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Collinswood
Language Academy: A Bilingual Education
Success Story
by Jill Davison
Introduction and Importance of Topic:
In 1997-1998, Collinswood Elementary
was a school with two distinct characteristics: one-half of the school’s
population was comprised of its surrounding neighborhood and the other
half of the school was enrolled in a Spanish Immersion program. The division
was deep with teachers in the two programs never planning together and
seldom interacting. Staggeringly low End of Grade test scores plagued the
school, with only 33% of students reaching at or above grade level. The
scores were fourth from the bottom in Charlotte-Mecklenburg Schools and
the North Carolina Department of Public Instruction (NCDPI) assistance
team would soon be taking control (C. Little, personal communication, March
26, 2009).
During that year in Charlotte-Mecklenburg Schools, the magnet school department
in the central office applied for and received a federal grant to begin
the first dual language immersion program in the system and in North Carolina.
Maria Petrea, an Assistant Principal, and former Spanish and Special Education
Teacher was selected to be the new principal and to oversee the program
implementation and lead the school. Not only was the role of principal
given to Maria Petrea, but the vision for the entire school program was
hers to mold and shape. Being someone who always accepts a challenge, she
and her Literacy Facilitator, Cheryl Little, decided to research quality
bilingual programs in the United States that had already been formed and
proven successful. There were several that interested them on the west
coast but they ultimately decided their school population better matched
the east coast. A school in Arlington, Virginia, caught their attention,
but the first bilingual programs formed in Miami were ones of distinction
. After visiting Coral Way Elementary and researching articles and books,
mainly from Thomas and Collier, the two created a vision for what would
become not only the first dual language program in North Carolina but a
highly successful and nationally recognized elementary school.
Synthesis of Findings
Much has changed at Collinswood Elementary over the course of eleven
years, such as the name of the school, which is now Collinswood Language
Academy; however, a few strong footholds remain the same. Maria Petrea
is still Principal and her co-visionary, Cheryl Little, remains Literacy
Facilitator. What the two have created, along with committed faculty, supportive
families, and willing students, is beyond remarkable. As Cheryl Little
stated when I spoke with her, “we are the hidden gem in Charlotte-Mecklenburg
Schools." Her phrase basically summarizes the embodiment of the school.
Nestled amidst a neighborhood with houses built in the 1950s, closely connected
to an array of Hispanic-owned businesses and only five minutes from the
city’s eccentric South End, sits a red-brick school building host to a
dynamic learning community that could most likely challenge any elementary
school in the country.
I met with Cheryl Little for several hours one morning and had the opportunity
to ask her questions about the history, formation, challenges, and success
of Collinswood. Also, I had the fortune to walk through several classrooms
and see first-hand the dual language program at work. Artwork, directions,
bulletin boards adorned the walls as any elementary school would have,
only this one had two languages represented, Spanish and English. Rules
of etiquette and positive behavior phrases in both languages lined the
halls, which Little declared existed in the school long before character
education became a “buzz word."
Little was there with Petrea from the beginning and it is obvious the two
personalities complement each other. Certainly, it was a challenge for
Petrea, but she envisioned the future possibilities and the great potential
within her reach. Her initial vision and tireless commitment laid the groundwork
for its success. After the visits to Coral Way Elementary,
four goals were established and remain today: for all students to learn
to be bilingual (listening and speaking), biliterate (reading and writing),
attain high levels of academic achievement, and to develop cross-cultural
and social skills (C. Little, personal communication, March 26, 2009).
After the grant was received, the Board of Education modified the school’s
population to 100 percent magnet in a Spanish-English dual language program.
It currently enrolls 525 students from Kindergarten through fifth grade.
Of the students, 59 percent are Hispanics, 19 percent are white, 13 percent
are black, 8 percent are multi-racial and 1 percent are Asian. Thirty-seven
percent of students have limited English proficiency and 54.3 percent of
the students receive free or reduced lunch. ( Helms, 2009 ).
