January 10, 2012. ` Review of Dual Language Rationale for Language Programs Dual Language Test...
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BARRINGTON 220 Dual Language Programs Update January 10 , 2012
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Transcript of January 10, 2012. ` Review of Dual Language Rationale for Language Programs Dual Language Test...
BARRINGTON 220
Dual Language Programs Update
January 10 , 2012
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
`OVERVIEW
Review of Dual Language Rationale for Language Program Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
History of Spanish Dual Language & Chinese Immersion
2002 – 2003 The district researched the Dual Language model
2004 – 2005 Spanish DL was started with two Kindergarten classrooms at Lines School
2005 – present DL cohorts now exist at six elementary schools
and both middle school campuses
2010 – 2011 The Board approved the creation of a Chinese Immersion program supported by a grant
2011 – 2012 The Chinese Immersion program began with two Kindergarten and two first grade classrooms at Rose School
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Rationale for Dual Language/ Immersion Programs Research shows the Dual Language programs can
close the achievement gap for English Language Learners (ELL’s).
Dual Language programs satisfy the legal requirement of providing bilingual instruction for ELL’s.
Dual Language programs provide the opportunity for native English speaking students to become bilingual.
Students who participate in early language instruction have a greater opportunity to become proficient or fluent in their second language.
1 Dual Language
2Late-exitBilingual + ESL
3Early exit Bilingual + ESL
4Early exit Bilingual + Pullout ESL
5ESL taught through academic content
6ESL Pullout (language only)
Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading(Thomas & Collier, 1997,2009)
What Is Spanish Dual Language?
How Spanish Dual Language Works
Two-Way Immersi
on Model
90%
10%
Spanish Dual Language Model
Grade Spanish English
Kindergarten 90% 10%
1st 90% 10%
2nd 80% 20%
3rd 70% 30%
4th 60% 40%
5th 50% 50%
Dual Language Curriculum
Grade Level Spanish Content
90% All literacy in SpanishAll reading and writing taught in Spanish
English/ Spanish Content
K5hr/40min/day40min lunch/recessClass Minutes 300
90% All literacy in SpanishAll reading and writing taught in Spanish
Math, Science, Social Studies, Reading, Language Arts in Spanish
1st
6hr/40min/day40 min lunch/recess Class Minutes 295
90%SpanishLiteracy inNative Language 100 Minutes X Day500/wk
90% All literacy in SpanishAll reading and writing taught in Spanish
Science/Math350/wk70/day35 min/day Science: hands on act.; directions in Spanish; 35 min/day Math: calendar, number corner, directions, games in Spanish
2nd
6hr/40min/day40 min lunch/recess 295 Class Minutes
80%Spanish1 hr. per dayGuided reading, Readers Workshop, Writers Workshop, Word Work, Centers Spelling, read aloud
90% All literacy in SpanishAll reading and writing taught in Spanish
Science/Math/ 90 minutes of science per day90 minutes of math per dayMath: mini-lesson, centers, guided math groups (all in Spanish) Science: plants, weather, matter, community, and cultural activities (all in Spanish)
3rd
Class Minutes
295
* to be selected
70%Spanish1 hr. per dayGuided reading, Readers Workshop, Writers Workshop, Word Work, Centers Spelling, read aloud
90% All literacy in SpanishAll reading and writing taught in Spanish
Science/Math/SS Social Studies and Science--Alternate by unit for 60 minutes per day (example: If SS is in English, Science will be taught in Spanish.) Math – 60 min/day in Spanish; math mini-lesson, centers, guided math groups
DL Grade Level Benchmarks
Listen attentively by facing the speaker and making eye contact.
Listen attentively by facing the speaker, making eye contact, and paraphrasing what is said.
Listen attentively by facing the speaker, making eye contact, and paraphrasing what is said in complete sentences.
Listen attentively by summarizing and paraphrasing in complete sentences using what the speaker said.
Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in informal situations.
Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in formal situations.
Demonstrate understanding of listening through the use of probing questions and summarizing and paraphrasing in both formal and informal situations.
Ask and respond to questions.
Ask and respond to clarifying questions.
Ask and respond to clarifying questions from teachers and peers.
Ask and respond to clarifying questions from teachers and peers in a variety of group settings.
Ask and respond to clarifying questions from teachers and peers in a variety of group settings.
Ask and respond to clarifying questions from teachers and peers in a variety of group settings.
Follow oral instructions accurately.
Follow oral instructions accurately.
Follow oral instructions accurately.
Restate and carry out a variety of oral instructions.
Restate and carry out a variety of oral instructions.
Restate and carry out a variety of oral instructions.
Restate and carry out multi-step oral instructions.
