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Humble ISD Spanish Immersion Program Elementary & Middle School consultation

January 23, 2015

Education Advocates International Consultants, Dr. Lezley Lewis & Annie Rivera

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Humble ISD Spanish Immersion Program Executive Summary

Summary of Activity Education Advocates International consultants, Dr. Lezley Lewis and Annie Rivera, provided onsite consultation regarding the design and model of the HISD Spanish Immersion program at two elementary schools (Pine Forest & Bear Branch) and continued program services at one middle school (Creekwood). The Spanish Immersion Program evaluation incorporated information gathered by program demographics and logistics, curriculum, assessment, participant performance data, program matriculation, K-8 continuum/transitions and instructional frameworks and program recommendations. Interviews with program teachers, administrators and stakeholders informed the evaluation. Organization of Document Upon a comprehensive debrief following the onsite observations, campus and district administrators articulated several programmatic areas for targeted consideration and review. The areas of targeted consideration are organized into strands of program features in this review document. The Strands of Program Features reflect major dimensions of Spanish Immersion programming that include but are not limited to:

o Instruction o Parent & Community Education o Curriculum & Instructional Resources o Professional Learning o Program Articulation & Communication o Student Engagement & Classroom Environment

Each strand reflects the gathered observations from classroom walkthroughs, professional staff interviews and collected data. A glossary of terms is customized to provide clarity and common understanding as needed. Anecdotal information is provided in a reader-friendly format organized to present the findings in a factual manner. In order to make the review useful in program evaluating, designing and planning, each strand includes an effectiveness continuum adapted for Spanish Immersion education from the Guiding Principles of Dual Language Education, (Center for Applied Linguistics, 2007). The Classroom and Learning Design Qualities developed by Dr. Phil Schlechty served as standards for student engagement and classroom environment and have been adapted for the Spanish Immersion Program (SIP).

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Spanish Immersion Program (SIP) Topic: Instruction

Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Glossary of Terms: Instructional framework- The instructional practices and structures utilized in the classroom to teach the learning standards and promote Spanish language proficiency. Gathered Observations:

• Teacher-to-student interaction was extremely positive (K-8) • Majority of instructional framework dialogue was teacher-to-student directed with some

student- to- student interaction (K-8) • No extensive interaction among students to promote and develop Spanish language

proficiency (K-5). Spanish interaction consisted of mostly grammar elements (6-8) • Minimal to no evidence of consistent, vertical instructional frameworks (K-8) • Most classes evidenced visual aids and teacher produced materials to facilitate student

learning and allow students to negotiate meaning as needed (anchor charts, pocket charts, vocabulary) (K-5). Environmental print and visual aids consisted of conjugation and grammar charts (6-8).

• Minimal to no evidence of varied instructional practices (mostly whole group instruction then independent practice was observed)(K-8). Instruction was based on textbook coverage model (6-8).

• Student engagement in unstructured Spanish language use was minimal (exception of one class)(K-8)

• Existing instructional practices were not connected to extending student learning rather to completing structured tasks (K-8)

• Most instruction (exception of two classrooms) was not challenging enough neither linguistically and academically to promote high levels of Spanish proficiency and critical thinking (K-8)

• Cooperative learning or group work was centered on completing a worksheet or paper task with no Spanish language use (K-5). Most instruction was individual or individual within a whole group context (6-8).

• Language objectives were not posted in majority of classrooms (K-8) • Most teachers were effective models of Spanish language proficiency (K-8)

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Effectiveness Continuum: Instruction Minimal Partial Full Exemplary Instruction in one language builds on concepts learned in the other language. There is no connection between subjects or topics taught in each language, or there is direct translation of subjects or topics from one language to the other.

There is limited connection between subjects or topics taught in each language.

There are systematic connections between subjects or topics taught in each language through the use of integrated instruction that links topics across content areas and languages.

