Boerne ISD Dual Language Program Program Model Assessment Staff Development

Bilingual/Dual Language Campuses Curington Elementary Curington Elementary Dual Language Kindergarten Dual Language Kindergarten Bilingual Pre-K, 1 – 6 Bilingual Pre-K, 1 – 6 Self-contained classes 1- 4, language arts/social studies bilingual instruction at 5 th and 6 th Self-contained classes 1- 4, language arts/social studies bilingual instruction at 5 th and 6 th Fabra Elementary Fabra Elementary Dual Language K & 1 st grades self-contained classes Dual Language K & 1 st grades self-contained classes Bilingual classes: 2 nd /3 rd combined self-contained class, 4 th self-contained; language arts/socials studies bilingual instruction at 5 th and 6 th Bilingual classes: 2 nd /3 rd combined self-contained class, 4 th self-contained; language arts/socials studies bilingual instruction at 5 th and 6 th Kendall Elementary Kendall Elementary Dual Language K – 5, self-contained classes; shared instruction between two teachers at 4 th grade Dual Language K – 5, self-contained classes; shared instruction between two teachers at 4 th grade Language Arts/social studies bilingual instruction at 5 th and 6 th Language Arts/social studies bilingual instruction at 5 th and 6 th

Boerne ISD Program Goals All students will develop high levels of proficiency in their first language All students will develop high levels of proficiency in their first language All students will develop high levels of proficiency in a second language All students will develop high levels of proficiency in a second language Academic performance will be at or above grade level Academic performance will be at or above grade level All students will demonstrate positive cross- cultural attitudes and behaviors All students will demonstrate positive cross- cultural attitudes and behaviors All students will become bilingual, bi-literate, bicultural All students will become bilingual, bi-literate, bicultural

90-10 Model 90% of the instructional day is in Spanish 90% of the instructional day is in Spanish (or other minority language) during early years of the program (or other minority language) during early years of the program Graduated time to 80-20, 70-30, until the ratio reaches Graduated time to 80-20, 70-30, until the ratio reaches Shown to be the most successful program for ELLs (Thomas & Collier, 2001) Shown to be the most successful program for ELLs (Thomas & Collier, 2001) Research supports that students perform as well or better on tests of English than their English-speaking peers who have been instructed in English only (Lindholm-Leary, 2001) Research supports that students perform as well or better on tests of English than their English-speaking peers who have been instructed in English only (Lindholm-Leary, 2001) The majority students have an immersion experience in the second language, while the minority students receive native language instruction with a gradual introduction of English and English-medium instruction The majority students have an immersion experience in the second language, while the minority students receive native language instruction with a gradual introduction of English and English-medium instruction

Rationale for a 90/10 model: The further from the Texas/Mexico border, the greater the amount of Spanish should be included in the curriculum. The further from the Texas/Mexico border, the greater the amount of Spanish should be included in the curriculum. A second language is best acquired when it is used as the medium of instruction across the curriculum (integrated instruction). A second language is best acquired when it is used as the medium of instruction across the curriculum (integrated instruction). Students who add a second language demonstrate higher levels of language proficiency, achievement, and self-concept. Students who add a second language demonstrate higher levels of language proficiency, achievement, and self-concept. Skills transfer from one language to the other. Skills transfer from one language to the other.

Boerne ISD Instructional Model 90/10 Model: 90/10 Model: K – 90% Spanish/10% English K – 90% Spanish/10% English 1 – 90% Spanish/10% English 1 – 90% Spanish/10% English 2 – 80% Spanish/20% English 2 – 80% Spanish/20% English 3 – 70% Spanish/30% English 3 – 70% Spanish/30% English 4 – 60% Spanish/40% English 4 – 60% Spanish/40% English 5 – 50% Spanish/50% English 5 – 50% Spanish/50% English 6 – 50% Spanish/50% English 6 – 50% Spanish/50% English

