Dual Language Immersion Master P lan Projected Opening: Fall 2017
Carpinteria Unified School District 1400 Linden Ave. Carpinteria, CA 93013 (805) 684-4511 www.cusd.net
Background Carpinteria Unified School District’s (CUSD) Dual Language Immersion Program Master Plan will provide direction in the implementation of Dual Language Immersion (DLI) Program. The Plan will lay the groundwork for the development of a K-12 pathway that affords students the opportunity to develop bilingual and biliteracy skills in Spanish and English. CUSD supports the preparation of students for full participation and success in a global society that is both multilingual and multicultural. The CUSD Dual Language Immersion program will nurture a vibrant K-5 learning community in which students from diverse backgrounds speak, read, and write in Spanish and English, while learning grade level content, and participate in multicultural studies and experiences as part of their education. The program’s goals for students are bilingualism and biliteracy, academic excellence, and cross-cultural understanding and development of prosocial skills. As with other District programs, actions taken through the implementation of this plan that have significant fiscal impact on the general fund, shall be considered by the Board of Education and the superintendent for further development and subsequent approval.
Acknowledgements Carpinteria Unified School District (CUSD) gratefully acknowledges the following individuals who contributed to this effort: Teachers: Melody Aguila, Sonia Aguila-Gonzalez, Brittany Deckard, Gabriela Reyes Parent: Leanne Patterson Canalino Elementary School Principal: Jamie Persoon Consultant: Dr. Carlos Pagan, Director, Literacy and Language Support, Santa Barbara County Education Office The Santa Barbara County Education Office was contracted by Carpinteria Unified School District to offer the Dual Language Immersion Writing Team technical assistance in the development of the Dual Language Immersion Master Plan, DLI program elements, and implementation timelines. The visionary leadership of the Governing Board of CUSD: Jaclyn Fabre, Maureen Claffey, Rogelio Delgado, Michelle Robertson, Andy Sheaffer
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Chapter 1
Table of Contents CUSD Mission & Vision Statements…………………………………………3
Chapter 2
Program History………………………………………….…………………...5
Chapter 3
Benefits of Dual Language Immersion Education……………………………8
Chapter 4
Program Elements of Successful Dual Language Immersion Programs…….10
Chapter 5
Research Findings…………………………………………………………....13
Chapter 6
K-12 Program Pathways……………………………………………………..17
Chapter 7
California State Seal of Biliteracy…………………………………………...21
Chapter 8
Program Policies, Marketing, and Parent Outreach………………………….23
Chapter 9
Professional Development Plan for DLI Teachers……………………….…..28
Chapter 10
Glossary of Terms……………………………………………………………30
Appendix A
Program Procedures………………….…………………………….…………33
Appendix B
Sample DLI Instructional Design Outline for K-5………………..………….37
Appendix C
Sample Daily Instruction K-5…………………………………….………….38
Appendix D
Brochures in Spanish & English ………………………………….…………41
Appendix E
Parent Information Night Advertisements …………………….…………….42
Appendix F
Parent Information Meetings PowerPoint……………………….…………...44
Appendix G
Invitation to Apply to the DLI program ……………………….…………….45
Appendix H
Parent Contract……………………………………………….………………46
Appendix I
Parents’ Questions about Dual Language Immersion ……….…….………...47
Appendix J
Dual Language Immersion Education: The Basics from cal.org……..………56
Appendix K
Guiding Principles of Dual Language Programs …………………….………60
Appendix L
CA State Seal of Biliteracy Resolution……………………………….………63
Appendix M
CUSD DLI Master Plan Board Action …………………………….……...….64
Appendix N
Curriculum Maps for the DLI Program……………………………………….65
Appendices
Selected Bibliography…………………………………….…………………………………….66
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Chapter 1: Introduction, Vision, and Mission Statements In July 2014, the California State Board of Education adopted the new California English Language Arts/Literacy and English Language Development Framework (ELA/ELD Framework). Chapter 11 states that educators must “ensure that all students can communicate and collaborate in a global society that values multiple perspectives, languages, and worldviews. California’s students are growing up in a global society where multilingualism is highly valued and where the ability and disposition to effectively collaborate across cultures is essential for success.” (CA ELA/ELD Framework, Chapter 11) Additionally, the CA State Superintendent of Public Instruction, along with the CA State Board of Education, recently recognized biliteracy as a precious state resource and one that should be encouraged and nurtured. The CA State Seal of Biliteracy was created in 2012 to recognize “high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.” As superintendent Torlakson has emphasized. “Fluency in a second language helps students be well-prepared to compete in a global marketplace. The gold seal on their high school diploma recognizes and celebrates a second language as an asset not just for themselves, but for our state, nation, and world.” Carpinteria Unified School District (CUSD) is committed to preparing our students to be successful citizens as they attend high school and pursue post-secondary education and career opportunities. We also believe that every student has value and potential and that all students should be given the best education possible. We believe, and research supports that Dual Language Immersion (DLI) programs are consistent with our beliefs and will help us achieve our vision for Carpinteria Unified School District students. We believe that the Dual Language Immersion program in Carpinteria Unified School District will: •
Promote high academic achievement of all students and close the achievement gap.
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Achieve true bilingualism and biliteracy for participating students.
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Increase culturally responsive teaching throughout the school.
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Foster and promote cultural diversity and respect among students and their families.
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Promote a sense of unity throughout our community.
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District Mission Statement The Carpinteria Unified School District, in partnership with the community and parents, believes that all students can learn and are capable of being successful in our diverse society. We are committed to providing a quality educational program in a caring, positive environment that promotes self-esteem and mutual respect. This will provide our students the necessary skills to be responsible citizens, to lead to happy, productive lives and to meet the exciting challenges of the 21st century.
School Vision Statement We envision a safe, beautiful, state of the art school in which teachers, parents, and students collaborate through hands-on, relevant, applied, and thematic learning in order to nurture students who are: •
Passionate, enthusiastic, and connected learners
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Healthy, confident and prepared to achieve their full academic potential
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Literate in current technology
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Connected to the natural world and committed to environmental stewardship
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Competent problem-solvers who are respected, caring and empathetic
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Dedicated to service in the community
School Mission Statement Canalino Elementary School, the host school, provides our students with a motivating and thoughtprovoking educational program that meets the needs of the whole child. We encourage all students to reach their highest potential as confident, respectful, problem-solving life-long learners. We achieve this through strong and unique connections between school, home and community.
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Chapter 2: Program History Carpinteria Unified School District offered English as a Second Language (ESL) and late-exit bilingual programs that were common in California in the 1970’s through the mid 90’s. According to interviews with former teachers in the program, who worked with the K-2 bilingual education in the early 1970’s, principals selected bilingual teachers to teach bilingual education. At the time the district was experiencing a rise in the number of Spanish speaking students; according to a former teacher during that time, “the SB County Education office was designating ways to increase avenues to reach literacy for the Latinos in their maternal language.” She said that “there was competition for these classes, almost like a Gifted and Talented Education (GATE) program; however, students with special needs were not admitted.” The teachers developed a test that the non-English students would take in order to be a part of the bilingual program. “What made this program really work was the teachers’ ownership in the program, through the summer professional development and assessment design.” Soon after the district started with the teachers planning curriculum, there was a flood of publishers who published bilingual materials. “We had everything in Spanish.” At this time, there was money for bilingual education. Politics intervened that changed everything. Proposition 227, also called “The English Language in Public Schools Statute”, was ballot approved in 1998, and in California, that changed the way that “Limited English Proficient” (LEP) students were taught. Proposition 227 required California schools to provide LEP students a structured English immersion program throughout the day, which eliminated the bilingual classes. Districts began hiring teachers who may not have had the background or certification in teaching students who were not native English speakers. Given the political atmosphere, along with legal changes in education in the late 1990’s, CUSD and many other districts discontinued transitional bilingual programs. CUSD currently offers Structured English Immersion for all students. With a steady increase of students who speak English as a second language, approaching a majority of the district’s elementary students, staff and parents at Canalino began investigating various educational structures that may benefit English Learners, and address the persistent achievement gap between English Learners and English Only students. In the spring of 2015, current Principal Jamie Persoon held the first informal parent interest meeting to discuss the possibility of implementing a Dual Language Immersion program at CUSD. The group of parents, along with teachers and administrators, agreed to take action to implement a DLI program in the fall of 2016. As part of this process, a group of teachers and Principal Jamie Persoon attended a national Dual Language Immersion conference offered by the Association of Two-way Dual Language Education (ATDLE) in June 2015. Following the successful community dual language interest sessions, in September 2015, Principal Persoon, under the direction of Superintendent Micheline Miglis, formed a Dual Language Immersion Writing Team to create this Master Plan/Plan Maestro, for Governing Board review in February 2016. Members of the team began writing the Master Plan in consultation with Dr. Carlos Pagán, Director, Literacy and Language Support, Santa Barbara County Education Office. This trajectory has led to the development of this Master Plan, which will ensure that program implementation is carefully aligned with CUSD's vision, mission, Local Control Accountability Plan (LCAP) goals, and that is consistent with the Guiding Principles for Dual Language Education recommended by the Center for Applied Linguistics. (2007) The Plan closely follows California 5
Department of Education recommendations, school district goals and policies, federal and state laws as well as current language acquisition research, pedagogy and practice. This document is intended to be a living document and will serve as the framework for the district’s Dual Language Immersion program to guide the program implementation. New policies, research and data will be incorporated into this framework as the program develops into the secondary level.