There are systematic and ongoing connections between subjects or topics taught in each language, as well as continual communication among teachers through a variety of strategies such as team teaching shared curriculum, and flexible grouping. Subsequent lessons in both languages build on and refine prior lessons taught in both languages.

Minimal Partial Full Exemplary Academic content instruction is provided in both program languages. All areas of content instruction are taught in one language for the duration of the program, with the other language being used only for language arts and/or specials.

Content instruction is provided in both languages but is not systematically coordinated within or across grades.

Content instruction is systematically provided in both languages. Over the course of the program, the cognitive load is balanced between the two program languages.

Content instruction is systematically provided in both languages, incorporating cross-curricular instruction to support vocabulary and concept development in both languages, especially in programs where the subjects are divided by language.

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Minimal Partial Full Exemplary Teachers use sheltered instruction strategies, such as building on prior knowledge and using routines and structures, to facilitate comprehension and promote second language development. Teachers do not use sheltered instruction strategies.

Teachers sporadically use sheltered instruction strategies.

All program teachers use sheltered instruction strategies in both languages.

All program teachers use sheltered instruction strategies in both languages, and training in the use of these strategies is part of ongoing professional learning.

Minimal Partial Full Exemplary Teachers create opportunities for meaningful language use. Few opportunities are provided to students for using the target language actively in language arts of content lessons.

Students are provided some opportunities for using the target language actively in language arts and/or content lessons.

Students are provided meaningful opportunities for using the target language to ensure oral and written language development and growth of academic vocabulary.

Students are provided meaningful and ample opportunities for using the target language actively in academic and social settings to ensure oral and written language development and growth of academic vocabulary.

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Spanish Immersion Program (SIP) Topic: Parent & Community Education

Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Gathered Observations: Based on conversations with teachers and administrators, parent education is specific to their student’s school performance and needs.

• Minimal incorporation of home to school learning activities in Spanish • No formal collected input from parents regarding the program development is collected • No formal SIP parent advisory board and/or committee exist • No parent education on second language acquisition or program development, student

matriculation or components is provided

Effectiveness Continuum: Parent & Community

Minimal Partial Full Exemplary Activities are designed to bring parents together to promote cross-cultural and linguistic awareness. There are no parent activities beyond basic parent-teacher interaction.

A few parent activities are conducted that promote interaction with the language.

There is a coordinated, systematic set of parent activities to reinforce the cross-cultural and linguistic goals of the program.

Following a plan, there is a coordinated, systematic set of parent activities to reinforce the cross-cultural and linguistic goals of this program. This plan is reviewed on an ongoing basis and revised if necessary.

Minimal Partial Full Exemplary The program establishes an advisory structure for input from parents and community members. No input is solicited from parent and community members.

Input from parents and community members is solicited only for specific issues, such as the continuation of the

There is a process in place to solicit and use ongoing input about the program from parents and community members.

There is a process in place to solicit and use ongoing input from parents and community members, and this process is

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program to the secondary level.

evaluated regularly and improved as needed.

Minimal Partial Full Exemplary The program meets parents’ needs in supporting their children’s education. Little parent support is evident beyond district-mandated handouts sent home with students.

Parents are given some assistance in finding learning resources but are mostly on their own for helping their children educationally.

The program assist parent in finding language resources. Parents help each other support their children’s academic growth (e.g., through parent mentoring and homework help networks).

The program helps parents fina and negotiate learning resources as appropriate and provides parental support for students’ academic growth (e.g., facilitating cross-linguistic homework help networks and sending educational materials such as books and dictionaries home with the students. Regular parental needs assessments help the program develop new resources and differentiate the assistance they offer.

