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January 10, 2012. `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into.

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Presentation on theme: "January 10, 2012. `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into."— Presentation transcript:

1 January 10, 2012

2 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

3 `  Review of Dual Language  Rationale for Language Program  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

4  2002 – 2003 The district researched the Dual Language model  2004 – 2005 Spanish DL was started with two Kindergarten classrooms at Lines School  2005 – present DL cohorts now exist at six elementary schools and both middle school campuses  2010 – 2011 The Board approved the creation of a Chinese Immersion program supported by a grant  2011 – 2012 The Chinese Immersion program began with two Kindergarten and two first grade classrooms at Rose School

5 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

6  Research shows the Dual Language programs can close the achievement gap for English Language Learners (ELL’s).  Dual Language programs satisfy the legal requirement of providing bilingual instruction for ELL’s.  Dual Language programs provide the opportunity for native English speaking students to become bilingual.  Students who participate in early language instruction have a greater opportunity to become proficient or fluent in their second language.

7 1 Dual Language 2 Late-exit Bilingual + ESL 3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught through academic content 6 ESL Pullout (language only) Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading (Thomas & Collier, 1997,2009)

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9 Two-Way Immersion Model

10 Spanish Dual Language Model GradeSpanishEnglish Kindergarten90%10% 1 st 90%10% 2 nd 80%20% 3 rd 70%30% 4 th 60%40% 5 th 50%

11 Grade LevelSpanish Content 90% All literacy in Spanish All reading and writing taught in Spanish English/ Spanish Content K 5hr/40min/day 40min lunch/recess Class Minutes % All literacy in Spanish All reading and writing taught in Spanish Math, Science, Social Studies, Reading, Language Arts in Spanish 1 st 6hr/40min/day 40 min lunch/recess Class Minutes % Spanish Literacy in Native Language 100 Minutes X Day 500/wk 90% All literacy in Spanish All reading and writing taught in Spanish Science/Math 350/wk 70/day 35 min/day Science: hands on act.; directions in Spanish; 35 min/day Math: calendar, number corner, directions, games in Spanish 2 nd 6hr/40min/day 40 min lunch/recess 295 Class Minutes 80% Spanish 1 hr. per day Guided reading, Readers Workshop, Writers Workshop, Word Work, Centers Spelling, read aloud 90% All literacy in Spanish All reading and writing taught in Spanish Science/Math/ 90 minutes of science per day 90 minutes of math per day Math: mini-lesson, centers, guided math groups (all in Spanish) Science: plants, weather, matter, community, and cultural activities (all in Spanish) 3 rd Class Minutes 295 * to be selected 70% Spanish 1 hr. per day Guided reading, Readers Workshop, Writers Workshop, Word Work, Centers Spelling, read aloud 90% All literacy in Spanish All reading and writing taught in Spanish Science/Math/SS Social Studies and Science--Alternate by unit for 60 minutes per day (example: If SS is in English, Science will be taught in Spanish.) Math – 60 min/day in Spanish; math mini-lesson, centers, guided math groups

12 Listen attentively by facing the speaker and making eye contact. Listen attentively by facing the speaker, making eye contact, and paraphrasing what is said. Listen attentively by facing the speaker, making eye contact, and paraphrasing what is said in complete sentences. Listen attentively by summarizing and paraphrasing in complete sentences using what the speaker said. Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in informal situations. Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in formal situations. Demonstrate understanding of listening through the use of probing questions and summarizing and paraphrasing in both formal and informal situations. Ask and respond to questions. Ask and respond to clarifying questions. Ask and respond to clarifying questions from teachers and peers. Ask and respond to clarifying questions from teachers and peers in a variety of group settings. Follow oral instructions accurately. Restate and carry out a variety of oral instructions. Restate and carry out multi-step oral instructions. 3A Listen effectively in formal and informal situations in Spanish Kinder 1 st Grade 2 nd Grade 3 rd Grade 4 th Grade 5 th Grade 6 th Grade