Rationale Carpinteria Unified School District (CUSD) is engaged in the implementation of the Dual Language Immersion program in an effort to improve student performance for both English learners and native English speakers in the district. Within the last few years, a significant achievement gap has been identified between CUSD students and the overall average student population of the State of California, specifically in the area of English Language Arts (ELA). Several factors contribute to this disparity, including CUSD’s historically high number of English learners and the low socioeconomic status (SES) of a majority of CUSD families. Currently, in the 2015-16 school year, about 55% of the District’s students are designated as English learners and approximately 75% of the student population receives free or reduced lunch. As a response to this demographic profile and achievement gaps, CUSD seeks to institute the best possible academic programs while simultaneously engaging the cultural and linguistic capital of the community’s students and families. Dual Language Immersion programs are uniquely designed to build upon students’ prior knowledge of language, promote a sense of belonging and pride in one’s home culture, and raise awareness of the multiple cognitive and life-long benefits of enhanced language acquisition and proficiency of communication. Table 1 English Language Proficiency Rates 2014-2015
English Language Learners (57.1%) English Only (30.8%) Reclassified Fluent English Proficient (6.0%) Initial Fluent English Proficient (6.1%)
Table 2 6
Free and Reduced Lunch Rates 2014-2015 Low-income students are identified by free and reduced lunch eligibility
Free/ Reduced Lunch (69%) Full Pay (31%)
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Chapter 3: Benefits of Dual Language Immersion Education The Dual Language Immersion program has been designed to maximize the benefits of second language learning for student participants based on the premise that the earlier a child is introduced to a language, the greater the likelihood that the child will become truly proficient. The program design is evidence-based. A significant body of research has established many benefits for learning a second language. These benefits are cognitive, academic, economic and social in nature. Additionally, learning other languages encourages students to participate actively in an increasingly interdependent world. Studies on Second Language Learning provide the following evidence: •
The “additive bilingual” immersion setting allows all students to learn two languages simultaneously without losing one language to learn another (Howard, Sugarman, Perdomo and Adder, 2005)
•
Second-language learning enhances comprehension in the native language. Second language learners apply these reading and language analysis skills to their native language (Thomas and Collier, 2002)
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The mental discipline of learning a second-language system increases intellectual flexibility and translates into higher achievement in all subject areas. The longer the exposure to the second language, the more significant the cognitive advantages to the student (Genesee and Lindholm-Leary, 2009)
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Knowledge of more than one language enables people to communicate in a variety of cultures and settings. A heightened level of multicultural awareness and communication skills foster intergroup contact and appreciation (Cummins, 1986; Ager 2005)
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Second language course content naturally explores social studies, math, science and the arts, facilitating interdisciplinary perspectives and cross-cultural understanding (ACTFL 2006)
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Proficiency in other languages enables learners to gain direct access to additional sources of knowledge, as well as understanding about the similarities and differences between the structures of the languages they know (ACTFL 2006)
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Immersion helps close the achievement gap between English Learners and their English only counterparts. Research shows that English Learners have a higher rate of success in Immersion Education versus English mainstream. This is because students have maximum access to the curriculum and the opportunity to develop literacy and academic skills in both their native language and English in an instructional setting that values both languages and cultures (Genesee and Lindholm-Leary, 2009)
•
Students studying two languages have a more positive self-concept and are more likely to remain in school and attend college than English learners in mainstream English classes (Thomas and Collier, 2002) Benefits for Native Spanish speakers: DLI program is the best possible education for all students, in particular for native Spanish speaking students. Please refer to California Department of Education 8
ELA/ELD Framework, peer reviewed research, and/or reputable groups such as the Center for Applied Linguistics (CAL) and the Center for Advanced Research on Language Acquisition (CARLA), the American Speech-Language-Hearing Association (ASHA) as well as the National Clearinghouse for English Language Acquisition and Language Instruction Education (www.ncela.us/). Research and practice show that EL students in a DLI program do not reach a plateau in their literacy like they do in traditional English programs. English Language (EL) students in DLI programs easily grow past this phase thanks to their strong native language literacy. A review of research on bilingual education, Lindholm-Leary and Borsato reported that the most successful outcomes in English achievement, as measured by norm-referenced standardized tests, occurred among students who received primary language instructional support over a longer period of time; that is, the longer the English Language Learners (ELLs) had participated in bilingual education instruction, the more positive were the results in English when compared to matched groups who were in English mainstream programs. The research on Dual Language Immersion (DLI) programs in the United States demonstrates that native speakers of other languages can indeed attain grade level proficiencies in both language and in turn, close the performance gap between themselves and their English-speaking counterparts. Research also indicates that English Learners have a higher rate of success in DLI education versus English-only Mainstream programs because students have maximum access to the curriculum.
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Chapter 4: Program Elements of Successful Dual Language Immersion Programs The Carpinteria Unified School District (CUSD) Dual Language Immersion program is a program of choice that serves both English and Spanish learners. This program is open to students of different backgrounds and abilities from the CUSD school community. CUSD adheres to the following program principles as they work to develop a program of excellence that ensures bilingualism, biliteracy, high academic achievement, and the development of multicultural understandings between students: • Students start second language learning at the primary level through an “early” immersion process • A K-12 DLI Program sequence that continues through the middle school and high school level • Students continue to study advanced coursework at the high school level • Teachers provide instruction based on additive bilingualism and language separation • Staff works to create a positive and respectful climate for second language learning while promoting the “target language” and its speakers • Each school fosters home/school collaboration • The District has a plan to attract and retain high quality program personnel that are able to deliver the academic and linguistic program
Dual Language Guiding Principles – Center for Applied Linguistics CUSD values diversity, cultivates respect, and thrives on collaboration among students, staff, parents and the broader community. As such, the District’s DLI program facilitates ongoing communication and collaboration and encourages the involvement and support of all stakeholders. The following principles guide the development of Dual Language Immersion programs throughout the United States. The success of the CUSD DLI program will be based on the careful implementation of each of the following areas:
1. Program Design The program plan includes a written statement of philosophy, goals, and standards appropriate to the needs and abilities of second-language learners and is consistent with federal, state, and District requirements. Clear structures, policies, and processes are aligned with program vision, mission, and goals. These are based upon a solid philosophical and empirical foundation.
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2. Standards, Assessment, and Accountability The program systematically collects and analyzes data to ensure compliance, assess program outcomes and measure students’ academic achievement, second language proficiency, and multicultural understanding. These data are communicated to all stakeholders and used for program planning and improvement.