Currently, there is a waiting list of parents who desire their children
to attend (C. Little, personal communication, March 26, 2009). Kindergarten
and first grade are the only grades that accept new students unless a student
in another grade scores high on proficiency tests in Spanish. Throughout
the years, Little has witnessed an increase of parents desiring their children
to have the gift of another language. One parent, Ashley Roehrig said,
“ It’s a demanding school. We chose the school because we wanted our kids
to get the rich cultural experience it offers. My kids will be bilingual
when they leave here.” (Holliday, 2007)
The schedule was a challenge to Petrea from the beginning. With a bilingual
program, she had questions to answer: Which subjects should be taught in
which language? Should Spanish and English be alternated throughout the
day or alternated every other day? What percentage of Spanish and English
should be taught? Gathering research from others and considering the effects
of both, Petrea and Little decided to split the day between English and
Spanish rather than alternating days. They both felt that alternating days
at the elementary level would require a need for review of the prior language
and with limited instructional time, learning would be inhibited. In Kindergarten,
85 percent of the day is taught in Spanish and 15 percent is in English.
Math, science, social studies, and Spanish (formal literacy) are all taught
during the Spanish block. In English, Imagine It! (Charlotte-Mecklenburg’s
adopted language arts program) is taught. From first grade until fifth
grade, classroom instruction is shared between Spanish and English, 50
percent for both. I asked Little if Spanish being taught 85 percent of
the time is overwhelming for Kindergarteners. She replied that during the
first few weeks of school, the children have looks of bewilderment on their
faces, but after the first month they adjust and are eager to learn. “Peer
interaction is a strong force in our school, even in Kindergarten. The
children are models to each other.” (C. Little, personal communication,
March 26, 2009) I found this to be evident as I visited several classrooms.
Many of the children in the lower grades were working cooperatively with
other students at learning stations. The teacher and assistant were directing
small groups as the other children produced artwork and stories, viewed
a Spanish written book as it was read in Spanish on tape, or recited the
Spanish alphabet on an oversized chart using a large pointer.
In the upper grades, reading, writing and science are taught in English
while Spanish is the main language for math, literacy, and social studies.
Children receive two literacy blocks, one in their first language and one
in their new language. Petrea has always emphasized a strong focus in literacy,
a key to all subject areas.
With the day split between English and Spanish, Petrea wanted to build
a strong collaboration among the teachers and their languages and cultures,
removing the divide that once existed. She wanted teachers to plan, meet
and share the same vision . However, with uneven classes per grade level,
the scheduling proved to be extremely complex. To alleviate the problem,
she solicited help from the central office’s magnet department to make
modifications to her numbers. Today, allotment slots for a grade level
depend on an even number of classes. With the change, two teachers collaborate
and share students, ideas, and lessons. Little noted that this type of
collaboration fosters a great strength for the students, teachers, and
school. This shared time is valued by Petrea as evidenced in the arrangement
of the master schedule which allows for forty-five minutes of planning
twice a week in addition to a 2.5 hour planning block per week.
An obstacle at the start of the dual language program was the lack of student
books written in Spanish. Previously, in the NCDPI book depository, Spanish
materials were not provided at reduced rates. Petrea, Little, and the staff
overcame this obstacle by spending countless hours themselves translating
books from English to Spanish. This is an example of a problem they overcame
through dedication and desire. Fortunately, books written in Spanish can
now be purchased at reduced rates through the NCDPI.
Little stated that Petrea insists that data from assessments guide instructional
strategies. In an interview, Petrea stated, “We research the best ways
to accelerate learning. And each year we tweak the curriculum and make
it better.” (Holliday, 2007) Collinswood employs 2.5 literacy teachers
and adjusts their schedules, areas of focus and children served based on
data received. The Literacy Facilitator and Assistant Principal are the
leaders primarily responsible for maintaining the wide range of data used
in the school and they share and disseminate instructional links to grade
levels and teachers. (Helms, 2009).
One of the most influential strengths at Collinswood Language Academy is
the staff. Little reflected on Petrea’s drive to find highly-qualified
teachers who fit into the program and ultimately strengthen the school.