Subject Area Instruction in Spanish Minutes Components Instruction in English Minutes Components Reading/ Language Arts (Listening, speaking, reading, writing) 90Read aloud Songs, poems, chants Shared reading/partner reading Literacy stations Interactive writing 30Oral language development: songs, chants, poems Read aloud using expository text (math, science, social studies) Math Calendar time Daily count Lesson Center activities Songs about numbers during oral language development – send home to parents Social Studies 45Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities Science45Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities Boerne ISD Dual Language Instructional Model K - 90/10 Daily Routines: Beginning of Day: Sign in, journaling, read aloud After Lunch: Read aloud Content-focused Center Time: 15 – 30 minutes daily minimum

Subject AreaInstruction in Spanish Minutes Components Instruction in English Minutes Components Reading/ Language Arts (Listening, speaking, reading, writing) 90Read aloud Songs, poems, chants Shared reading/partner reading Guided reading Literacy stations Interactive writing 30Oral language development: songs, chants, poems Read aloud using expository text (math, science, social studies) Math Calendar time Daily count Lesson Center activities Songs about numbers during oral language development – send home to parents Social Studies 45Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities Science45Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities Boerne ISD Dual Language Instructional Model 1st Grade – 90/10 Daily Routines: Beginning of Day: Sign in, journaling, read aloud After Lunch: Read aloud Content-focused Center Time: minutes daily minimum

Subject Area Instruction in Spanish Minutes Components Instruction in English Minutes Components Reading Listening Speaking 60Introduce different genre/novel studies Read aloud Shared reading/partner reading Guided reading Literacy stations Interactive writing Word study, vocabulary 30Oral language development: songs, chants, poems Read aloud using expository text (math, science, social studies) Content area reading integrated with writing Writing30Process writing/projects Composition - (Personal Narrative, Descriptive, Expository, Friendly Letter) Technology integration (i.e. Kidspiration, Kidpix, etc.) Spelling patterns 30Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc. Technology integration (i.e. Kidspiration, Kidpix, etc.) Math Problem of the Day Lesson Practice/Review/Centers Homework – reinforcement of concepts taught in class Social Studies 30 (15) Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities (Oral language, read alouds, writing activities tied to social studies) Science30 (15) Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities (Oral Language, read alouds, writing activities tied to science) Boerne ISD Dual Language Instructional Model 2nd Grade - 80/20

Subject Area Instruction in Spanish Minutes Components Instruction in English Minutes Components Reading Listening Speaking 45Introduce different genre/novel studies Read aloud Shared reading/partner reading Guided reading Literacy stations Interactive writing Word study, vocabulary 60Formal reading instruction in English follows regular reading instruction using SIOP strategies Read aloud Shared reading/partner reading/guided reading Literacy stations Interactive writing Word study/vocabulary Writing15Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc. Technology integration (i.e. Kidspiration, Kidpix, etc.) Introduce Spanish grammatical, morpheme, and syntax structures 30Instruction follows regular writing instruction using SIOP strategies Process writing/projects Composition - (Personal Narrative, Descriptive, Expository, Friendly Letter) Technology integration (i.e. Kidspiration, Kidpix, etc.) Spelling Math Problem of the Day Lesson Practice/Review/Centers Homework – reinforcement of concepts taught in class TAKS tutoring providing English vocabulary Social Studies 30 (15) Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities (Read alouds, shared reading, writing activities tied to social studies) Science30 (15) Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Center activities (Read alouds, shared reading, writing activities tied to science) Boerne ISD Dual Language Instructional Model 3rd Grade - 70/30