3A Listen effectively in formal and informal situations in Spanish
Kinder 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade
Spanish Dual Language Count Kindergarten: 47 students
1st Grade: 44 students
2nd Grade: 44 students
3rd Grade: 38 students
4th Grade: 43 students
5th Grade: 38 students
6th Grade: 40 students
7th Grade: 39 students
Barrington Middle SchoolsDL Enrichment Program
Both Middle Schools follow similar structure
Station 7th – 8th grade students participate in same curriculum
Spanish for Heritage learners (SDL)
Prairie/Station 6th grade students participate in same curriculum
Spanish for Heritage learners (SDL) ½ year
Spanish Social Studies (SDL) Heritage learners (SDL)
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Spanish Dual Language ISAT Test Results:
Spring 2008-Spring2011
1 Dual Language
2Late-exitBilingual + ESL
3Early exit Bilingual + ESL
4Early exit Bilingual + Pullout ESL
5ESL taught through academic content
6ESL Pullout (language only)
Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading(Thomas & Collier, 1997,2009)
3rd Dual Language ISAT Spring 2011
Reading Math 180
190
200
210
220
230
240
250
State DL (Span)District3rd GradeDL (ENG)
4th Grade DL ISATSpring 2011
Reading Math190
200
210
220
230
240
250
260
StateDL (Span)District4th GradeDL (ENG)
5th Grade DL ISATSpring 2011
Reading Math190
200
210
220
230
240
250
260
StateDL (Span)District4th GradeDL (ENG)
6th Grade DL ISAT Scores Spring 2011
Reading Math210
220
230
240
250
260
270
280
290
State DL SPANDistrictBuildingDL ENG
1 Dual Language
2Late-exitBilingual + ESL
3Early exit Bilingual + ESL
4Early exit Bilingual + Pullout ESL
5ESL taught through academic content
6ESL Pullout (language only)
Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading(Thomas & Collier, 1997,2009)
Spanish Dual Language Growth over timeISAT Reading Grades 3rd-6th
2008 2009 2010 20110
50
100
150
200
250
300
StateDL SpanDistrictBldgDL ENG
Spanish Dual Language Growth over time ISAT Math Grades 3rd-6th
2008 2009 2010 20110
50
100
150
200
250
300
StateDL SpanDistrictBldgDL Eng
Dual Language Spanish Test
Results: Spring 2011
APRENDA 2011 Reading %
Kind
er
1st G
rade
2nd
Grade
3rd
Grade
4th
Grade
5th
Grade
6th
Grade
0
10
20
30
40
50
60
70
80
Group Reading %English RdgSpanish Rdg
Aprenda Stanine
Kind
er
1st G
rade
2nd
Grade
3rd
Grade
4th
Grade
5th
Grade
6th
Grade
0
1
2
3
4
5
6
7
8
Group Reading StanineEnglishSpanish
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Lessons Learned
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Current Status
GROVE AVE1st Grade
NORTH BARRINGTON2ndGrade
SUNNY HILL3rd Grade
LINES4th Grade
ROSLYN RDKindergarten
COUNTRYSIDE5th Grade
Spanish Dual Language2011-2012
Middle School Spanish Dual Language 2011- 2012
BMS-Prairie/BMS-Station6th Grade7th Grade
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Into the Future
Dual Language & Chinese Immersion Continue to offer programs in selected schools Gradually progress to a 3 – 3 model
(3 DL schools and 3 CI schools) Work with middle school leadership, parents and
community to develop/strengthen the middle school model for DL and CI
ROSLYN RD1st Grade
GROVE AVE2nd Grade2nd Grade
2ndGrade 2009-10
NORTH BARRINGTON 3rd Grade
SUNNY HILL4th Grade
ROSLYN RDKindergarten
Lines 5th Grade
Proposed Spanish Dual Language 2012 - 2013
Proposed Spanish Dual Language 2012 - 2013
BMS-Prairie/BMS-Station6th Grade 7th Grade8th Grade
OPTION B1: 3 Dual & 3 Immersion Transition Plan
School 10-11 11-12 12-13 13-14 14-15 15-16 16-17
Grove K – SDL 1st – SDL 2nd –SDL 3rd – SDL 4th – SDL 5th – SDLK – SDL
K – SDL1st – SDL
N.B. 1st – SDL 2nd– SDL 3rd – SDL 4th – SDL 5th –SDLK – CI
K – CI1st – CI
1st – CI2nd – CI
S. H. 2nd –SDL 3rd – SDL 4th – SDL 5th– SDL N.A. N.A. N.A.
Lines 3rd – SDL 4th – SDL 5th – SDL K – SDL K – SDL1st –SDL
1st – SDL2nd–SDL
2nd – SDL3rd – SDL
Country 4th – SDL 5th – SDL K- CI K – CI1st – CI
1st – CI2nd – CI
2nd – CI3rd – CI
3rd – CI4th – CI
RR 5th – SDL K – S DL K – SDL1st – SDL
1st – SDL2nd –SDL
2nd – SDL3rd – SDL
3rd – SDL4th – SDL
4th – SDL5th – SDL
Rose N.A. K – CI1st – CI
1st – CI2nd – CI
2nd – CI3rd – CI
3rd – CI4th – CI
4th – CI5th – CI
5th – CIK – CI
Hough N.A. N.A. N.A. N.A. N.A. N.A. N.A.
OPTION B1: 3 Dual & 3 Immersion
Spanish Dual Language:
Roslyn Road, Lines and
Grove
Chinese Immersion:
Rose,Countryside and North Barrington
OPTION B1: Full Implementation Map
Immersion
Dual Language
Option B1:
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps
Next Steps
Identify Spanish Dual Language and Chinese Immersion locations for 2012 – 2013 in February of 2012
Inform parents and community of program options
Distribute program applications with a deadline of March 16th 2012
Complete the selection process and inform families by May 12th 2012
Continue to develop DL and CI curricula including plans for middle school program
Establish a DL & CI Parent Advisory Group
`OVERVIEW
Review of Dual Language Rationale for Language Programs Dual Language Test Scores Current Status Into the Future: Lessons Learned Next Steps
Questions & Discussion