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Spanish Immersion Program (SIP) Topic: Curriculum & Instructional Resources

Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Glossary of Terms: Curriculum-the scope and sequence and goals of learning that is aligned to the Texas Essential Knowledge and Skills. The instructional materials used to teach the curriculum should be sufficient in English and Spanish, aligned with learning standards and academically challenging. Gathered Observations: While we did not audit the curriculum documents and all instructional materials, evidence of the quality, quantity and nature of the instructional materials was accessible. Curriculum

o There was no evidence of consistent frameworks vertically aligned through grades levels and campuses (K-8).

o There is no curriculum for English Language Arts and Reading until 3rd grade o No evidence of language objectives being posted or incorporated into instruction

(K-8) o Some content objectives were posted on classroom whiteboards (K-5). No

objectives were visible in middle school classes (6-8) o Little evidence of higher-order thinking skills in curriculum being emphasized in

class (K-5) o Little evidence of questioning strategies or enrichment level curriculum being

utilized by majority of teachers (K-8) o Majority of the instruction and questioning was at the knowledge or

comprehension level in both English and Spanish (K-5). Middle school Spanish instruction demonstrated a range of knowledge to application levels (6-8)

o No evidence of cross-curricular integration of curriculum (K-8)

Instructional Resources

o Significant difference in the availability of Spanish library resources to English; minimal Spanish resources (K-5)

o Minimal use of technology integration into the instruction (K-8) o Majority of student resources were workbook consumable driven; not a variety of

instructional resources available (K-8) o Lack of equitable access to Spanish resources (K-5)

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Effectiveness Continuum: Curriculum

Minimal Partial Full Exemplary The curriculum includes standards for first and second language development for all students. There is no scope and sequence for language and literacy development for each of the program languages.

There is a scope and sequence for language and literacy development for only one program language.

There is a scope and sequence for language and literacy development in both languages that is differentiated with high expectations.

There is a scope and sequence for language and literacy development in both languages with high expectations for both languages. This scope and sequence is revisited on a regular basis and revised as needed. Student progress is consistently monitored.

Minimal Partial Full Exemplary The curriculum promotes equal status of both languages. There is no indication of sufficient opportunities to develop social and academic registers in both languages.

Some attempts are made to equalize the cognitive load in both languages, but academic subjects such as math, science, and language arts are taught in one language, while specials are taught in the other.

There is a fairly even divide between academic subjects and specials taught in each language. Language arts instruction is provided in both languages over the course of the program. Issues of linguistic diversity and language status are addressed sporadically.

There is an even divide between academic subjects and specials taught in each language. Language arts instruction is provided in both languages and students are provided opportunities to develop academic and social language and cognitive skills in both languages. Students are made aware of linguistic diversity and language status issues as is developmentally appropriate.

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Minimal Partial Full Exemplary The curriculum builds on linguistic skills learned in each language to promote bilingualism. No connections are made between the two languages.

Some connections between the two languages are made, although unsystematically.

Teachers plan together to coordinate linguistic skills learned in each language. Areas of potential transfer are explored.

Teachers plan together and systematically coordinate the development of linguistic skills in both languages for all students.

Minimal Partial Full Exemplary The curriculum is coordinated within and across grade levels. There is no coordination across grade levels.

Individual teachers coordinate with other teachers in grade levels directly above or below them.

There is a structured process of curriculum coordination within and across all grade levels, and this informs the curriculum development plan. Planning time is allocated for this purpose.

There is curriculum articulation across the grade levels. Planning time is allocated for the teachers and there is program oversight at the district level.

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Spanish Immersion Program (SIP) Topic: Professional Learning

Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Gathered Observations:

o Lack of coherent professional learning based on the goals, sequence, structure or principles of learning in the SIP classroom (K-8)

o Professional learning focuses exclusively on the use of program resources and instructional materials. (K-5)

o Professional learning provided is not coordinated across program schools or classrooms and is often delivered in isolation. (K-8)

Effectiveness Continuum: Professional Learning Minimal Partial Full Exemplary A long-term professional learning plan exists that is inclusive, focused and intensive. There is no plan, and professional learning activities are sporadic and incidental.

A plan is in place, but the activities are generic and do not include all program staff.

A professional learning plan is in place, is well implemented and takes into account the varying needs of different staff members in the school.