3. Curriculum and Instruction The program has a K-12 plan and process for the selection, development and implementation of standards-based, articulated curriculum and student-centered instruction, which is based on general education, bilingual education, and second-language acquisition research. Curriculum and instruction promote academic achievement and cultivate the development of bilingual, biliterate, and multicultural competencies for all students.
4. Staffing and Professional Development High quality and appropriately credentialed staff members are recruited, trained, assigned, and assisted to ensure the effectiveness and appeal of the program. Teaching staff will have both the grade-level knowledge and the language capabilities to teach both content and language at their grade level.
5. Leadership, Support and Resources The program cultivates knowledgeable and effective leaders, enables stakeholders to provide support and advocacy, and maintains structures and processes for decision-making and communication. Human, technological, and financial resources are allocated equitably and effectively.
6. Families and Community Involvement Parents, staff, students and community members are actively engaged in developing, implementing, and evaluating programs (refer to Chapter 9).
Carpinteria Unified School District Program Articulation K-12 The Dual Language Immersion Program shall be aligned to state and national standards, including the World Language Standards, as established by the American Council on the Teaching of Foreign Languages (ACTFL). Spanish language instruction at the elementary school level is integrated into the national Common Core Content Standards. By using the same proficiency guidelines and scale at all levels of instruction, the program is articulated naturally into Biliteracy Pathway at the secondary level for students from these programs. This pathway builds on students’ progress at each stage of their education and ensures proper placement in language courses when transitioning from elementary to middle school and from middle school to high school. Students are placed in language courses based upon their demonstrated level of proficiency. 11
The California World Language Standards and the ACTFL Foreign Language standards focus on the five areas of learning languages: •
Communication: gain proficiency to communicate in languages other than English
•
Cultures: gain knowledge and understanding of other cultures
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Connections/Content: connect with other disciplines and acquire information
•
Comparisons/ Structures: develop insight into the nature of language and culture starting in early elementary (if continuously enrolled) that can lead to intermediate, pre-advanced, or advanced levels of proficiency by the end of high school. In contrast if a new language is started in high school, students will only typically reach elementary proficiency
•
Communities and Settings: engage and participate in multilingual communities at home and around the world
Program Sequence for DLI Programs in CUSD The combination of an early start and an uninterrupted and extended sequence allows Dual Language Immersion students to reach much higher levels of proficiency (Hyltenstam,1992; Lindholm-Leary, 2009). Starting early and studying in a second language prepares students to become highly proficient by the end of high school. The DLI accepts students into the program at Kindergarten (K) and through the first semester of 1 grade if they are Native English-speaking (NES) to give students ample opportunity to study the second language within their K-12 experience. Native Spanish-speaking (NSS) students who are identified on the Home Language Survey and language assessments upon entry to the program are also accepted at K-1 Grade. New Native Spanish Speakers (NSS) who pass the school’s required language assessments and have developing levels of English proficiency may enter at a later grade based on informal multifaceted assessments developed by the school. st
st
The overarching goal of the K-12 DLI program is communication. A communication-based instructional model for second language study outlines the various stages of language learning and focuses on the Communication Standard of the World Language Standards. As students progress up the grade levels, they master the literacy and communication skills to become bilingual and biliterate and reach the levels that may allow them to function in a Spanish-speaking country. DLI program students enter high school with a command of both vocabulary (listening and speaking) and literacy (reading and writing) that allows DLI program students to enter a grammar- based instructional model. Their placement into World Language classes allows them to fine- tune their reading and writing skills, prepare students to pass the Advanced Placement (AP) tests and receive college credit for their years of study.
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Chapter 5: Research Findings A Dual Language Immersion (DLI) program is designed to maximize the benefits of second language learning for student participants, based on the premise that the earlier a child is introduced to a language, the greater the likelihood that the child will become truly proficient. Learning other languages encourages students to participate actively in an increasingly interdependent world. Second language study also prepares students for full participation in an international job market. California schools are facing rapidly changing demographics and working not to squander the linguistic capital that families and students possess. Students who participate in DLI programs will be able to develop skills throughout their K-12 experience that will serve them well in the local, western region and Latin American countries. There are four different Dual Language program designs that are additive bilingual programs: (1) Heritage Language, (2) Developmental, (3) Dual Language Immersion and (4) One-Way Immersion Programs. Carpinteria Unified School District will adhere to the principles of the DLI program to offer both English-speaking and Spanish-speaking students the opportunity to develop high levels of literacy in two languages in their K-5 development.
Research Review The first DLI programs, also known as Dual Language Immersion (DLI), in the U.S. began in the 1960s and were based on well-researched French-English immersion models in Canada and successful Bilingual Maintenance Programs in the Southwest. Since the mid-1980s, the number of DLI/DL Programs in the United States has grown to over 850 programs. As of 2014, there are 276 in the State of California, 8-10 new programs opening steadily per year since 2010. More than 95% of these programs throughout the United States offer Spanish as the target language. In order for a program to be a Dual Language Immersion program, the program must possess the following critical features: 1. The program involves instruction through two languages where the target (Spanish in this case) language is used for a significant portion of the students’ instructional day (from 50% to 90%) 2. The program involves periods of instruction during which only one language is used i.e., no translation or language mixing by classroom teachers 3. Approximately equal numbers of Native Spanish Speakers (NSS) and Native English Speakers (NES) are enrolled. 4. The students are integrated for most or all instruction
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Research Findings The leading researcher in DLI education is Dr. Kathryn Lindholm-Leary, Professor Emeritus, from San José State University in California who studied the longitudinal development of the first DLI programs (DLI) in California and has the largest research base on the development of DLI programs (DLI) dating back to the mid-70s. Dr. Lindholm-Leary conducted numerous cohort analyses as the programs developed into the secondary level. She documented these findings in her book, Dual Language Education: Bilingualism & Bilingual Education, in 2001 and it continues to serve as the seminal research base for Two-Way Dual & Dual Language Immersion education in the United States. Dr. Virginia Collier and Dr. Wayne Thomas also conducted research analysis of programs in Maryland, Texas, Washington DC, and other states. Their work is responsible for informing the field about the effectiveness of different program designs on the development of both the target language (i.e., Spanish, Chinese, Korean, Russian) and English language proficiencies of the students over their K-12 schooling experiences. The most pertinent research for CUSD focuses on three areas: (A) Oral language proficiency levels of both Native Spanish Speakers (NSS) and Native English Speakers (NES) (B) Variances between 50/50 and 90/10 DLI program models (C) Academic achievement levels for both groups of students
A. Oral Language Proficiency Levels of NSS and NES Students The national research trends indicate that all English Speakers (referred to as Native English Speakers or NES in the studies) entering a DLI program as a kindergartener fluent in English continued to be fluent in English. There is no evidence in the research that participation of an NES in a DLI program caused delay or interference in oral English proficiency. By the end of 1st grade, 100% of the NES students continued to test orally fluent in English. Furthermore, Spanish Speakers (referred to as Native Spanish Speakers or NSS) also developed strong English oral skills. Not only were NSS rated fluent by 3rd grade, but also showed no significant differences in oral English proficiency when compared to NSS students in English-only programs. In Spanish, the research found a significant variance in the oral language abilities of students who had been in 90/10 DLI programs and those who were in 50/50 DLI programs. In 50/50 DLI first grade program classes, 88% of NSS students tested orally fluent in Spanish. In second grade and above, 100% of the NSS students tested orally fluent in Spanish but only 20% of NES students rated orally fluent in Spanish. By grades 4 and 5, 50% of the NES students rated orally fluent in both languages. By sixth grade, almost 70% of NES students gained Spanish fluency. In 90/10 model programs, students develop higher levels of bilingual proficiency than students in 50/50 model programs (Lindholm-Leary 2001).
