Dual Language/Spanish Immersion Parent Academy La Vernia ISD • 3/7/19

Road work ahead: Program Guidelines Operating Manual Framework Design Metrics Professional Development Plan Instructional Support

Phase Out Proposal: Maintain robust support for DL Continue thru 5th w/ current SI cohort Split Bil. Int. position into Bil. Coach/Int. Consider freeze on PK SI recruitment 2019-20

Possibility…Kinder Recruitment More aligned with common practice in neighboring districts Provide add’l year to develop “Road Work Ahead” Develop/ID screening tool for Kinder recruitment Shift to 50/50 program design (both programs) Gain a Bilingual Instructional Coach position(K-5) Continue with dedicated Bilingual Interventionist (K-5) Staffing design = Team teach: 1 BE & 1 ESL Teacher (K-5) Assists recruiting by easing demand for BE certification Teacher teams provide collaboration and support

DL/SI Financial Information: PEIMS Budget Financial Data (6100 - 6400) can be found at: https://tea.texas.gov/financialstandardreports/ Current staffing units for the three options considered: $50,000/yr = annual teacher salary (w/o benefits) $3,000/yr = annual bilingual stipend $20,000/yr = annual aide salary (w/o benefits) $500/month x 10 months = full-day PK tuition 2018-19 trackable instructional materials expenditures What is the cost of the program? Instructional Materials/Resources (based on 18-19 data) BE staff salary information (based on ave. salary, current bil stipend, w/o benefits) PK Tuition Revenue (based on 18-19 data)

Projections As Is - current practices and design Phase Out - no NEW SI classes; current SI cohort through 5th grade, continue DL as is Kinder Recruitment - no full-day PK 2019-20 and beyond; continue both programs from Kinder - 5th with 50/50 (Gómez/Gómez) design.

Gómez & Gómez DLE Model MISSION STATEMENT: DLTI is committed to the belief, as evidenced through extensive research, that successful Dual Language Learner achievement is largely based on the extent and quality of native language instruction(L1). The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling found in dual language programs. Para el logro académico a largo plazo en inglés se debe a la cantidad y calidad de instrucción en español que se encuentra en programas de lenguaje dual. Source: https://www.dltigomez.com/ Two-Way Dual Language Program (Thomas & Collier, 2002)

Instructional Program / Programa Instrucciónal During K-1st grade, students learn language arts in their native language (L1) Durante K-1o, los estudiantes aprenden artes lenguaje en su lengua materna. Second-fifth grade, students learn language arts in English and Spanish De segundo a quinto grado, los estudiantes aprenden artes de lenguaje en inglés y en español. All students learn mathematics in English Todos los estudiantes aprenden matemáticas en inglés. All students learn science & social studies in Spanish Todos los estudiantes aprenden ciencias y estudios sociales en español. 4:30 min video of components The Gómez & Gómez Elementary DLE Model: Components & Strategies Source: https://www.dltigomez.com/

QUESTIONS???