Dual Language Program: Board of Education Presentation Grade 5 - - PowerPoint PPT Presentation

Dual Language Program:

Board of Education Presentation Grade 5 Expansion Study Findings

Committee Members: Gail Duffy, Maureen Barnett, Torrance Walley, Tom Holland, Scott Dorn

May 9, 2019

Guiding Questions

• What is best instructional practice for students learning a second

language?

○ Examining what we know about Cognitive Academic Language Proficiency: ■ CALP: proficiency in academic language or language used in the classroom in the various content areas

• Does the current Grade 5 Dual Language Model work best for our

students?

○ Are we providing the best model for our students who have already committed 5 years of 50/50 bilingual language learning?

• How can we sustain the educational integrity of the program?

Process

• Committee comprised of:

○ Gail Duffy, Maureen Barnett, Torrance Walley, Tom Holland, Scott Dorn

• Parent Feedback: Questionnaire

○ Current JP, Morse and WI Dual Language Parents

• Student Feedback: Focus Groups and Questionnaire

○ Students in SHMS and SHHS who were former DL Elementary Students

• Teacher Feedback: Questionnaire

○ Current JP, Morse and WI Dual Language Teachers

• Looking at Surrounding District Models of Instruction

Grade 5 Dual Language: Considerations

Current Model

• 90 Minutes of Instruction in Spanish Daily

○ 45 Minutes of Social Studies in Spanish ○ 45 Minutes of Spanish Language Arts

• Students in Enrichment Programs

○ May be taken out of Social Studies in Spanish ○ May be taken out of Spanish Language Arts ○ May be taken out of SS in Spanish & SLA

Proposed Model

• 50/50 Model of Instruction

○ Resembles Current K-4 model ■ Approximately 3 hours of Instruction in English Daily in all Subject Areas ■ Approximately 3 hours of Instruction in Spanish Daily in all Subject Areas

• Students in Enrichment Programs

○ Will receive instruction in the same way as students in other classrooms ■ WIN period

Analysis of a Change in Grade 5 to Proposed Model

Benefits

• An increase in time for Spanish Language

Instruction

○ Cognitive Academic Language Proficiency (CALP)

• The ability to create a Spanish Language Arts

block that will foster and promote:

○ A greater understanding of proper grammar ○ A greater understanding of cognates and false cognates ○ More in-depth literature circles with appropriate Spanish literature and/or novels

• The completion of a program that has been

5 years in the making

• A study of the grades 6-12 Spanish Language
• fferings that are differentiated for the

various levels of Spanish learners Disadvantages

• Parents concerns about socialization
• Parent concerns about not having an
• pportunity to participate in a “MS-like”

preparation model

○ Note: Students in a non-DL classroom have not had this opportunity.

• Students suggested more socialization
• pportunities, while maintaining Spanish

instructional levels

Former Dual Language Student Feedback

Former Dual Language Student Feedback

Surrounding School District Models

• Peekskill School District

○ One & Two Way Dual Language Programs Ofgered ■ K-5

• White Plains School District

○ Two Way Dual Language Programs Ofgered ■ K-5 ■ Some 6-12

• Elmsford School District

○ Two Way Dual Language Programs Ofgered ■ K-4

• Ossining School District

○ One & Two Way Dual Language Programs Ofgered ■ PreK-6

• Bedford School District

○ One & Two Way Dual Language Programs Ofgered ■ K-5

• Portchester School District

○ One & Two Way Dual Language Programs Ofgered ■ K-5

Recommendations: “What we are thinking”

• *Reconfigure the Grade 5 DL model to compliment the K-4 50/50 Model

○ Why? ■ Best instructional practice and knowledge of CALP

• Preparation of advanced Spanish language for MS and HS
• Suggested ways to support the Grade 5 students in a variety of social ways:

○ Building on the many supports already in efg fgect K-4: ■ Scheduling DL PE Classes with other non-DL classrooms ■ Attending difgerent lunch/recess periods (separating the two DL homerooms) ○ Continuing the socialization already in place for all Washington Irving Students ■ Social integration via Challenge, Orchestra, Band, Theatre Programs, etc. ■ Create an “earlier in the year” open lunch privilege for Grade 5 students

*Based on second language acquisition (CALP) recommendations, best instructional practice and our internal and external research

Discussion/Questions