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B. Variances in the 50/50 and 90/10 Models The primary distinction between a 50/50 DLI program model and a 90/10 DLI program model is the amount of time allocated to each language at each grade level. The first number refers to the percentage of time spent in the target language in transitional kindergarten/kindergarten and the second number to the percentage of time in English. In the 90/10 model, the amount of Englishlanguage instruction increases as the student progresses through the grades, with the ratio reaching 50/50 generally by 4th grade and extending through 6 grade. In the United States more than 70% of DLI programs implement a 90/10 model. th
The findings of these studies show that both DLI models, 90/10 and 50/50, promote proficiency and achievement in both languages, although not necessarily at the same time or to the same levels. Both are viable models for second language study. All 90/10 DLI program models engage in a sequential literacy development while 50/50 programs engage in a simultaneous literacy effort. The primary difference in these programmatic variances is the development and literacy level of students in the second language. The 90/10 programs produce stronger proficiencies in the target language by the intermediate grades than do 50/50 programs. (Dr. Kathyrn Lindholm-Leary & Dr. Elizabeth R. Howard (CAL) “Language Development & Academic Achievement in Dual Language Immersion Programs”)
C. Academic Achievement Thomas and Collier (1997, 2002) analyzed 700,000 student records from five school districts to track the long term educational benefit of NSS during their K-12 academic experience and found that when programs are implemented well, there is a significant program effect that is apparent by late high school. The researchers also found the length of time in the program is crucial: 4-7 years minimum studying in both languages allowed students to close the gap between their test scores and those of their English-speaking peers. They also found that in the long-term data, fewer high school dropouts came from these programs. This is especially significant for English Learners whose graduation rate in the nation in regular English-only language programs is about 50% lower than that of white middle class students. These studies indicate that in DLI programs, NSS students tend to outperform English Learners in other programs as measured by their scores on Spanish achievement and English oral proficiency measures. English-speakers in DLI programs also tend to score higher on English achievement tests than their English Only (EO) peers in regular monolingual programs. (English Learners Long Term K-12 Achievement on Standardized Tests in English Reading Compared Across Seven Program Models, Thomas *& Collier, 2000)
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Table 3 English Learners Long Term K-12 Achievement on Standardized Tests in English Reading Compared Across Seven Program Models (Thomas & Collier, 2000).
This chart represents a study conducted by Thomas and Collier comparing the effectiveness of programs for English learners. It shows that two way bilingual immersion programs and late exit bilingual programs with content English as a Second Language (ESL) were the only programs where ELs reached the 50% in English reading and maintained it through 12th grade. (Thomas & Collier, 2000).
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Chapter 6: K-12 Program Pathways The Dual Language Immersion Program in Carpinteria Unified School District will begin in Kindergarten and First Grade. As the program progresses, our district leaders will continue to develop this program through the secondary level. The projected pathway for elementary, middle, and high school is as follows: Table 4 K-12 DLI Program Pathway Elementary School Program
Middle School Program
High School Program
DLI Program at Canalino Elementary School
Carpinteria Middle School
Carpinteria High School
K – 90% in Sp; 10% in Academic English Language Development (AELD) st
1 – 80% in Sp; 20% in AELD 2nd – 70% in Sp; 30% in AELD 3rd – 60% in Sp; 40% in ELA 4th – 50% in Sp; 50% in ELA 5th – 50% in Sp; 50% in ELA Cross Cultural Development at all Grade Levels
Recognition: First Pathway to Biliteracy Award at the end of 5th Grade
Two to three courses in the TwoWay Dual Core Program 6th Grade – Spanish LA, Spanish Social Studies, English LA, English Math, English Science, English PE, Spanish or English Elective (Tech) 7th Grade – Spanish LA, Spanish Social Studies, English LA, English Math, English Science, English PE, Spanish or English Elective (Tech) 8th Grade - Spanish LA, Spanish Social Studies, English LA, English Math, English Science, English PE, Spanish or English Elective (Tech) Recognition: Certificate of Biliteracy Award at the end of 8th Grade
9th Grade – Spanish 4 or Advanced Placement Spanish (test at the end of 9th Grade) 10th Grade– Advanced Placement Spanish or Advanced Placement Spanish Literature or a 3rd Language Option 11th & 12th Grade – 3rd Language Option and/or other program offerings, such as Spanish for Special Purposes (see glossary), cross-age tutoring, internships, program abroad, independent studies for career preparation, etc.
Recognition: Seal of Biliteracy on the High School Diploma; college credit for coursework in the DLI strand
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Elementary Program: 90/10 Model Carpinteria Unified School District will develop a strand of a 90/10 Dual Language Immersion model in Kindergarten and an 80/20 model in 1 Grade at Canalino Elementary School. The primary teacher teaching the Spanish portion of the day, while exchanging classes for the English portion, will be Spanish language experts and fully credentialed. The language breakdown at each grade level is as follows: st
Table 5 Percentages of Time for the 90/10 Model
90 80 70 60 50 40 30 20 10 0
Spanish English
K
Ist
2nd 3rd
4th
5th
The DLI program will be launched with two kindergarten classrooms and two 1 grade classrooms in August 2016. Each grade will add two DLI classrooms in the years following until there are two DLI program classrooms at each grade level. st
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Table 6 Grade Level Development
2016 2017 2018 2019 2020 K
2
2
2
2
2
1st
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2nd 3rd 4th 5th
2
“2” indicates the number of classrooms per grade level and their corresponding start dates. A daily schedule for the K-12 program will be further developed as the program progresses into the intermediate grade levels. Program planners will work to standardize the implementation of the DLI program in participating classrooms at Canalino Elementary School by supporting planning opportunities for key DLI teachers/administrators. Schedules will be reviewed annually and modified to incorporate new program requirements. DLI students will fully participate in the bilingual/biliterate program effort in addition to participating in the full school programs such as music, physical education and art. The DLI program schedule will be adjusted to include these enrichment activities during the English portion of the day. Using an integrated model, both groups of students will be kept together for the Academic English Language Development (AELD) time of the day. The K-2 teachers will exchange classes for AELD time with their grade level partners. This exchange will allow the teachers to clearly separate the language times for the students. It is strongly recommended that the scheduling of the enrichment activities take note of the percentages of language breakdown for each DLI class at the school. It is also highly recommended that the schools not schedule more than one enrichment activity a day in order to reduce the impact of English in the DLI classroom.
Carpinteria Middle School and High School Program The DLI program will be launched with two kindergarten classrooms in August of 2017 and each grade level will add two more classroom every year thereafter, until the program is fully implemented throughout a strand of the elementary school in the year 2023. Secondary and high school articulation will begin no later than when the program reaches 3rd grade in 2021.
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Table 7 Recommended DLI K-12 Pathway
*Second Language Teaching & Research Center (L2TReC), University of Utah
By the end of 9th grade, it is expected that students from the DLI program will have demonstrated a sufficient level of proficiency to function in a Spanish-speaking country and benefit from a variety of advanced language courses and multicultural experiences. By their sophomore year of high school, DLI program students will most likely complete the available course offerings and will seek other opportunities to develop higher levels of proficiency. There will be a need for additional courses and learning experiences. To ensure that secondary students can continue along a language proficiency pathway, they need an enhanced program of study that may include: •
Spanish for Special Purposes
•
Internships and additional service learning opportunities in Spanish
•
Cultural exchanges
•
Study of a third language
•
Spanish for Special Purposes courses (i.e. interpretation courses, medical and legal)
•
Other multilingual education pathways at the local high schools, for example: International Baccalaureate Programs
20
Chapter 7: California State Seal of Biliteracy The California State Seal of Biliteracy is an award in recognition of a student who has attained a high level of proficiency in speaking, reading, and writing in English and one or more other languages by high school graduation. The State Seal of Biliteracy may take the form of a gold seal or notation that appears on the transcript or diploma of the graduating senior. The State Seal of Biliteracy has its origins here in California. It was signed into law in October 2011 and per Assembly Bill 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012. Carpinteria Unified School District is committed to preparing students to be successful community, national, and world citizens. A critical factor in realizing this goal is that students develop proficiency in English and other languages, namely Spanish, in order to be competent and competitive in the global economy. Yet, few students pursue levels of proficiency that allow them to meet state and national needs. Furthermore, the bilingual skills of students for whom English is not a dominant language represent a tremendous potential resource to the state of California. Such students have been given little recognition or support for becoming bilingual and biliterate i.e., able to read and write in their home language and English. In addition to career advantages, studies show numerous cognitive benefits for students learning more than one language, including enhanced working memory, attention control, cognitive flexibility, and creative thinking. All of these attributes will be valuable in the future of this generation of students and beyond. The criteria established by the State of California to grant the CA Seal of Biliteracy is as follows:
Eligibility Criteria for a Student Whose Primary Language is English Each of these three academic requirements shall be fulfilled. 1. Students must have completed all English Language Arts requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes. 2. Students must have passed the CAASPP (California Assessment of Student Performance and
Progress) in ELA administered in grade 11 at the proficient level or above. 3. Students must demonstrate proficiency in one or more languages other than English
The criteria for proficiency in a language other than English is one of the following: •
Pass a Foreign Language Advanced Placement (AP) examination with a score of 3 or higher
•
Pass an International Baccalaureate examination with a score of 4 or higher
•
Successfully complete a four year high school course of study in a foreign language and attain an overall grade point average of 3.0 or above
•
Passing the Scholastic Assessment Test (SAT) II foreign language examination with a score of 600 or higher 21
Eligibility Criteria for a Student Whose Primary Language is not English If the primary language of a student in grades nine to twelve, inclusive, is other than English, the student shall also meet the following two academic requirements: 1. Achieve Early Advanced proficiency level on California English Language Development Test (CELDT) 2. Meet the requirements above as stated in 1, 2, 3, and under “Eligibility Criteria Whose Primary Language is English”.