A comprehensive plan for professional learning is created annually and is implemented systematically. It reflects issues of importance to the staff, school and community including the specific requirements of teaching in a Spanish Immersion program.

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Minimal Partial Full Exemplary Professional learning action plans are needs-based, and individual staff and campus plans are aligned with the program plan. Professional learning activities are not based on a program, staff, or community needs assessment.

Needs assessments are conducted but results are not tied to planning professional learning.

The professional learning plan is based on the needs assessment and regular re-evaluations of program strengths and weaknesses. It includes the entire staff and community and allows for individual and collective plans.

The professional learning plan is formulated to respond to regularly collected information on staff needs and program strengths and weaknesses. In its implementation, the overall plan is aligned with individual plans, and feedback leads to revisions as needed.

Minimal Partial Full Exemplary Professional learning is aligned with competencies needed to meet Spanish Immersion program standards. Professional learning activities do not address the theoretical underpinnings, useful strategies or necessary skills for working in a SIP.

Professional learning activities address theories, strategies and skills that are useful in SIP (e.g., cross-curricular integration, cooperative learning structures, sheltered instruction), but no explicit connection is made to application in the SIP environment.

Professional learning activities address theories, strategies, and skills that are the foundation of SIP and explicit connections are drawn to using these techniques in SIP classrooms. Meeting SIP standards is a goal of professional learning.

Professional learning activities are designed to give teachers and staff a comprehensive understanding of the theories, strategies, and skills that are essential in SIP with explicit connections to SIP classrooms. The needs of staff in relation to meeting SIP are taken into consideration when planning professional learning activities.

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Spanish Immersion Program (SIP) Topic: Program Articulation & Communication

Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Glossary of Terms: Program articulation-clarity and common understanding of the program goals, model and design as it is implemented and sequenced through grade 8. Principles of curriculum, instructional practices, student learning, and language progression are components of a complete program articulation in foreign language learning. Gathered Observations:

o A need for the SIP stakeholders to revisit the original goals and purpose of the SIP program (K-8)

o Clear descriptions and intent of the variety of Spanish courses offered across the various middle school campuses (6-8)

o Clear communication across all grade levels and stakeholders of program sequence and instructional practices (K-8)

o All observed Spanish courses for Spanish Immersion students in middle school focus on Spanish grammar and syntax (6-8)

Effectiveness Continuum: Program Articulation & Communication

Minimal Partial Full Exemplary The program promotes additive bilingualism. The program does not provide adequate time and resources to develop both program languages because of the duration of the program or limited amount of time devoted to instruction in the both languages.

The program’s duration is adequate, but the quality of instruction in one of the program languages is not sufficient to promote additive bilingualism.

The program promotes oral language and literacy development through students’ extended exposure to and practice in both languages over the course of the program.

The program’s language and literacy development plan is sufficiently flexible to meet the language acquisition needs of the two language groups and to exploit the additional cognitive benefits of bilingualism. Students are given opportunities to fully develop social and academic registers in both languages.

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Minimal Partial Full Exemplary Day-to-day decision making is aligned to the overall program vision and mission, and includes communication with stakeholders. Leadership decision-making processes are random and do not align with or are counter to an overall program vision and mission. Processes and decisions are not communicated to stakeholders in a timely fashion.

Leadership decision-making processes align to the overall program vision and mission. Processes and decisions are communicated sporadically.

Leadership decision-making processes are aligned to and respectful of the overall program vision and mission. Decisions are made in consultation with key stakeholders and are communicated in a timely fashion.

Leadership decision-making processes are aligned to and respectful of the overall program, vision and mission. Leadership decision-making processes and outcomes involve two-way communication with all stakeholders.

Minimal Partial Full Exemplary The program design and curriculum are faithfully implemented in the classroom. Teachers independently decide what aspects of the program and curriculum to follow in their classroom.

Most teachers adhere to the model design, program features, and curriculum.

All teachers adhere to the model design, program features, and curriculum.

