Dual Language Program

Presenters: Nereyda Briones-Salas and Ellie

Gordy

Dual Language Program Proposal: John F. Kennedy Elementary 2013-2014

PhilosophyJ. F. Kennedy Elementary’s

philosophy is to promote educational excellence, personal responsibility, and balanced growth, to help its students discover and develop their talents and to fulfill their best potential.

Vision: Students will acquire the necessary linguistic skills and tools to become globally competitive in a changing world.

Mission: Our mission is to equip all students with the linguistic skills so they can become bilingual, bi-literate and multicultural global citizens.

Program goals. Students will become

bilingual, bi-literate and bi-cultural.

Develop fluency and literacy in two languages Achieve high standards in all academic areasCultivate an appreciation of their

culture and others Develop critical/creative thinking

and reasoning skills. Civic Responsibility (Social and

Environmental)

Student Outcomes. Will be determined by using

the following assessment instruments

STAAR (grades 3-5)STANFORD/APRENDA (grades K-

5) TELPAS (grades 1-5)IPT ( grades PK- 5)Second Language Acquisition

Rating Rubric (Pre-K) TPRI/ Tejas Lee ( grades K-2)

Target PopulationTitle 1 School, Exemplary Campus

three years in a rowEthnic BreakdownWhite / Non-Latino 20%Afro-American 20%Latino 60%Asian 0%

Language Breakdown60% Native Spanish Speakers/ 40%

Native English SpeakersOur demographic breakdown makes

us a good candidate for a Dual Language Program

EconomicsWe qualify as a Title 1 school

becauseFree/Reduced Lunch 96%Limited English (LEP) 60%At Risk 72%

Program ModelTwo-way 50/50, partial

immersion Strand model within the school

50% of instruction in English

and 50% in Spanish Team teacher collaborationInstruction based on a

sequential model. Language Arts, Reading and Math are taught in L1.

Heterogeneous groups are taught other content in L2

RationaleAccording to Steve Murdock, Texas

demographer, the Hispanic population in Texas schools will triple by 2040 (Houston Chronicle 2012)

JFK’s population of limited English students (60%) and native English speakers (40%) show this to be true since ten years ago the percentages were switched

Thomas and Collier state that students will be more successful in their academic career if they have language proficiency in more than one language

We want both groups to become bilingual in order for everyone to have a fair chance as they enter the workforce especially considering their socio-economic background

AdmissionsOpen Admissions in JFK

attendance zoneAll classes will be capped at 22

studentsLottery system will be

implemented if enrollment exceeds expectations

New students requesting to enter the program will be admitted on a case-by-case basis depending on available space and language assessment

English dominant students will not be accepted after First grade

Instructional FrameworkTwo-way model, heterogeneous

grouping of balanced number of Native English speakers and English language learners

50/50 Partial Immersion, equal distribution of language through 5th grade

Sequential Instruction: Language Arts, Reading and Math will be taught in native language

Science and Social Studies will be taught in second language

Special classes will be taught in English

Pull-out for English Language Development and Spanish Language Development

Language Distribution Schedule

Time Monday Tuesday Wednesday Thursday Friday7:40-8:30

Breakfast Breakfast Breakfast Breakfast Breakfast

8:30-10:00

Reading/Language Arts(Native language)





10:00-10: 40

Writing(Native language)





10:40-11:40

Math(Native Language)





11:40-12:10

Lunch(Native language)





11:40-12:15

Science(Heterogeneous grouping )Class A SpanishClass B English

Science(Heterogeneous grouping Spanish)Class A EnglishClass B Spanish

Science(Heterogeneous grouping Spanish)Class A SpanishClass B English

Science(Heterogeneous grouping Spanish)Class A EnglishClass B Spanish

Science(Heterogeneous grouping Spanish)Class A SpanishClass B English

12:15-1:00

Social Studies(Heterogeneous grouping )Class A SpanishClass B English

Social Studies(Heterogeneous grouping )Class A EnglishClass B Spanish


Social Studies(Heterogeneous grouping )Class A EnglishClass B Spanish


1:00-1:45

LibraryEnglish

ComputerEnglish

ArtEnglish

MusicEnglish

P.E.English

1:45-2:15

Recess Recess Recess Recess Recess

2:15 ELDSLD

ELDSLD

ELDSLD

ELDSLD CLUBS

3:00 Dismissal Dismissal Dismissal Dismissal Dismissal

Teacher RequirementsCertified in State of TexasSpanish teachers must be

bilingual Spanish and EnglishStrong, Critical Thinkers and Team

playersMust understand the value of

creating a welcoming environment that is well-managed, objective driven and student-centered

Good communication and technology skills

Most importantly, they must love what they do and truly believe in the long-term benefits of the dual language model

Teacher Training We will have a Dual Language

Program coordinator who will oversee professional development of our teachers as well as the development of an effective program Teachers will have the opportunity to

receive training in Dual Language, Reading, Integrating curriculum, GT certification, Differentiation, Mathematics and cultural awareness.

We fully support the continuous education of our teachers and will continue to search for trainings that will further their preparedness for their profession.

Parental Involvement Parent participation in their

children's education is integral to the success of the program.

Sign a commitment letter that allows their children to remain in the program until they reach 5th grade.

Participate in parent meetings, school functions and volunteer if possible.

Work with their children at home to maintain their native language and culture

Assure a good attendance record for their child

Cultural Expectations Programs and festivals will showcase celebrations from around

the world Projects will promote social and

environmental responsibilityField trips will allow students to

explore culture-rich venuesCulture-rich curriculum (Arts,

music, literature)Student-led clubs Community service

Program Evaluation The School program will be

evaluated in STAAR and TELPAS by TEA in order to maintain the school’s rating

Team led by DL coordinator and select group of teachers and administrators will meet at end-of-year to evaluate the effectiveness of the program

Teachers will have formal evaluations and constant observations throughout the year

Students will have portfolios which will demonstrate progress over time

ReferencesCenter for Applied Linguistics.

Director of two-way bilingual immersion programs in the U.S.

Retrieved from http://www.cal.org/twi/directory

Center for Research on Education, Diversity & Excellence. Promotes intellectual development,

literacy of language minority students. Retrieved from http://www.

bcf.usc.edu/~cmmr/crede.htmlEducation Week Spotlight. (2011,

July 7). Achievement gaps of low income students.

ReferencesRetrieved from

http://www.edweek.org/ew/issues/achievement-gap

Houston Chronicle. (2012, September 26). Steve Murdock on the coming hispanic majority in

Texas. Retrieved from blog.chron.com/texaspolitics/.../texas-demographer

http://edweek.org/ew/issues/achievement-gap

Houston Independent School District. (2010-2011). Demographic facts and figures about HISD.

Retrieved from http://www.houstonisd.org



http://www.houstonisd.org/

ReferencesHoward, E.R., & Sugarman, J.

(2007). Realizing the vision of two-way immersion. Fostering

effective programs and classrooms. McHenry, IL: Delta Systems Co., Inc.

Soltero, S. (2004). Dual language teaching and learning in two languages. Boston: Pearson.

Texas Education Agency. (2012). Facts and figures about title I, distinguished schools.

Retrieved from http://www.tea.state.tx.us

Thomas, W., & Collier, V. (1998). School effectiveness for language minority students.

http://www.tea.state.tx.us/

Dual Language Program

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Transcript of Dual Language Program