22
Chapter 8: Program Policies, Marketing and Parent Outreach Carpinteria Unified School District is establishing a system for marketing and parent outreach. In addition, it is developing a process for student recruitment, application, and enrollment into the Dual Language Immersion program. This process is described in the Dual Language Program Procedures, which are included in this plan as Appendix A. The program procedures may be amended as district and state policies change but the basis of these programmatic guidelines remains intact. The DLI program will have ongoing outreach, education and recruitment programs in the community, including the distribution of flyers and presentations at preschools, District elementary schools and local community organizations. An application to the Dual Language Immersion program (DLI) will be included in kindergarten registration packets. The program will expand and improve its communications with both the Spanish-speaking and English–speaking families in the CUSD community at large, including key information about the documented success of DLI education for all students. The CUSD DLI Task Force is identifying outreach, recruitment and marketing opportunities and seeks to educate District residents about the new DLI program at Canalino Elementary School beginning in the 2017-2018school year. The Task Force is in the process of identifying strategies to ensure that DLI students will have access to the Advanced Placement coursework in high school. The DLI Task Force makes advanced placement of DLI students upon reaching high school a top priority in its recommendations to the Superintendent and Board of Directors.
Sharing News and Information It is the desire of the District that information about the DLI program be widely distributed. DLI participants and their families will regularly receive information, ideas, and perspectives from program leaders at the school site and District level. CUSD will provide a number of events to keep families informed of classroom activities and student progress including Back to School Night, Parent-Teacher Conferences, Program Information Nights, and Site Tours. There will also be orientation meeting held by administrators, teachers, and parent leaders several times a year offering new families information and advice about the DLI’s program opportunities and challenges. Regular communication will include school and teacher newsletters, postings on CUSD’s website, email communication, and phone calls.
Encouraging Active Involvement The active engagement of DLI program families is especially critical to the success of the Dual Language Immersion program. The DLI program encourages parents, guardians and/or other family members to help their children be successful in school. Families can directly and indirectly contribute their time and talents to the school in many ways including: (1) assisting with homework, (2) volunteering at school, (3) accepting leadership positions, such as Parents for Canalino (PFC), Comité de Padres Latinoamericanos (COPLA) and School Site Council (SSC) and (4) participating in fundraising activities. Parents can also support the DLI program by serving on committees, serving as Room Parents, planning special cultural events, translating materials, chaperoning field trips and volunteering for specific classroom activities. There are many opportunities for families from diverse linguistic and cultural backgrounds to participate in the ongoing administration and development of the DLI program at Canalino Elementary School. 23
It is the expectation of the District that hands-on involvement by families will facilitate communication and provide a better understanding of the DLI program’s development. In addition, by participating in Parent Education evenings and similar language development discussions, families will develop a clearer understanding on how to better assist in their child's linguistic and academic development while gaining a greater appreciation for the development of their child’s worldview.
Inviting Input and Ideas There are structures and processes for stakeholders to become involved in the development and implementation of the DLI program initiatives in cooperation with other parents, teachers and staff. Students and families are encouraged and invited to share their questions, concerns and successes about the DLI program by contacting their child’s teacher, school counselor, principal or District administrators. Program leaders may use surveys or meetings to collect input and feedback from students, parents and staff. This data may be used for decision-making concerning continued improvements to the DLI program.
Showcasing Accomplishments There are structures and processes for stakeholders to become involved in the development and implementation of the DLI program initiatives in cooperation with other parents, teachers and staff. Students and families are encouraged and invited to share their questions, concerns and successes about the DLI program by contacting their child’s teacher, school counselor, principal or District administrators. Program leaders may use surveys or meetings to collect input and feedback from students, parents and staff. This data may be used for decision-making concerning continued improvements to the DLI program.
Informing the Community There are structures and processes for stakeholders to become involved in the development and implementation of the DLI program initiatives in cooperation with other parents, teachers and staff. Students and families are encouraged and invited to share their questions, concerns and successes about the DLI program by contacting their child’s teacher, school counselor, principal or District administrators. Program leaders may use surveys or meetings to collect input and feedback from students, parents and staff. This data may be used for decision-making concerning continued improvements to the DLI program.
24
Some of these DLI community- wide activities may include: •
Kindergarten information nights
•
Multi-cultural celebrations
•
Open House
•
DLI Program Parent Meetings
•
Brochures about the Program
•
Newspaper and other media articles about the DLI program
•
Update websites pages
Advancing Students through the Grade Levels The following lists are some of the suggested activities by grade level for parent education, family outreach and program development. This list of ideas can be utilized to work with students as they transition from one grade level to another without losing interest in the DLI program. Each level is also responsible for preparing students to receive the California State Seal of Biliteracy on their high school diplomas.
Elementary School •
Send out weekly/monthly teacher newsletters
•
Include information in the monthly newsletter to families to describe units of study or parent activities
•
Send out a school monthly newsletter in both languages
•
Use parent informational system (Tele-Parent) to remind parents of meetings in both languages
•
Keep website updated in both languages
•
Collaborate with the Middle School for 5 grade parent night
•
Discuss DLI program sequence at the Middle School level
•
Have parents sign a Program MOU/Parent Compact at the Kindergarten level
•
Give parents information on the Seal of Biliteracy Awards starting in Kindergarten
th
25
•
Hold a Recognition Award Night for the candidates receiving their first Biliteracy Award after students complete 5 grade th
•
Begin to code/tag students as DLI program participants in order to track student progress over their K-12 program participation
Middle School •
Use an informational system to communicate meetings with parents in both languages
•
Create a listserve of DLI parents to advertise meetings and special events
•
Write an on-going article in the School/District Newsletter about DLI events, research and program findings
•
Have teachers send out quarterly newsletters on the progress of the program and students at the Junior High School level
•
Create a forum for DLI parents at the Middle School level
•
Continue outreach of Spanish-speaking families in the DLI program (all communications translated and interpreters at all meetings)
•
Keep website updated in both languages
•
Have parents sign a DLI Program Memorandum of Understanding when students enter 6 grade
•
Hold information nights for parents on the Seal of Biliteracy when students enter 6 grade
•
Offer High School information nights for DLI parents of 7 and 8 graders
•
Hold a Recognition Award Night for the Seal of Biliteracy candidates when students complete 8 grade
•
Develop a tag in the student Information system that identifies DLI students for high school counselors and teachers
th
th
th
th
th
High School •
Provide an annual orientation to the High School World Language offerings and the Seal of Biliteracy to all DLI students starting in 7 grade th
•
Host 8 grade tours each Spring for students from the DLI Programs
•
Use school informational system to communicate meetings with parents in both languages
•
Schedule school meetings at times when working parents can attend the meetings
th
26
•
Give DLI parents and students a full explanation of the Seal of Biliteracy and the process for students to apply for the SEAL Program once the students enter high school
•
Review the Advanced Placement Course Options in High School, 3 language option, additional course options in Spanish for DLI students
•
High School teachers/counselors will conduct an 8 grade DLI Student Night in the Spring after students have been tested to explain results, impending placement, criteria used for placement, description of course options
•
Continue to develop the school website in both languages with information for DLI Parents/Students
•
Have Career and Guidance Staff work with the AP teachers to create a program newsletter to inform students and families of the opportunities to: • Travel • Service learning projects • Career and work opportunities • Internships • Community volunteer opportunities involving Spanish skills • Receive the CA State Seal of Biliteracy
rd
th
Each year, principals, teachers and parent groups will gather to calendar, prioritize the activities for the school year and collaborate on how to promote and advance this Two-Way Dual program here in Carpinteria. Each group will work to keep students fully engaged in the development of their first and second languages by creating a language enclave that both values and respects the students and speakers of the different languages.