All teachers adhere to the model, design, program features, and curriculum. Instruction reflects the goals of the courses and program. Their instructional experiences inform continuous evaluation and revision of program design and curriculum .

Minimal Partial Full Exemplary The available courses reflect a solid progression and sequence to build language proficiency. Spanish courses function independently of one another. There is no difference between the Spanish courses offered for Immersion students and students

There is are small differences between the Spanish courses offered for Immersion students and students beginning their Spanish language courses in middle

Specific courses in a sequenced manner are offered for Immersion students. The course focus on linguistic elements of the Spanish language only.

Specific courses in a sequenced manner are offered for Immersion students. The course considers the nuances of language learning for the Immersion and/or native Spanish

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beginning their Spanish language courses in middle school.

school. speaker and focuses on those linguistic elements. The courses reflect thematic-based units that build proficiency around a variety of relevant topics that complement other content areas on a cross-curricular manner.

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Spanish Immersion Program (SIP) Topic:

Student Engagement & Classroom Environment Observations at Bear Branch, Pine Forest and Creekwood included thirteen classrooms and two libraries. Eight (K-8) teachers, one librarian and two campus principals contributed to the observations through anecdotal information. Consultants spent an average of ten to fifteen minutes in each elementary grade level section/classroom and between 20-45 minutes in each middle school Spanish classroom with additional information being collected through hallway observations of student work and behaviors. Glossary of Terms:

o Student engagement centers on the level of interaction, knowledge, and metacognition a student has regarding their learning and evidence of their learning.

o Classroom environment that is student-centered produces evidence of “whose” work is valued and meaningful. The work presented on the walls, inside and outside the classroom, provides insight as to the level of student thinking, quality and differentiation of instruction.

Gathered Observations: Student Engagement: o Student-to-student English language engagement was high (K-5) o Student-to-student Spanish language engagement was low and compliant (exception of

two classrooms) (K-5) o Student engagement in Spanish learning tasks was task oriented and compliant (K-8) o Most students demonstrated autonomy and independent learning skills (used English to

understand Spanish learning tasks) (K-5)

Classroom configurations: o Eight of ten classrooms (1-5) were configured with student desk as tables. (K-5) o In two of the ten classrooms, student desks were configured as a U shape. (K-5) o In one classroom, the kidney table was being utilized by the teacher for small group

instruction. (K-5) o Every classroom had evidence of work stations or student learning centers configured

around the room. (K-5) o Student mobility, in the younger grades (1-2), was not restricted. o In the upper grades (3-8), students were compliant and remained seating throughout the

observed time. Students were mainly seated in rows (6-8).

Classroom Environment: o Minimal to no authentic student work (K-8) o Teacher or commercially produced instructional materials (K-5) o Minimal Spanish work and reference information available (K-5)

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Observations adapted from the Schlechty Design Qualitites

for the Spanish Immersion Program Classroom and Learning Design Qualities developed by Dr. Phil Schlechty served as standards for student engagement and classroom environment. (L2=Spanish)

Design Quality Never (10%+)

Sometimes (50%+)

Always (90%+)

Content and Substance Work in L2 target language should engage all students and help them attain rich and profound knowledge.

Organization and Knowledge Information and knowledge in the L2 should be arranged in clear, accessible ways, and in ways that let students use the knowledge and information to address tasks that are important to them.

Product Focus L2 work that engages students almost always focuses on a product or performance of significance to them.

Clear and Compelling Standards Students prefer knowing exactly what is expected of them, and how those expectations relate to something they care about in the L2.

Protection from Adverse Consequences for Initial Failures Students should be able to try L2 tasks without fear of embarrassment, punishment, or implications that they’re inadequate.

Affirmation of the Significance of Performance Students are more highly motivated when their parents, teachers, fellow classmates, and other “significant others” make it known that the student’s L2 work is important (ex: portfolio assessment).

Affiliation L2 work should permit, encourage, and support opportunities for students to work interdependently with others.

Novelty and Variety Students should be continually exposed to new and different ways of doing things in L2.