Subject Area Instruction in Spanish Minutes Components Instruction in English Minutes Components Reading Listening Speaking 45Introduce different genre/novel studies Read aloud Guided reading Word study, vocabulary 45Formal reading instruction in English follows regular reading instruction using SIOP strategies Read aloud Guided reading, word study, vocabulay Writing30Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc. Technology integration (i.e. Kidspiration, Kidpix, etc.) Introduce Spanish grammatical, morpheme, and syntax structures 30Instruction follows regular writing instruction using SIOP strategies Process writing/projects Composition - (Personal Narrative, Descriptive, Expository, Persuasive) Technology integration (i.e. Kidspiration, Kidpix,etc.) Spelling practice Math15Problem of the Day40 35 Lesson Practice/Review/Centers Social Studies 30 (15) Instruction follows regular social studies instruction Expository text Reading and writing in response to text Activities allowing students to manipulate concepts (Read alouds, shared reading, writing activities tied to social studies) Science30 (15) Instruction follows regular science instruction Expository text Reading and writing in response to text Activities allowing students to manipulate concepts (Read alouds, shared reading, writing activities tied to science) Boerne ISD Dual Language Instructional Model 4th Grade - 60/40

Subject Area Instruction in Spanish Minutes Components Instruction in English Minutes Components Reading Listening Speaking 45Introduce different genre/novel studies Read aloud Guided reading Word study, vocabulary 45Formal reading instruction in English follows regular reading instruction using SIOP strategies Read aloud Guided reading Word study/vocabulary Writing30Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc. Technology integration (i.e. Kidspiration, Kidpix, etc.) Introduce Spanish grammatical, morpheme, and syntax structures 30Instruction follows regular writing instruction using SIOP strategies Process writing/projects Composition - (Personal Narrative, Descriptive, Expository, Persuasive) Technology integration (i.e. Kidspiration, Kidpix, etc.) Word walls Parts of speech Math15Problem of the Day40 35 Lesson Practice/Review/Centers Social Studies 30 (15) Instruction follows regular social studies instruction Expository text Reading and writing in response to text Activities allowing students to manipulate concepts (Read alouds, shared reading, writing activities tied to social studies) Science45Science instruction provided by a regular classroom teacher who is ESL certified and SIOP trained Boerne ISD Dual Language Instructional Model 5th Grade - 50/50

Subject AreaInstruction in Spanish Minutes Components Instruction in English Minutes Components Reading45Introduce different genre/novel studies Read aloud Guided reading Word study, vocabulary 45Formal reading instruction in English follows regular reading instruction using SIOP strategies Read aloud Guided reading Word study/vocabulary Writing30Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc. Technology integration (i.e. Kidspiration, Kidpix, etc.) Introduce Spanish grammatical, morpheme, and syntax structures 30Instruction follows regular writing instruction using SIOP strategies Process writing/projects Composition - (Personal Narrative, Descriptive, Expository, Persuasive) Technology integration (i.e. Kidspiration, Kidpix, etc.) Word walls Parts of speech Math60Math instruction provided by a regular classroom teacher who is ESL certified and SIOP trained Social Studies 45Social studies instruction provided by a regular classroom teacher who is ESL certified and SIOP trained Science45Instruction follows regular science instruction Expository text Reading and writing in response to text Activities allowing students to manipulate concepts Boerne ISD Dual Language Instructional Model 6th Grade - 50/50

Assessments Students are administered all of the same academic tests as students in the regular education program. Students are administered all of the same academic tests as students in the regular education program. All local tests are given in the language of instruction. All local tests are given in the language of instruction. State assessments are given in the student’s strongest language. State assessments are given in the student’s strongest language. Reading assessments are completed in both English and Spanish. Reading assessments are completed in both English and Spanish.

Assessment Plans for Next Year Assessment Plans for Next Year TAKS reading released tests will be completed in both English and Spanish in Oct. and Jan. TAKS reading released tests will be completed in both English and Spanish in Oct. and Jan. The IPT oral language proficiency test in Spanish will be administered to all English dominant students at beginning and end of year; thereafter, at end of year. The IPT oral language proficiency test in Spanish will be administered to all English dominant students at beginning and end of year; thereafter, at end of year. 6 th grade students will take the Spanish I credit by exam in the fall and students who pass will take the Spanish II credit by exam in the spring. 6 th grade students will take the Spanish I credit by exam in the fall and students who pass will take the Spanish II credit by exam in the spring.