27
Chapter 9: Professional Development Plan for DLI Teachers Throughout the State of California, DLI educators engage in state, regional and local trainings and professional development to build both their teaching methodology and their repertoire of skills needed to teach in a second language setting. Below is a proposed training list from the Association of Two-Way Dual & Dual Language Education (ATDLE) that organizes the training in tiers for novice and experienced classroom teachers, lead teachers and administrators. It is the expectation of the District that the CUSD DLI program staff members participate in focused professional development in an effort to continuously build both methodology and pedagogical understanding of a grade level and an age group. The following training structure is designed to keep teachers focused on the specific instructional components that make up an effective DLI teacher’s teaching toolbox of strategies & methodologies:
Tier One (first two years in the program) •
Dual Language/DLI Program Components – An Overview
•
Teaching Reading and Writing in the Target Language
•
Using Grade Level Standards (Common Core Standards) for instruction in both languages
•
Teaching ELD in a DLI Classroom
•
Classroom and Conversational Management Strategies
•
Exploratorium ELD-Science training
•
Visual Thinking Strategies
•
Data Management Systems – (I.E. Aeries Analytics)
•
Grade Level Collaboration Training
•
Curriculum Trainings – New adoptions/curriculums
Tier Two (next three-four years in the program) •
Frontloading Strategies
•
GLAD – Guided Language Acquisition Design
•
Using Data to inform Instruction
•
Response to Intervention (RTI) 28
•
Literacy Strategies: Shared Reading, Guided Reading, Phonemic Awareness, etc.
•
Continued ELD Training
•
Grouping Strategies / Cooperative Learning
•
Curriculum Mapping
Tier Three •
Sheltered English Instruction Methodology
•
AVID strategies
•
Curriculum Writing & Thematic Development
•
Standards-based Unit Planning
•
Advanced reading and writing strategies in both languages
29
Chapter 10: Glossary of Terms •ACTFL Performance Guidelines for K-12 Learners: Performance standards that describe how well students demonstrate competencies addressing the national world language standards. They are organized according to the three modes of communication (Interpersonal, Interpretive, and Presentational) as described in the ACTFL Standards for Foreign Language Learning, for three learner performance ranges: Novice, Intermediate, and Pre-Advanced. A student's ability to communicate in the language is described in terms of Comprehensibility, Comprehension, Language Control, Vocabulary Use, Communication Strategies, and Cultural Awareness. •Academic English Language Development (AELD): Language development specific to academic English, which is high level spoken and written language that includes professional vocabulary. •Additive Bilingualism: Additive bilingualism refers to the educational approach in which the first language continues to be developed and the first culture to be valued while the second language is added. This can be contrasted to subtractive bilingualism, in which the second language is added at the expense of the first language and culture, which diminish as a consequence. (Cummins, 1994) •Alignment: Curriculum alignment refers to alignment between curriculum and one or more of the following elements: standards, standardized tests and/or state tests, curriculum-embedded tests, student assignments, lesson plans, textbooks and instruction. Relevance: Research shows that implementing and monitoring an aligned curriculum results in considerable improvement in student achievement. Additionally, it increases communication and collaboration among teachers, among other benefits. (District Administration, 2004) “A strong curriculum, implemented in a consistent and intensive way, appears most effective for student outcomes when high levels of alignment in curriculum and instruction are combined with the use of assessment data to monitor and evaluate teacher practices.” (Levin, Haertel, Kirst, Williams, & Perry, 2006) •American Council on the Teaching of Foreign Languages (ACTFL): The only national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 9,000 foreign language educators and administrators from elementary through graduate education, as well as government and industry. From the development of Proficiency Guidelines, to its leadership role in the creation of national standards, ACTFL focuses on issues that are critical to the growth of both the profession and the individual teacher. •Assessment Teams for the Spanish Language Immersion Program are formed as needed throughout the year to make decisions regarding student placement and promotion. Ideally, the team includes the administrator and at least two teachers (the current and/or receiving teacher, and appropriate specialists). The Team reviews information in the student’s file, participation history in bilingual education, and available proficiency data. Placement recommendations may be contingent upon students taking the appropriate English and/or Spanish standards-aligned proficiency assessments. •Content-Based Language Instruction (also known as Content-Based Instruction, Content- Based Second Language Instruction or Content-Centered Language Learning): A goal of content-based instruction programs is the development of significant levels of language proficiency through experiential learning in subject-matter areas. Lessons reflect both content (subject-matter) and language objectives and are aligned to the standards. According to Swain and Lapkin (1989) there needs to be a carefully planned integration of language and content. Content-based instruction and 30
assessment are aligned to standards and, therefore, also referred to as criterion-referenced. Relevance: A content-based assessment system focuses on content most recently taught, providing insight on the specific needs of particular students and what has been successfully taught. It is, thus, far superior to isolated diagnostic tools which focus solely on individuals and which might be normed rather than criterion-referenced, and therefore disconnected from a comprehensive, standards-aligned curriculum. •California Department of Education (CDE): The Department of Education serves the state of California by innovating and collaborating with educators, schools, parents, and community partners to provide a world-class education for all students, from early childhood to adulthood. They prepare students to live, work, and thrive in a highly connected world. •Guiding Principles for Dual Language Education: The Guiding Principles for Dual Language Education was developed as a tool to help dual language programs (two-way immersion, heritage language, foreign language immersion, or developmental bilingual programs) with planning and ongoing implementation. The Guiding Principles were developed by a national panel of dual language researchers and practitioners and are grounded in evidence from research and best practices. Program issues are addressed in seven strands: Assessment and Accountability, Curriculum, Instruction, Staff Quality and Professional Development, Program Structure, Family and Community, and Support and Resources. LinguaFolio: Student-centered formative portfolio assessment based on the European Language Portfolio, designed to support individuals in setting and achieving their goals for learning languages as they move along the continuum towards greater proficiency. More information at the National Council of State Supervisors for Languages website, http://www.ncssfl.org/links/index.php •Native Spanish Speakers (NSS): Students whose primary language is Spanish •Native English Speakers (NES): Students whose primary language is English •Professional Learning Communities: In Professional Learning Communities, teams of educators commit to ongoing processes of program articulation, collective inquiry, study and research to achieve ongoing improvement of student results. This effort will be supported as an extension of the District’s commitment to collaboration and teamwork. •Proficiency: It is the ability to communicate successfully in a language, using all four language skills: listening, speaking, reading, and writing. The American Council for the Teaching of Foreign Languages (ACTFL), based on the five levels originally defined by the US Foreign Service Institute (FSI), provides a detailed description of the communicative modes, communication functions, range of vocabulary, degree of accuracy and flexibility that learners of a language are able to control at different levels. •Proficiency Pathway: Progression through the Spanish Language Immersion Program, along the language learning continuum towards higher levels of proficiency. The "Language Learning Continuum" is a performance-based model that identifies the performance characteristics of each stage of language learning. (Jackson 1999, Zaslow 2005) •Seal of Biliteracy: outlines such the program pathways for the students who participate in second language learning beginning in Kindergarten or First grades and continuing their second language 31
learning program through their high school years. The State of California passed the Seal of Biliteracy in 2012. •Spanish for Special Purposes: Formal training in translation and interpretation for careers (i.e. medical field) •Standards-based Measurement of Proficiency (STAMP): Web-based assessment developed by the Center for Applied Second Language Studies (CASLS) at the University of Oregon. It measures speaking, reading and writing skills and is available in Spanish, French, German, Japanese, Italian and Chinese. Proficiency benchmarks relate to the ACTFL Performance Guidelines at the novice and intermediate levels. Language Learning Continuum: Performance-based model which identifies the performance characteristics of each stage of language learning. (Jackson 1999, Zaslow 2005) Language Separation Policy: Immersion programs follow the practice of delivering instruction in only one language during any given period of instruction, rather than mixing English and the target language. This practice of teaching and learning in a natural language environment promotes communication skills and language development, along with the mastery of content knowledge. Consistent adherence to a language separation policy in time, place, teacher, and content has shown to increase the students’ language production in the second language over time. On the other hand, systematic translation of information is ineffective as it undermines students’ second language.
