CUBE District Workshops
Participants discussed thier district's approaches to English language acquisition and answered the following questions:
- What approach does your district use to help non-native English speakers to learn English? For example, are language skills taught in separate programs or does your district use a whole school approach?
- What educational reasons support the approach your district uses? Has the approach been effective in terms of teaching students English?
- Has the method your district chose to teach students English resulted in any racial, ethnic or language based segregation among students? Aggravated already existing isolation between groups?
- If isolation has occurred or been exacerbated by your district's approach to English language acquisition, what steps has your district taken in response to try to improve the situation?
Overview — Jill Wynns, Co-Chair of the CUBE Racial Isolation Task Force Executive Group, CUBE Steering Committee Member and board member, San Francisco Unified School District
Small–size (under 30,000 enrollment) — Presider: Karen Shepard, member of the CUBE Racial Isolation Task Force Executive Group and board member, Omaha Public Schools, Omaha, NE
Mid–size (30,000-60,000 enrollment) — Presider: Rashidah Abdulhaqq, member of the CUBE Racial Isolation Task Force Executive Group, CUBE Steering Committee Chair and board member, Cleveland City School District, Cleveland, OH
Large–size (60,000 + enrollment) — Presider: Brenda Priestly-Jackson, member of the CUBE Racial Isolation Task Force Executive Group and board member, Duval County Public Schools, Jacksonville, FL