Petrea is patient about filling staff positions, making sure the right
person is hired. One of the criteria for being a teacher is the participation
in a comprehensive staff development program, mentioned as a necessity
in the interviewing process. The Literacy Facilitator has a five-year differentiated
staff development plan for teachers. Beginning teachers have an array of
staff development with SIOP training, guided reading and system initiatives.
Little spends most of her time with this group demonstrating lessons, modeling,
peer coaching and assisting with lesson planning. By the fifth year of
teaching at Collinswood, staff development is less facilitator-led and
more individualized, catering to the weaknesses and areas of interest of
the teacher. Consequently, Petrea’s goal for strong staff development has
defined the role of Literacy Facilitator as one whose job is to support
the growth and development of teachers rather than working directly with
children, thus creating a greater impact. An example of how Petrea plans
strategically for the future is with the role of Literacy Facilitator.
Little plans to retire after this year so one of the current literacy teachers
who will be Literacy Facilitator next year spends a majority of her day
shadowing and working with Little so the transition will be effortless.
As mentioned earlier, under the leaders of the school, the teachers have
a wealth of instructional knowledge and use it to enhance student learning
and language acquisition. When visiting the classroom, the rooms were print-rich
with visuals, charts, and pictures. Teachers were drawing and illustrating,
using gestures, and directing lively lessons. The SIOP method of instruction
was evident, along with usage of thinking maps, recently incorporated into
lessons. The teachers’ structured repetition of information and explanation
supports language acquisition and scaffolding techniques help improve students’
writing (Helms, 2009). As cited earlier, the peer interaction and collaboration
appeared to be common structures throughout the day.
Collinswood has developed a strategy to fit an instructional need with
the creation of the Grammar Colors, a technique in which colors are used
to teach content vocabulary and grammar structures. The same colors are
used in English and Spanish. Black is used to write the vocabulary words
of the lesson. While teaching Spanish, the words are written in English
using red. Different colors are used to help students find similar patterns:
blue is used to underline the root part of every verb, green is used to
underline the tense of the verb, green letters are used to identify plurals,
and red circles highlight affixes. The goal is to help students find similar
patterns in words, thus connecting the two languages.
As with many things, an area of strength can also be an area of weakness.
The educators at Collinswood represent countries from thirteen Hispanic/Latino
cultures. Many teachers work through the Visiting International Faculty
Program (VIF), which only allows them a visa to work for three years in
North Carolina. Unfortunately, many outstanding teachers have been forced
to return to their native countries after this time. A few have returned
to Collinswood after going back to their native countries, but for many
coming back to the States necessitates a tough transition and move for
their family members. However, as mentioned earlier, Petrea searches and
interviews relentlessly to ensure the right staff members are hired. And
with Little’s job focus and differentiated staff development plan in place,
beginning teachers are supported and nurtured.
Not only are her instructional leaders and classroom teachers regarded
as exceptional but the support staff as well. Just a few days ago, the
technology specialist was awarded the Webmaster of the Year Award in the
Charlotte-Mecklenburg School district. Petrea praises the website for its
colorfulness, photos and bilingual information. She said, “Our website,
which Forero has produced in English and Spanish, allows school officials
to better communicate the mission and goals of the school to partners and
parents.” (CMS Recent News, 2009)
With the informational website and its parent-friendly access, Collinswood
excels at creating a cohesive family-school partnership. Effective communication
is essential with the web-site, email, telephone and informal contact.
There are monthly grade level letters and principal’s newsletters distributed.
Report cards and mid-quarter reports are issued in English and Spanish.
When entering the main entrance of the school, one of the first areas of
observation is a Parent Resource Center which contains pamphlets, community
information, and learning aids, both English and Spanish represented. Also,
the school offers free child care on curriculum night to help with parent
turnout.