32
Appendix A- Dual Language Immersion Programs Guidelines & Procedures Philosophy and Goals for Carpinteria Unified School District Dual Language Immersion Program Carpinteria Unified School District is committed to preparing all of our students to the highest level possible to prepare them to be world competitive as they pursue post-secondary education and career opportunities. We believe there should be equitable access to this education for all of our students. We also believe it is our responsibility to continue to engage all students in their education regardless of their individual or family circumstances. This is in line with our belief that every student has value and potential, and that every student should receive the best education possible. We believe, and research validates, that Dual Language Immersion programs are consistent with these beliefs and will help us achieve our goals for Carpinteria Unified School District students. The DLI program in Carpinteria Unified School District will: ● ● ● ● ●
Promote high academic achievement of all students and close the achievement gap; Achieve true bilingualism and biliteracy for participating students; Increase culturally responsive teaching throughout the school; Foster and promote cultural diversity and respect among students and their families; and Promote a sense of unity throughout the neighborhood school.
Application and Admittance Open Application Period: Each year, applications will be accepted during a pre-designated time period. A series of informational meetings will be held during this period. Parents or guardians of prospective applicants are strongly encouraged to attend one of these meetings prior to submitting an application. Applications received beyond the official application period will be placed last on the waiting list.
Application Application packets will include an application form with contact information, basic information on DLI programs, frequently asked questions, a Home Language Survey, and program brochure. Applications will be available at the informational meetings, all elementary school offices and the District Office. The deadline for submitting completed applications will be announced at the Parent Information sessions.
Staff Preference As a courtesy, the children of District staff will be given priority placement into the program, not to exceed 20% of entering students.
33
Siblings Future applicants that are younger siblings of students of in the program (CUSD attendance area) will be given first priority consideration subject to balance of the number of English/Spanish speakers needed in program.
Grade Levels for Entry Kindergarten Each year, to ensure a balanced class, a selection lottery will be held for students who are not automatically enrolled as siblings.
First Grade Additional students may be added only through January. In cases where the student has previous academic instruction in Spanish, students may be added through the end of the academic school year.
Second – Fifth Grades Incoming students with academic instruction in Spanish may be placed in an age-appropriate grade. All students added to the program may be required to go through a language screening process.
Selection Lottery The selection lottery will take place within one month following the closing date for applications to be received. The goal is for the program strand to initially have 2 kindergarten classrooms for a total of 48 students. Classroom linguistic balance must be a primary consideration throughout the process. ● There will be 2 pools of students determined by Language Survey. ● Random blind drawings from each set of pools will be made until the classrooms are complete according to the pre-designated language balance. ● 24 students will be pulled from each the NSS & NES pools for each kindergarten class. ● Students of Spanish-speaking heritage who are primarily English speakers or only English speakers will be in the native English group. ● All students from each pool will be pulled from the lottery and placed on a waitlist.
Registration
34
In the case that there is not 50% native Spanish speakers and 50% native English speakers (or classroom linguistic balance within the DLI model), the application process will be held open until appropriate applications are received. Following the lottery selection, written notification will be mailed to the parents by the program building office along with information about orientation meetings. Registration packets will be due within two weeks of notification. Placements made during the rest of the year, from the waitlist, will be made by the administration in consultation with the DLI staff. The DLI school office will notify parents by phone and written notification of placements made during the remainder of the year. Students on the waiting list will be placed into the DLI program as openings are available. The waiting list will be maintained by the program building school office. The expected timeline is as follows: ● Applications will be available at each of the information sessions and can be turned in following the information session or by the April deadline. ● Student lottery selection will take place in April of each year. The event is open to the public, but it is not necessary to be in attendance. Parents of students selected will be notified with a phone call and letter, by the end of April. Parents of students who do not get selected will be notified by letter. Lottery results (without student names) will be posted on the district website by student ID number. ● Registration packets for selected students are due within two weeks of notification ● Selected families will be required to attend an orientation in August.
Orientation Parents of students accepted into the program are strongly encouraged required to attend an orientation meeting further describing the program model and providing question/answer sessions. Parents will be asked to: ● Attend Parent Orientation after being accepted on date indicated ● Support the child’s second language development by stressing the value of DLI program to the child’s future and encouraging the child in a positive manner ● Support the child’s first language development at home by reading to and with the child in their first language ● Set aside time for the child to read daily 35
● Ask questions to avoid misunderstandings about their child’s learning and the program ● Commit to attend the program building elementary Dual Language Immersion Program through 5th grade by signing the Parent Compact ● Notify the school office in advance prior to moving. ● Notify the school in advance if they are considering withdrawing their child from the program prior to the end of the commitment period. ● Participate in an Exit Interview with a Dual Language staff in the event they withdraw their child from the DLI Program prior to the end of the commitment period.
Enrollment Accepted students must submit an enrollment/registration form and signed Parent Compact during their orientation meeting. Standard district forms will be used for registration and emergency contact information.
Students with Special Needs Students with special learning needs such as learning disabilities or physical handicapping conditions will be afforded equal access to participate. Upon enrollment, students will receive the same level of service and support provided throughout Carpinteria Unified School District. Special Day Class (SDC) students may be mainstreamed into the DLI classroom if determined appropriate by the Special Education team, Dual Language teacher, and parent or guardian of the student.
Out of District Applicants The CUSD Dual Language Program is open only to students living within the District attendance boundaries.