Formal Reading Assessments Given at beginning, mid, and end of year English/SpanishEnglish/Spanish KPAPI/PAPI-SDRA/EDL KPAPI/PAPI-SDRA/EDL 1PAPI/PAPI-SDRA/EDL 1PAPI/PAPI-SDRA/EDL 2PAPI/PAPI-SDRA/EDL 2PAPI/PAPI-SDRA/EDL 3TAKS/TAKSDRA/EDL 3TAKS/TAKSDRA/EDL 4TAKS/TAKSRFI/EDL 4TAKS/TAKSRFI/EDL 5TAKS/TAKSRFI/EDL 5TAKS/TAKSRFI/EDL 6 TAKSRFI /EDL 6 TAKSRFI /EDL

PAPI Phonemic Awareness/Phonics Inventory Phonemic Awareness/Phonics Inventory Addresses the following: Addresses the following: Same/different words Same/different words Rhyming words Rhyming words Beginning sounds Beginning sounds Ending sounds Ending sounds Letter recognition Letter recognition Letter name in English Letter name in English Letter sounds in Spanish Letter sounds in Spanish

Results from PAPI Teacher provides authentic opportunities in whole and small groups to further develop phonological awareness by using poems, rhymes, auditory games, etc. Teacher provides authentic opportunities in whole and small groups to further develop phonological awareness by using poems, rhymes, auditory games, etc. Students who have developed their phonological awareness skills, will immediately move into phonics materials which focus on syllables, as Spanish reading is based on the syllable. Students who have developed their phonological awareness skills, will immediately move into phonics materials which focus on syllables, as Spanish reading is based on the syllable.

DRA/EDL Developmental Reading Assessment (DRA) and Evaluacion del Desarrollo de la Lectura (EDL) assessments are to assess fluency, accuracy, and comprehension and to determine independent reading levels. Developmental Reading Assessment (DRA) and Evaluacion del Desarrollo de la Lectura (EDL) assessments are to assess fluency, accuracy, and comprehension and to determine independent reading levels. Guided reading is then conducted based on EDL reading level. (Guided reading is part of a balanced literacy program, in which students on the same reading level or having the same reading issues, strengths are grouped together. The teacher provides support in helping the students read strategically and solve their own reading issues to become independent readers) Guided reading is then conducted based on EDL reading level. (Guided reading is part of a balanced literacy program, in which students on the same reading level or having the same reading issues, strengths are grouped together. The teacher provides support in helping the students read strategically and solve their own reading issues to become independent readers)

Informal Assessments Teacher observation Teacher observation Anecdotal records Anecdotal records Cooperative learning assignments Cooperative learning assignments Independent assignments Independent assignments Oral participation Oral participation

KES Spring 2007 TAKS Results 3rd Grade

KES Spring 2008 TAKS Results 4th Grade

KES Spring 2009 TAKS Results 5th Grade – First Round

Staff Development August – Balanced Literacy training for K-2 teachers August – Balanced Literacy training for K-2 teachers September – SIOP training; Dr. Smith observation and training; Guided reading demonstration lessons in K-2 by Diana Madrid September – SIOP training; Dr. Smith observation and training; Guided reading demonstration lessons in K-2 by Diana Madrid October – SIOP training; Dr. Smith observation and training October – SIOP training; Dr. Smith observation and training November – observation and training by Dr. Smith; Balanced Literacy training for K-2 teachers November – observation and training by Dr. Smith; Balanced Literacy training for K-2 teachers

Staff Development December – SIOP training December – SIOP training January – Dr. Smith observation and training; literature circle demonstrations by Diana Madrid January – Dr. Smith observation and training; literature circle demonstrations by Diana Madrid February – NABE Conference February – NABE Conference March – TELPAS training; SIOP training March – TELPAS training; SIOP training April – SAAABE Conference April – SAAABE Conference