13  Kindergarten: 47 students  1 st Grade: 44 students  2nd Grade:44 students  3rd Grade: 38 students  4 th Grade: 43 students  5 th Grade: 38 students  6 th Grade: 40 students  7 th Grade: 39 students

14 Both Middle Schools follow similar structure  Station 7 th – 8 th grade students participate in same curriculum  Spanish for Heritage learners (SDL)  Prairie/Station 6 th grade students participate in same curriculum  Spanish for Heritage learners (SDL) ½ year  Spanish Social Studies (SDL)  Heritage learners (SDL)

15 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

16 Spanish Dual Language ISAT Test Results: Spring Spring2011

17 1 Dual Language 2 Late-exit Bilingual + ESL 3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught through academic content 6 ESL Pullout (language only) Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading (Thomas & Collier, 1997,2009)

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21 6 th Grade DL ISAT Scores Spring 2011

22 1 Dual Language 2 Late-exit Bilingual + ESL 3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught through academic content 6 ESL Pullout (language only) Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading (Thomas & Collier, 1997,2009)

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25 Dual Language Spanish Test Results: Dual Language Spanish Test Results: Spring 2011

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28 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

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30 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

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32 GROVE AVE 1 st Grade NORTH BARRINGTON 2 nd Grade SUNNY HILL 3rd Grade LINES 4th Grade ROSLYN RD Kindergarten COUNTRYSIDE 5th Grade Spanish Dual Language

33 BMS-Prairie/BMS-Station 6 th Grade 7 th Grade

34 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

35 Dual Language & Chinese Immersion  Continue to offer programs in selected schools  Gradually progress to a 3 – 3 model (3 DL schools and 3 CI schools)  Work with middle school leadership, parents and community to develop/strengthen the middle school model for DL and CI

36 ROSLYN RD 1 st Grade GROVE AVE 2 nd Grade 2 nd Grade NORTH BARRINGTON 3 rd Grade SUNNY HILL 4th Grade ROSLYN RD Kindergarten Lines 5th Grade Proposed Spanish Dual Language

37 BMS-Prairie/BMS-Station 6 th Grade 7 th Grade 8 th Grade

38 School GroveK – SDL1 st – SDL2 nd –SDL3 rd – SDL4 th – SDL5 th – SDL K – SDL 1 st – SDL N.B.1 st – SDL2 nd – SDL3 rd – SDL4 th – SDL5 th –SDL K – CI 1 st – CI 2 nd – CI S. H.2 nd –SDL3 rd – SDL4 th – SDL5 th – SDLN.A. Lines3 rd – SDL4 th – SDL5 th – SDLK – SDL 1 st –SDL 2 nd –SDL 3 rd – SDL Country4 th – SDL5 th – SDLK- CIK – CI 1 st – CI 2 nd – CI 3 rd – CI 4th – CI RR5 th – SDLK – S DL 1 st – SDL 2 nd –SDL 3 rd – SDL 4 th – SDL 5 th – SDL RoseN.A.K – CI 1 st – CI 2 nd – CI 3 rd – CI 4 th – CI 5 th – CI K – CI HoughN.A.

39 Spanish Dual Language: Roslyn Road, Lines and Grove Roslyn Road, Lines and Grove Chinese Immersion: Rose, Countryside and North Barrington

40 Immersion Dual Language Option B1:

41 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Lessons Learned  Current Status  Into the Future:  Next Steps

42  Identify Spanish Dual Language and Chinese Immersion locations for 2012 – 2013 in February of 2012  Inform parents and community of program options  Distribute program applications with a deadline of March 16 th 2012  Complete the selection process and inform families by May 12 th 2012  Continue to develop DL and CI curricula including plans for middle school program  Establish a DL & CI Parent Advisory Group

43 `  Review of Dual Language  Rationale for Language Programs  Dual Language Test Scores  Current Status  Into the Future:  Lessons Learned  Next Steps

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