Global Fluency Committee – minutes

Global Fluency Committee

Objective 1c:

Person responsible

Potential Measures

TSD will explore and analyze the benefits,costs, programs and outcomes for all students being globally fluent in a second language by the time they leave high school.

Principals/World Language Staff

ACTFL standards, National tests available in Spanish and French, Oral Exams, real-world experiences, FLES, higher-level language classes, exchange programs

By December 2013

Joanna MacDonald, Ali Gomez, Jen Taylor, Jenna Hagen,  Sandy McLaughlin, Tava Smathers, Jenni Ward, Jessica Flammang

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1st – meeting TBA

Meeting Agenda:

1.  Analyze current (and past) language programs for students at TSD.

2.  Explore language programs at other schools.

3.  How can we improve & expand the language programs at TSD to achieve Board Goal?

4.  Research tasks.

5.  Plan the next meeting date, time and place.

Committee members present:

Paul Reich

Trish Greenwood

Joanna MacDonald

Jen Taylor

Jenna Hagen

Jessica Flammang

Rachel Lackey

Alli Gomez

Committee members not present:

Jenni Ward, Sandy McLaughlin, Tava Smathers, Rick Silverman (interested)

1.  Analyze current (and past) language programs for students at TSD.

K-5 schools do not offer elementary programs – Joanna

they have had a special 35 minutes a week – Paul

As the program was not working well there were many changes

9 yrs ago started phasing it out, 20 minutes a week per kid.

2 X a week  – did not work so it was cut – Trish

Middle / High school offer Spanish 4 days a week and is considered a core subject as of this year. In addition, next year (13-14) we will offer 2 Heritage (advanced) classes: 1 in the MS and 1 in the HS.

2.  Explore language programs at other schools.

-Avon successful program – however with a different population than Telluride – 50/50 spanish/english speakers

-Utah has very progressive programs focusing on 100% of students with low #’s of native speakers.  This would be interesting to investigate more.

-Basalt Dual Language programs in the Roaring Fork Valley – Puts the spanish and english speaking kids on an even playing field in all their classes.  They have difficulty finding qualified teachers and staff.  Their spanish speaking #’s are larger than ours.  Trish and Joanna did a site visit a few years ago.

-Jessica worked at a bilingual Head Start program. The model was having 2 teachers co-teaching in the room – 1 teacher spoke only spanish while the other spoke only English.

-Rachel worked in a bilingual program in California.  The model was Sheltered English Immersion – K-5 program 90% spanish speakers.  Teachers relied on Spanish to communicate with students for classroom management.

-Alli worked in Hood River, OR in bilingual programs with high percentages of Hispanic immigrants coming to the valley for agricultural work.  Different schools in the valley have different models reflecting the population.

– Joanna mentioned many schools that offer pull-out/push-in language instruction that start minimally in K and then as students move up in years the amount of time increases to 1 hr a day of Chinese, Spanish, French etc.

– Jenna worked in Commerce City with an interesting model. 2 english speaking classes and then the classes flipped once or twice a week.  Kids mixed well.

– Here is a link to the website where they have a compiled a directory of two way immersion programs throughout the country.  This website also has a good amount of research and information regarding various language programs.

3.  How can we improve & expand the language programs at TSD to achieve Board Goal?

Bilingual immersion is the best way

Positives:  students would be conversational and have a greater understanding of global issues if done well.


finding and maintaining qualified teaching staff that would commit to the program.

multiple years of kids tracked with the same kids – social issues

Rachel mentioned Waldorf model groups kids for 8 years

It would not start out affecting 100% of the kids If we start with 1 class out of 4.

We have lacked consistency, time, curriculum mapping in World Languages in this district etc.

Alli recommends a Teacher on Special Assignment, or other expert to help and support new curriculum and new staff for program.

Other option – Spanish as a special – push in or pull out.

It should reflect and cross-over with curriculum

if a class is core subject it is taken more seriously

Trish – in order to hit the district goal – we need to start intensively and offer it as a core subject with different levels for native speakers as well.

If we did a pull out or push in program we would add staff at a 2.0 FTE for K-3, & 1.? FTE for 4-6, Joanna

-Question – Should we start with 6th grade and then build down towards the younger grades?

– Jessica Flammang – in order to value the program we need to start earlier and work on a paradigm shift.  In addition we should value language outside of classroom ex. clubs, after school activities, spanish speaking staff – not just teachers, opportunities to travel etc.  She spoke about HS activities.

-Rachel – would prefer to see it start in the earlier grades.  We don’t know the budget, so it is difficult to look at what kind of program we should promote.  We would like to see it start earlier rather than later.

Social issues-

As the students grow their social groups diverge naturally, regardless of program, work, socio-economic status etc…

Years ago at the HS they began 2 week intensive study period for 3 weeks a year mix up social groups and the intention was to bridge the gap between the groups.  This program is not currently in place anymore.  – Trish

Ideas to promote the program

Let’s have a survey for community and parents – Joanna

We should plan some events for community – Trish commented on the success of Inga’s  Fall Fiesta for the preschool.  Tava mentioned to Alli a Cinco de Mayo festival event.

Also, the TECC Preschool will be bilingual next year – They want to have a bilingual lead teacher and bilingual manager.  This is a good place to start.

Recommendations for next year

Offer 6th grade Spanish as a core subject.

4.  Research tasks.

– Research districts that are implementing language programs well, that also resemble in some aspects Telluride & our community.

– Choose an exemplar school to do a site visit this spring.

– Come with questions, ideas, recommendations, and suggestions!

Allison Gómez

Technology Committee

Telluride Instructional Technology Meeting March 4, 2013

Ken Olson, Shahin K., Tava S., Courtney C., Heather Rosen, Jennifer H., Patricia K., Cheryl Miller, Chery Bradley, James T., Faith H., Christopher E., Kyle S.

Ken started with an apology to Kindergarten for lack of communication when they removed their TVs/VCRs. The short term (this week, remedy will be to put TVs with VCRs on carts in their room.)

Shahin was introduced to the committee as a new member.

Ken updated the group on the 1 to World Device committee. The committee has met and is preparing a survey to go out to 4­6 teachers to look at what they want to be able to accomplish with technology in their classroom. Christopher and Shahin are working on this survey

Ken updated the committee on how we are going to assist with substitutes who need technology, especially when teachers have laptops and have them off­campus. We will look at adding a spot on the sub form that indicates the need for a substitute to use technology either for showing websites or for showing DVDs, etc.

We will be making some infrastructure changes at TES for wireless access. This will most likely occur over the summer. In the interim Shahin will be adding additional wireless routers to try and cover areas in TES that are not receiving a wireless signal. In addition, we have to investigate changing the phone system, which is already way past its life span. The phone system is also connected to the bell system. We have to look at how we can accomplish a number of phone issues in a more efficient manner.

Shahin and Ken will continue to install FM systems at TES. Shahin will be providing the TES staff with training as to how to best utilized the FM systems.