Choice When students have some degree of control over what they are doing in the L2, they are more likely to feel committed to doing it.

Authenticity When students are given tasks that are meaningless, contrived, and inconsequential in the L2, they are less likely to take them seriously and be engaged by them. If the task carries real consequences, it’s likely that engagement will increase.

HISD provided student data (both individual and grade specific) from IStation (ISIP), STAAR, local benchmarks and Woodcock Muñoz for SIP students participating in the elementary program. Individual student data was reviewed and used to inform the larger interpretation of the dynamics of assessment and instruction. Preliminary patterns and trends with possible rationales for student performance were hypothesized. The collective data interpretations and rationales were extrapolated across grade levels not by campus. To expedite the review of data, the following brief facts were used to interpret the submitted data and provide a basis for thinking about student performance in a Spanish Immersion Program.

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Data Sources

1. IStation

IStation data classified students into three tier levels: Tier 1, Tier 2, and Tier 3.

• Tier 1 students are high functioning at or near their expected grade level and may need only intermittent interventions to sustain their academic growth.

• Tier 2 students function below their expected grade level and need continual reading intervention to accelerate achievement.

• Tier 3 students function at two or more levels below their expected grade level and need intensive intervention for their reading skills to grow.

2. Woodcock- Muñoz The Spanish form of the Woodcock-Muñoz Language Survey is a set of individually-administered tests that sample oral proficiency, reading, and writing in Spanish for native speakers. The Cognitive Academic Language Proficiency (CALP) score assigns a level of Spanish proficiency on a scale of 1 through 6, with 1 being “negligible proficiency” and 6 being “very advanced” proficiency, again comparing Spanish-learners with fluent Spanish peers of the same age or grade level. The resulting report expresses an examinee's cognitive-academic language proficiency (CALP) in terms of numbers, but also more transparently in an accompanying narrative which identifies levels of tasks that would be easy and difficult, and makes comparisons with other Spanish speakers by age and grade level.

3. STAAR STAAR performance standards relate levels of test performance to the expectations defined in the state-mandated curriculum standards known as the Texas Essential Knowledge and Skills (TEKS). Cut scores established by the agency distinguish between performance levels, or categories. The process of establishing cut scores that define performance levels for an assessment is standard setting. Standard setting is also used to classify students into an appropriate performance category.

4. HISD Benchmarks Locally developed benchmarks were reported for third, fourth and fifth grade in reading, math, writing composition, revising and editing. Students scores were reporting as met satisfactory and advanced.

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Student Performance by Grade Level

First Grade IStation data was provided both for English and Spanish assessment. Of 23 participating students, 8 of the 23 students were scoring on level 1 on the English assessment. The remaining 15 students were scoring at levels 2 and 3. The student performance on Spanish IStation mirrored the scoring distribution of the English ISIP assessment. Second Grade IStation data was provided for the English and Spanish assessment. Of 48 students, 21of the 48 students were scoring on level 1 on the English assessment. The remaining 27 students were scoring at levels 2 and 3. Of 41 students participating on the Spanish ISIP, 6 scored on a level 1 with 35 students scoring on levels 2 and 3. The Woodcock-Muñoz Language Survey was given to 25 second graders. Eight students scored a level 3 on the CALP (limited cognitive academic Spanish language proficiency) with 17 students scoring a 1 or 2 (very limited and negligible). Third Grade IStation data was provided for the English and Spanish assessment. Of 36 students, 18of the 36 students were scoring on level 1 on the English assessment. The remaining 17 students were scoring at levels 2 and 3. Of 40 students participating on the Spanish ISIP, 8 scored on a level 1 with 32 students scoring on levels 2 and 3. The Woodcock-Muñoz Language Survey was given to 18 third graders. Three students scored a level 3 on the CALP (limited cognitive academic Spanish language proficiency) with 15 students scoring a 1 or 2 (very limited and negligible). HISD Benchmarks scores in Reading and Math were reported. Eighteen third graders participated with all but one student scoring in the satisfactory range in reading while 13 students scored advanced in math and 10 students scored advanced in reading. Fourth Grade The Woodcock-Muñoz Language Survey was given to 21 fourth graders. One student scored a level 4 on the CALP (fluent cognitive academic Spanish language proficiency) with one student scoring a level 3 (limited cognitive academic Spanish language proficiency). Nineteen students scored a level 1 or 2 (very limited and negligible cognitive academic Spanish language proficiency). HISD Benchmarks scores were reported. Twenty fourth graders participated with 18 students scoring satisfactory and 11 students at advanced level in reading. In writing composition, 10 scored satisfactory with 5 students scoring advanced. For revising and editing, 16 students scored satisfactory and 5 were advanced. In mathematics, 17 students scored satisfactory with 12 at advanced level.

