1. Dual Language A gifted, enrichment model of instruction Dr. Linda Del Giudice Mr. Israel Vela Dr. Rosa M. Villarreal Student and Family Support Services, Multilingual Education March 6, 2013

2. The Kent School Board recommended the District implement dual language education as a result of our Strategic Plan and Board Goals. Overview of: Vision for success Research and relevance Instructional program Training Implications Purpose

3. Vision of DL Programs Students served in the Kent School District Dual Language Program will: 1.Develop high linguistic proficiency in two languages 2.Develop high academic proficiency in two languages 3.Develop positive cross-cultural attitudes 4.Participate in a rigorous academic program that accelerates learning

4. Ideal to start in PK, Kindergarten and First Grade then roll up to the next grade level each subsequent year.

5. KSD 10 Year Outlook 2013/ 14 2014/ 15 2015/ 16 2016/ 17 2017/ 18 2018/ 19 2019/ 20 2020/ 21 2021/ 22 2022/ 23 10 th 9 th 8 th 7 th 6 th 5 th 4 th 3 rd 2 nd PK/K/1st 2

6. Definitions 50/50 or 90/10: refers to % of day taught in a particular language. One-way or Two-way: refers to the home language of students. One way means the DL students go home to one language. All ENG learning ENG/CHI Two-way means the DL students go home to two languages. ½ ENG ½ SPN

7. 7 (Thomas & Collier, 2002) NCENCE Remedial Models Enrichment Models 1 2 3 4 5 6 Copyright © 1999-Dual Language Training Institute. All Rights Reserved. National Research - Models for Educating Spanish Dominant Student (English Reading ) Average reading score of native English speakers Program Implementation through 5 th Grade only

9. Definitions 50/50 or 90/10: refers to % of day taught in a particular language. One-way or Two-way: refers to the home language of students. One way means the DL students go home to one language. All ENG learning ENG/CHI Two-way means the DL students go home to two languages. ½ ENG ½ SPN

10. Dual Language Implementation http://www.youtube.com/watch?v=5YUn733 FcLg

11. Instructional Program Program is not remedial, but is an enrichment model that is both challenging and additive. Enrichment instruction challenges all students with high expectations similar to highly capable students. Students learn content together in strategic bilingual pairs/groups. Content is not repeated in both languages; taught in one language only.

12. Central administrators 2-3 hour overview Campus leadership team, Kindergarten and First grade teacher attend 3-day intensive study and planning for implementation Monthly teacher meeting for instructional planning and curriculum work Training

13. Language Data Scenic Hill Scenic Hill ElementaryK1 st 2 nd Total Amharic11 4 Arabic21514 Burmese21 5 Chin 12 Chuuk 1 1 Creole1 2 Dari 1 French1 1 Ilokano11 3 Karen 216 Kikuya 1 1 Kurdish 3 Lingala 1 Marshallese11 3 Nepali33 11 Punjabi 12 Russian 217 Samoan1 14 Somali43222 Sotho 1 Spanish304320168 Swahili 1 3 Tagalog2125 Tigrina1 1 Tigrinya 11 Turkish 215 Ukrainian 1 Vietnamese1 27

14. Language Data Carriage Crest Campus LanguageK1 st 2 nd Total Carriage Crest Elementary710641 Chinese Cantonese2 Chinese-Unspecified12 Filipino2 Hindi11 Khmer1 Korean1 Lao11 Mien11 Nepali11 Phillippine11 Punjabi113 Romanian11 Russian216 Somali1216 Spanish1 12 Thai[Thailand]1 Tigrina1 Ukrainian12 Vietnamese316

15. Next Steps Identified 2013-14 implementation sites through application process 1.Campus data – student home languages 2.Community support 3.Facility space 4.Alignment with academic initiative 5.Data informed decisions 6.Fidelity to model Carriage Crest Elementary – Susanne Lange-Wick Scenic Hill Elementary – Dani Pfeiffer Human Resources department - Hire Bilingual Teachers Summer sessions for Dual Language Training Research and select common core aligned instructional materials Write curriculum documents

16. Thank you Questions? Dr. Rosa M. Villarreal Rosa.villarreal@kent.k12.wa.us 253.373.7083 Director, Multilingual Education February 25, 2013