Dual Language Program Dr. Mary Henderson Ariana Leonard Objectives - - PowerPoint PPT Presentation

Dual Language Program

• Dr. Mary Henderson

Ariana Leonard

Objectives

❏ Explain the rationale for Dual Language ❏ Describe plan for implementation ❏ Provide clarification in order to approve in January

Dual Language Committee

• Dr. Mary Henderson -Assistant Superintendent for

Learning and Leadership Development Jane Bailey - Principal, Conrad Fischer Elementary School Jennifer Barnabee - Principal, Lincoln Elementary School Chris Ferreri - Parent, Conrad Fischer Elementary School Hilda Gomez - Bilingual Kindergarten Teacher, Conrad Fischer Elementary School Lourdes Kunkel - Parent, Hawthorne Elementary School Ariana Leonard - District EL/Bilingual and World Languages Coordinator Mariann Lemke - Executive Director for Assessment and Program Evaluation Megan O’Doherty - Fourth grade Teacher, Conrad Fischer Elementary School Gina Padgett - Parent, Jefferson Elementary School Claudia Valencia - Bilingual Third Grade Teacher, Conrad Fischer Elementary School

Why change from Transitional Bilingual Education to Dual Language?

Current Programming and Achievement Gap

Current Programming and Achievement Gap

What is Dual Language?

An instructional approach that provides a challenging, enriched curriculum in two languages.

Two-way Immersion

• Spanish and English
• 50% native Spanish speakers, 50% native English speakers

Spanish and English taught daily Literacy is taught in both languages

Why Dual Language?

❏ Proven to close the achievement gap ❏ Equalizer in enrichment opportunities ❏ Students in Dual Language programs outperform their peers ❏ Students become bilingual, biliterate and bicultural ❏ Students are both language learners and language experts ❏ Fits the requirement for bilingual programming as mandated by the State ❏ Becoming biliterate meets the district’s goals of ensuring students are future- ready

Goals of a Dual Language Program: Bilingual, Biliterate, Bicultural

❏ Students learn to speak, read, and write in two languages ❏ Students receive content area instruction in two languages ❏ Students develop respect and appreciation for the culture of two language groups ❏ Students gain fluency in two languages while mastering a challenging curriculum and often outperforming their counterparts in monolingual education programs

Implementation Plan

Language and Content Allocation

80/20 Model

• Kindergarten: 80% Spanish, 20% English
• First Grade: 80% Spanish, 20% English
• Second Grade: 70% Spanish, 30% English
• Third Grade: 60% Spanish, 40% English
• Fourth Grade and Beyond: 50% Spanish, 50% English

Content Allocation

• Kindergarten-Third Grade: All content areas in Spanish, Literacy in both
• Fourth Grade and Beyond: Literacy and Science in Spanish,

Literacy, Math and Social Studies in English

Spanish Bridge English Kindergarten 80/20 Language Arts, Science, Social Studies, Math K-2 (throughout each unit) Spanish to English:

• Language Arts
• Science
• Social Studies
• Math

Language Arts First Grade 80/20 Language Arts, Science, Social Studies, Math Language Arts Second Grade 70/30 Language Arts, Science, Social Studies, Math Language Arts Third Grade 60/40 Language Arts Science Grades 3-5 (throughout each unit): Spanish to English:

• Language Arts
• Science

English to Spanish:

• Language Arts
• Social Studies
• Math

Language Arts Math Social Studies Fourth Grade 50/50 Language Arts Science Language Arts Math Social Studies Fifth Grade 50/50 Language Arts Science Language Arts Math Social Studies

Parent Interest Survey Results

Projected incoming Kindergarteners:

• ~40 bilingual

Spanish

• ~40 English-

speaking general education

Recommendation

• Over the next 6 years, Fischer will implement Dual Language starting in

Kindergarten and adding a grade level each year

• Fischer students will have priority into the program
• Parent options for Kindergarten:

○ 3 sections of Two-Way Immersion Dual Language ○ 1 section of At-Risk all-day ○ 1 section of General Education ½ day ○ Lottery

• Applications will be district-wide
• Two-Way Immersion, 80/20 Model
• Dual Language Kindergarten will be a full day program

Parent Options

If I have a … My options are: Fischer Spanish or

• ther native language

student

• Two-Way Immersion
• At-Risk All-Day (if eligible)
• General Education ½ day Kindergarten (with EL services)

Fischer English- speaking student

• Two-Way Immersion
• At-Risk All-Day (if eligible)
• General Education ½ day Kindergarten

Non-Fischer Spanish

• r other native

language student

• Two-Way Immersion (Application/Lottery)
• General Education w/ TPI services (EL eligible, Home School)
• General Education ½ day Kindergarten (Home School)

Non-Fischer English- speaking student

• Two-Way Immersion (Application/Lottery)
• General Education ½ day Kindergarten (Home School)

Considerations

• Transportation provided to students from across the district: Cost included in

state TBE/TPI grant

• May cause shifts in building placements for teachers as the program moves

up one grade level per year

• The net impact on FTE is anticipated to be 0

Timeline

January: Board approval, post teaching positions, interview and hire, hold parent information meetings January/February: Open lottery window, Teachers begin professional learning and curriculum development February/March: Students are selected via lottery, contact families, hold parent information sessions, conduct additional site visits March-August: Continue professional learning for teachers, parent information, continue curriculum development, create Dual Language Parent Committee

Request for January approval

❏ Approve Dual Language Two-Way Immersion program to begin in kindergarten in the 2018-19 school year at Conrad Fischer School. The program will roll up one grade per year until fully implemented at the elementary level in the 2023-2024 school year.