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Fifth Grade The Woodcock-Muñoz Language Survey was given to 19 fifth graders. All nineteen students scored a level 1 or 2 (very limited and negligible cognitive academic Spanish language proficiency).

ASSESSMENTS

IStation

Woodcock- Muñoz

HISD Benchmarks

1st Grade

English Spanish Math Rdg Writing Level

1 8/23 8/23

Level 2 & 3

15/23 15/23

2nd

Grade Level

1 21/48 6/47 Level

1& 2 17/25

Level 2 & 3

27/48 35/47 Level 3

8/25

3rd

Grade Level

1 18/36 8/40 Level

1& 2 15/18 Satis

. 17/18 18/18

Level 2 & 3

17/36 32/40 Level 3

3/18 Adv. 13/18 10/18

4th

Grade Level

1& 2 19/21 Satis 17/24 18/24 10/24

Level 3

1/21 Adv. 12/24 11/24 5/24

Level 4

1/21

5th

Grade Level

1& 2 19/19

Level 3

0/19

Level 4

0/19

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RECOMMENDATIONS

The recommendations for your consideration are embedded in the strands below. All recommendations are presented in a good faith effort to improve, inform, transform and customize program structures with the best interest of second language learners at the forefront. The recommendations are based on research and professional experience.

o Instruction o Develop district guidelines for effective, research-based instruction in the Spanish

Immersion classroom. o Incorporate world language expertise and ACTFL (American Council of Teachers

of Foreign Language) into instruction.

o Parent & Community Education o Incorporate parent voice in the collaborative administration of the program, i.e.

advisory board. o Create “ambassadors” to build community awareness and understanding for

Spanish Immersion.

o Curriculum & Instructional Resources o Ensure equity in the allocation of resources (English to Spanish). o Monitor to ensure equitable access to English and Spanish resources.

o Professional Learning

o Provide professional learning on the guidelines of effective instruction in the Spanish Immersion classroom.

o Ensure teachers are trained in second language acquisition pedagogy and instructional practices.

o Program Articulation & Communication o Establish program review timelines to ensure that the goals of the program are

being met and reviewed to meet the needs of the school and community. o Develop a profile of a successful SIP student (K-8). o Support vertical and horizontal alignment between elementary and secondary

program stakeholders. o Clarify goals of available Spanish courses at the middle school level and

restructure accordingly. o Develop Spanish courses that are designed for the Immersion student to ensure

properly sequenced language progression that yields higher proficiency and critical thinking appropriate for the middle school student.

o Student Engagement & Classroom Environment o Provide support for increasing academic rigor and learning in the Spanish

Immersion classroom. o Increase student learning expectations to match the increasing cognitive demands

of the TEKS and STAAR.

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References Howard, E. R., Lindholm-Leary, K. J., Sugarman, J., Christian, D., & Rogers, D. (2007).

Guiding principles for dual language education. Washington, DC: Center for Applied

Linguistics.

Schlechty, P. Classroom and Learning Design Qualities. Louisville, KY: Schlechty Center.

Retrieved from http://www.schlechtycenter.org/tools/free