Collinswood Language Academy was honored to be inducted into Spain’s International
Academy network in 2005. From this partnership, Collinswood has received
support through instructional resources and advisement from Spain’s educational
advisor. Also, teachers from the country are encouraged by the Spanish
government to teach at Collinswood, realizing the experience and professional
growth they will receive and bring back to Spain is immeasurable. Petrea
has stated, “The teachers from Spain provide an added dimension of quality
instruction to ensure that our students are globally competitive.” (Collinswood,
2008) Another benefit is that students who complete five-six years of bilingual
education receive a certificate from the Spanish Embassy in Washington,
DC.
Collinswood embraces and celebrates its rich diversity of culture. Student
art work has been displayed in venues that include the Levin Museum, the
Festival in the Park, Spirit Square and uptown banks. Students participate
annually in the Latin American Festival and sing at a range of community
events. (Helms, 2009)
One area of need that the leaders of Collinswood have witnessed and are
hoping to change is the lack of Spanish spoken in social settings among
those whose first language is English. Currently, the school hosts a morning
television production, alternating the two languages each day. On days
that the production is broadcast in Spanish, all students are encouraged
to speak Spanish in the cafeteria and on the playground and vice-versa
for English broadcast days.
The staff at Collinswood continually reflect and set goals to improve.
One area of weakness recognized is the lack of Spanish spoken during the
summer months by students whose first language is English. Currently, the
school is discussing options with the Charlotte-Mecklenburg Public Library
and has initial plans to join efforts with them to support maintenance
of the language throughout the summer months.
The future of Collinswood Language Academy looks promising. Currently,
students who attend the school after fifth grade enter Smith Academy of
International Languages, a middle school that supports the development
of multiple languages, not just Spanish. However, due to the success of
Collinswood and the vision of Petrea, a middle school will be built on
the campus to continue the dual language, Spanish-English program. The
plan for implementation in the near future is to add a grade level every
year.
Implications of Findings for ESL Teachers and Students
When I asked Little, “What makes
Collinswood a success?” her response seemed like simple answers: Petrea,
a dynamic leader; the hiring of good teachers; instruction being driven
by assessment data; strategic planning; staff development; and the notion
that all children can learn. Knowing now what has taken place during the
last eleven years at Collinswood, these simple answers required and continue
to necessitate indescribable perseverance and desire. In this paper, I
have shown the evidence of success for all the reasons stated above except
the last, the notion that all children can learn. When Little gave the
last reason, she told me that it wasn’t just a cliché, that Petrea
really and truly believes this. From my visit and the evidence shown below,
I am in agreement with Little that Petrea really and truly believes ALL
children can learn.
Evidence
EOG Test Results from the North
Carolina Department of Public Instruction
Reading 2007-2008
|
Collinswood |
State |
| Third Grade |
72% |
54% |
| Fourth Grade |
84% |
59% |
| Fifth Grade |
69% |
56% |
Math 2007-2008
|
Collinswood |
State |
| Third Grade |
85% |
73% |
| Fourth Grade |
97% |
73% |
| Fifth Grade |
93% |
70% |
In fourth grade writing, 59% of students
passed the writing test in the academic year of 2006-2007. In the school
year, 2007-2008, 80% of students successfully passed the state writing
test.
Collinswood Language Academy met 100% of all NCLB goals, met 17 of the
17 target goals, and achieved AYP. It is considered a North Carolina Honor
School of Distinction
With the statistics of the population stated earlier, most educators would
classify Collinswood Language Academy as an “at-risk” school; however,
Maria Petrea and her staff have committed themselves to the vision that
a dual language program can succeed in North Carolina and that all children
can and will learn.
References:
Collinswood Continues Partnership with Spain. (March, 2008). Retrieved
April 15, 2009 from http://pages.cmwebsite:http://pages.cms.k12.nc.us/gems/collinswood/file434.
CMS Recent News. Retrieved April 24, 2009 from www.cms.k12.nc.us.
Helms, A. (2009, March 22). New Quality Reviews Go Deeper Than Test Scores
Charlotte Observer. Retrieved April 14, 2009 from www.charlotteobserver.com.
Holliday, J. (2007, August 1). Coming of Age. Charlotte Magazine. Retrieved
April 15, 2009 from www.charlottemagazine.com/index.php.
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