural & International Education, 1650 West 22nd, Eugene, OR 97405, (503) 687-3221, FAX: (503) 683-4370
Jefferson became one of the nation's first "racism-free zones" about five years ago through a student-initiated effort. Both students and teachers receive training on cultural awareness/understanding and racism. Advisors introduce the concept of a racism free zone to students at the beginning of each year. Students have taken a prominent role in promoting respect and understanding among different races and cultures.
Jefferson students are trained in peer conflict management to be peer mediators. Fifteen students in each grade level are peer mediators, and 7th and 8th graders also serve as counselors.
Issues of student diversity are addressed throughout school curriculum, instruction, assessment, and programs at Jefferson. A whole language, literature-based approach to reading are used to support and enhance the multicultural and global concepts reinforced throughout the curriculum. Students write daily in journals, in which they reflect upon the literature they have read. Students are encouraged to develop their oral language skills through multicultural storytelling, dramatizations of multicultural literature, oral reports, and discussion groups. Computers and other technologies are an integral part of classroom instruction.
The multicultural and international focus officially began in 1992 in the 6th grade classes. The program is being refined at the seventh and eighth grade levels. In the 6th grade, language arts, reading, and social studies are taught in one three-period block of time in self-contained classrooms, as are mathematics and science. Students learn about the geography, cultures, history, and current issues and problems of Africa, Asia, Europe, South and Central America, and about the perspectives and contributions of African-Americans, Asian-Americans, European-Americans, Native Americans, and Latino-Americans. Training and materials from Project REACH (Respecting Ethnic and Cultural Heritage) are used to teach students about culture and respect for cultural diversity.
Of its 500 students, 80 percent of Jefferson students are European American and 20 percent are African-American, Asian American, American Indian, and Hispanic. Jefferson staff reflect the ethnic and racial makeup of the student body.
Chicago, IL
Diana Azcoitia, Principal, Kanoon Magnet School, 2233 S. Kedzie, Chicago, IL 60623, (312) 534-1736, FAX: (312) 534-1740
This two-way, bilingual school offers opportunities for English-proficient students and Spanish-proficient students to gain knowledge in a language other than their own. Classes take place in 27 classrooms - 3 classrooms of each grade. Teachers and students have one period each day called "specials," which serves as a preparation period for teachers and an integration time for students. During "specials," Spanish-proficient and English proficient students, heterogeneously grouped by age, without regard to ability, take art, music, and physical education classes together. Students also learn about other cultures and the history of other nations through the international studies program, which is taught in both Spanish and English. 90% of Kanoon's teachers are bilingual. The student population is 86% Hispanic, 7 percent nonminority, and 7% African-American.
Milwaukee, WI
Josephine Mosely, Principal, King Drive Elementary School, 3275 N. Third Street, Milwaukee, WI, 53212, (414) 562-4174
This African-American Immersion School serves 562 preK-grade 5 students in inner-city Milwaukee. The school aims to improve math and language arts test scores, develop students' basic and critical thinking skills, foster positive self-images in students, enhance students' social competencies, and develop a sense of self-determination in students. Instruction is infused with African-American content.
Instructional approaches are designed to accommodate differences in students' learning styles. Younger children cook, perform skits, and use computers. Students also engage in activities designed to build their self-esteem and help them resolve conflicts.
Planning is done by teacher teams during the school day while students are taught by full-time art, music, and physical education specialists. Teachers participate in a great deal of staff development activities to enhance their cultural competency and knowledge. Teachers are also required to make 36 home visits a year.
Milwaukee, WI
Carol Schmuhl, Principal, 3255 N. Fratney St., Milwaukee, WI 53212, (414) 264-4840
La Escuela Fratney was established in 1988 through a grassroots neighborhood effort. As the only two-way bilingual school in Wisconsin, La Escuela Fratney provides students with an opportunity to become proficient in both English and Spanish. All students are taught in both English and Spanish. There are two bilingual teachers for each class. The school operates based on a multicultural, anti-racist philosophy. Educators at La Escuela Fratney emphasize social responsibility and respect for all people. La Escuela Fratney is organized around four school themes:
Instructional practices focus on cooperative learning, whole language instruction, democratic discipline, and critical thinking. Educators at La Escuela Fratney use a child-centered, hands-on approach to teaching. Students develop projects and engage in problem-solving activities. Portfolio assessment is used to evaluate students' progress. Parents are active participants in students' education. Parent representatives, that reflect the diversity of the community, serve on the school's management council. With a voice in curriculum and policy decisions, parents are an important resource at Fratney. Many parents also help with fundraising activities and volunteer in classrooms. La Escuela Fratney serves a diverse student population. Most students at the school are Latino, but there are also students of European and African-American heritage.
Detroit, MI
Ray C. Johnson, Principal, Paul Robeson Academy, 2701 Finkell, Detroit, MI 48238, (313) 494-8100.
At the Paul Robeson African Centered Academy, each school day opens with the Harambee ceremony in the tradition of Western African. During Harambee, meaning "pulling together," students assemble in the "Great Hall" and give affirmations, participate in meditations, and recite the "Setting Sun," an African call and response poem which gives the students opportunity to express personal gratitude about things important to them. Students also recite the Nguzo Saba, or seven principles, of Harambee in ritual and ceremony. More than 1300 visitors from all over the world have been welcomed to the Academy in the Harambee ceremony.
The Academy serves students from preschool through sixth grade. The Paul Robeson African-Centered Academy, like other African-Centered programs in Atlanta; Washington, DC; Baltimore; Seattle; Minneapolis; Cleveland, and other cities provides education that is multicultural and African-centered. Instruction and curriculum in the areas of literature, history, math, science, and other subject areas integrates the perspectives and contributions of various cultural and ethnic groups, in particular African-Americans. As early as preschool students receive language education in Swahili, French, and Spanish. The school's cultural exchange program attracts Irish, Hmong, Latino, Japanese, American Indian, and Middle Eastern students to the school. Academy students can visit Africa, Europe, and South America through the school's travel program. The school also operates a foreign language radio instructional program. Students provide their peers in nearby schools with instruction and assistance in learning Swahili.
A resident African scholar on the staff of the Detroit News comes to the school twice a week to conduct programs and tell stories to all students. In addition, computer-based instruction, team teaching, peer counseling, and parent involvement provide support to students' learning. An extended day and Saturday program offer instruction in advanced math and science and foreign languages, and provide family counseling, early childhood services, and sports programs.
A Mentorship program pairs men and women from businesses and the community with individual students and groups of students. Male students participate in the "Man to Man" mentorship program and female students in the "Sisters" mentorship program. This year, over 600 mentors will provide support and guidance to students at Paul Robeson African Centered Academy and various feeder schools and neighborhood schools.
Teachers participate in ongoing staff development. In partnership with Oakland University, a reading specialist meets with teachers twice a week. The Academy's staff includes persons from Japan, Benin, and the Ivory Coast. Approximately 570 African-American students attend Paul Robeson Academy. Demand to attend the Academy is high. An average of 3,000 applicants apply to the Academy each year. In the fall of 1995 the Academy will open one of the nation's first elementary boarding schools on 22 acres of land.
Chamberlain, South Dakota
Mary Jones, St. Joseph's Indian School, P.O. Box 89 North Main, Chamberlain, South Dakota 57325, (605) 734-3300, FAX: (605) 734-3468
St. Joseph's Indian School is a religious, educational, non-profit organization, founded by the Congregation of the Priests of the Sacred Heart Inc., a South Dakota corporation. St. Joseph's Indian School is funded by voluntary donations. The school has served the Lakota peoples since 1923. The school officially opened its doors in 1927, and continues to foster the spiritual, educational, physical, and personal growth of Lakota children of all religious persuasions. As a residential school, it educates children in grades 1-8, and provides housing and assistance to Lakota high school and college students. The curriculum department at St. Joseph's in conjunction with the Akta Lakota Museum have developed a program, Tohancika Oyate Wicaho, designed to enrich the spirituality and cultural knowledge and understanding of students in grades 1-8 through a hands-on, active curriculum that presents authentic and accurate information and experience. The program is based on the following:
The Akta Lakota Museum, located on the grounds of the school, is an integral component in the use of the curriculum. Each grade level has a unit based on a story from Lakota and Dakota Animal Wisdom Stories compiled and illustrated by Mark W. McGinnis. The stories enable students to explore the interconnectedness of animals and humans in many aspects of everyday life. The use of animals in the stories provide a view of human characteristics that are sometimes difficult to identify in ourselves, but easy to see in others. The themes of the stories reflect timeless issues faced by generations of children and adults as they experience life. It is hoped that the stories will enable children to: listen to, practice, and experience the oral tradition of storytelling and its importance to the culture of Lakota/Dakota/Nakota people; explore the historical and contemporary themes represented in the stories through learning activities; further develop Lakota/Dakota language skills; connect and apply the activities and discussions associated with the stories to their own lives in a meaningful way. After reading the story and working through activities in the classroom, students visit the Learning Lab at Akta Lakota for a close-up tour of artifacts and contemporary items that apply to the story being studied in class. At the museum students receive a detailed explanation of a specific display, depending on grade level, and participate in a hands-on activity in the Learning Lab. Classroom activities build on the story and information from the museum. The curriculum encourages students to use their critical and creative thinking skills to make the connection between what is learned in class and how it applies to life.
Valley, CA
Olivia Leschick, Valley Center Union School District, 28751 Cole Grade Road, Valley Center, CA 92082, (619) 749-0464, FAX: (619) 749-1208
Valley Center, CA The Valley Center Bilingual Education Program reflects the district's belief that biliteracy is both desirable and attainable. The rationale for Valley Center's two-way bilingual program is based on the latest research of authors such as David Ramirez, Cummins, Lambert, and Krashen. The program is based on studies of immersion education and the five principles outlined in the Theoretical Framework for Bilingual Education published by the California State Department of Education. The program started in the early 1980's. Students are placed in the bilingual program by parent consent as English Learners (EL) or if they are unable to meet the district's standards for redesignation from EL to fluent English proficient (FEP). Over 95% of all EL students are Spanish speaking. Spanish Learners (SL) are also enrolled in the program by parent consent. Most SL students may enter the program without addition preparation up through second grade. After third-grade, late entry SL students may need additional support for Spanish language development. In the past, the district has offered a Spanish as a second language after school program and/or summer school program to facilitate late-students' entry into the program. The program is largely based on research that reveals that a student's development in a second language will be determined by their development in their first. In grades K-3 students learn reading/language arts, and math in their primary language. In fourth grade students formally transition into their second language in the reading/language area. Content area instruction in grades 4-6 is taught on an alternating weeks, or lessons basis. By fifth grade, students are expected to be able to handle the complete curriculum in both their primary and secondary languages. At this point, the curriculum is taught completely on an alternating basis. Seventh and eighth grade course offerings include: Bilingual Language Arts, Bilingual Social Studies, Bilingual Science, and Spanish for Bilingual Students. In addition, each classroom in grades K-6 provides 20-30 minutes of second language development. Teachers use voice intonations, gestures, manipulatives, and visual aids to teach concepts. Over 785 students, or approximately 30% of the district's total student population, participate in the Valley Center Bilingual Education Program from Kindergarten through eighth grades. As of 1994 there are 37 bilingual teachers. Of this group, all but 8 possess a bilingual teaching credential, and the others are in the process of training for theirs.