36
Appendix B: Sample DLI Instructional Design Outline for K-5 Grade K
AM
AM
AM
AM/PM
PM
PM
PM
Comienzo del Día
Lectura en Español: Literatura, Vocabulario, Ortografía, Fonética
Matemáticas
Lectura en Español: Escritura
English Electives: PE, Library, Computer lab
AELD Academic Eng Language Development with Science and Social Studies themes
Despedida
Comienzo del Dia
Lectura en Español: Literatura, Escritura, Vocabulario, Ortografía, Fonética
Matemáticas
Temas: Ciencias Sociales/ Ciencias Naturales
English Electives: PE, Library, Computer lab
AELD Academic Eng Language Development
Despedida
Comienzo del Día
Lectura en Español: Literatura, Escritura, Vocabulario, Ortografía, Fonética
Matemáticas
Temas: P.E/ Ciencias Sociales/Naturales/ Arte/Música/ Biblioteca
Social Studies/ Science
AELD Academic Eng Language Development
Despedida
Comienzo del Día
Lectura en Español: Literatura, Escritura, Vocabulario, Ortografía, Fonética
Matemáticas
Temas: Ciencias Sociales/ Ciencias Naturales
English Electives: PE, Library, Computer lab, Music
ELA - English Language Arts, Literature, Spelling, Reader’s and Writer’s Workshop/ Science
Despedida
Comienzo del Díae
Lectura en Español: Literatura, Escritura, Vocabulario, Ortografía, Fonética
Matemáticas
Temas: Ciencias Sociales/Arte/ Música/Biblioteca
English Electives: PE, Library, Computer lab, Music
ELA - English Language Arts Basal, Literature, Spelling, Reader’s and Writer’s Workshop/ Science
Dismissal
Comienzo del Día
Lectura en Español: Literatura, Escritura, Vocabulario, Ortografía, Fonética
Matemáticas
Temas: Ciencias Sociales/Ciencias Naturales
English Electives: PE, Library, Computer lab, Music
ELA - English Language Arts, Literature, Spelling, Reader’s and Writer’s Workshop/Scie nce
Dismissal
90/10
1st 80/20
2nd 70/30
3rd 60/40
4th 50/50
5th 50/50
37
Appendix C: Sample Daily Instruction K-5 Sample Kindergarten Schedule Approximate
Content Area
Time 35 Minutes
Language of Instruction
Spanish Language Arts (including Daily 5, phonemic awareness) Writer’s Workshop (including Word Work, Dictado)
Spanish
English
35 Minutes
Academic English Language Development (AELD) Social Studies Math
Spanish
20 Minutes
Specialists (Media, PE, or Music)
English
20 Minutes
Choice Time (social oral language development)
Spanish
20 Minutes
Shared or Guided Reading, educational videos, Science
Spanish
30 Minutes 20 Minutes
Spanish
Sample 1st Grade Schedule Approximate
Content Area
Time
Language of Instruction
80 Minutes
Spanish Language Arts (including Reader’s Workshop)
Spanish
40 Minutes
Writer’s Workshop
Spanish
60 Minutes
Math
Spanish
40 Minutes
Academic English Language Development (AELD) Social
English
Studies 35 Minutes
Specialists (Media, PE, or Music)
English
60 Minutes
Science
Spanish
38
Sample 2nd Grade Schedule Approximate
Content Area
Time
Language of Instruction
75 Minutes
Spanish Language Arts (including Reader’s Workshop)
Spanish
70 Minutes
Math
Spanish
40 Minutes
Science
Spanish
25 Minutes
Specialists (Media, PE, or Music)
English
45 Minutes
Writer’s Workshop
Spanish
60 Minutes
Academic English Language Development (AELD) Social
English
Studies
Sample 3rd Grade Schedule Approximate
Content Area
Time
Language of Instruction
65 Minutes
Spanish Language Arts (including Reader’s Workshop)
Spanish
65 Minutes
Math
Spanish
45 Minutes
Science
Spanish
30 Minutes
Specialists (Media, PE, or Music)
English
40 Minutes
Writer’s Workshop
Spanish
70 Minutes
English Language Arts with ELD embedded
English
39
Sample 4th Grade Schedule Approximate
Content Area
Time
Language of Instruction
70 Minutes
Spanish Language Arts (including Reader’s Workshop)
Spanish
70 Minutes
Matemáticas
Spanish
45 Minutes
Science
English
30 Minutes
Specialists (Media, PE, or Music)
45 Minutes
Social Studies
English
60 Minutes
English Language Arts with ELD embedded
English
30 Minutes
P.E.
English
Eng or Span
Sample 5th Grade Schedule Approximate
Content Area
Time
Language of Instruction
70 Minutes
Spanish Language Arts (including Reader’s Workshop)
Spanish
70 Minutes
Matemáticas
Spanish
45 Minutes
Science
English
30 Minutes
Specialists (Media, PE, or Music)
45 Minutes
Social Studies
English
60 Minutes
English Language Arts with ELD embedded
English
30 Minutes
P.E.
English
Eng or Span
40
Appendix D: Program Brochures (To be added)
41
Appendix E: CUSD Parent Information Night Advertisements English
Español 42
43
Appendix F: CUSD Presentation for Parent Meetings (To be added)
44
Appendix G: CUSD Application to the DLI Program
45
Appendix H: CUSD Parent Compacts
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Appendix I: Parents’ Questions about Dual Language Immersion - Español and English The excerpts below are part of an online document by the Center for Applied Linguistics, titled “The Two-Way Immersion Toolkit” by Elizabeth Howard, Julie Sugarman, Marleny Perdomo, and Carolyn Temple Adger. The complete document can be found at the following URL: http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.educationalliance/files/publications/toolkit_all.pdf on pages 175-189.
Español
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English
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Appendix J: Dual Language Immersion: The Basics Español:
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English:
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Appendix K: Dual Language Guiding Principles (CAL) Guiding Principles for Dual Language Education Elizabeth R. Howard, Julie Sugarman, Donna Christian, Kathryn Lindholm Leary, & David Rogers 2007, Second Edition Supported by the National Clearinghouse for English Language Acquisition at The George Washington University The Guiding Principles for Dual Language Education is a tool to help dual language programs (two-way immersion, heritage language, foreign language immersion, or development bilingual programs) with planning and ongoing implementation. Based on the New Mexico Dual Language Program Standards and grounded in research on effective schools, the publication was developed by the Center for Applied Linguistics in 2005 with an expert panel of researchers and practitioners from across the United States, and revised in 2007. Available online as a free PDF, the Guiding Principles can be found at www.cal/DLI/guiding principles.htm.
Strand 1
Assessment and Accountability
Principle 1
The program creates and maintains an infrastructure that supports an accountability process
Principle 2
Student assessment is aligned with state content and language standards, as well as with program goals, and is used for evaluation of the program and instruction.
Principle 3
The program collects a variety of data, using multiple measures, that are used for program accountability and evaluation.
Principle 4
Data are analyzed and interpreted in methodologically appropriate ways for program accountability and improvement.
Principle 5
Student progress toward program toward program goals and NCLB achievement objectives is systematically measured and reported.
Principle 6
The program communicates with appropriate stakeholders about program outcomes.
Strand 2
Curriculum
Principle 1
The curriculum is standard-based and promotes the development of bilingual, biliterate, and multicultural competencies for all students.
Principle 2
The program has a process has a process for developing and revising a high quality curriculum.
Principle 3
The curriculum is fully articulated for all students.
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Strand 3
Instruction
Principle 1
Instruction methods are derived from research-based principles of dual language education and from research on the development of bilingualism and biliteracy in children.
Principle 2
Instructional strategies enhance the development of bilingualism, biliteracy, and academic achievement.
Principle 3
Instruction is student-centered.
Principle 4
Teachers create a multilingual learning environment
Strand 4
Staff Quality and Professional Development
Principle 1
The program recruits and retains high quality dual language staff.
Principle 2
The program has quality professional development plan.
Principle 3
The program provides adequate resources for professional development.
Principle 4
The program collaborates with other groups and institutions to insure staff quality.
Strand 5
Program Structure
Principle 1
All aspects of the program work together to achieve the goals of additive bilingualism, biliteracy and cross-cultural competence while meeting grade-level academic expectations.
Principle 2
The program ensures equity for all groups.
Principle 3
The program has strong, effective, and knowledgeable leadership.
Principle 4
The program has used well-defined, inclusive, and defensible process to select and refine a model design.
Principle 5
An effective process exists for continual program planning, implementation, and evaluation.
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Strand 6
Family and Community
Principle 1
The program has a responsive infrastructure for positive, active, and ongoing relations with students’ families and the community.
Principle 2
The program has parent education and support services that are reflective of the bilingual and multicultural goals of the program.
Principle 3
The program views and involves parents and community members as strategic partners.
Strand 7
Program Structure
Principle 1
The program is supported by all program and school staff
Principle 2
The program is supported by families and the community.
Principle 3
The program is adequately funded.
Principle 4
The program advocates for support.
Principle 5
Resources are distributed equitably within the program, school, and district.
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Appendix L: CA State Seal of Biliteracy Resolution Sample Language: Biliteracy Award To be eligible to receive the district's biliteracy award upon graduation, a student shall: 1. Complete all requirements for a high school diploma, including all English language arts requirements, with an overall grade point average (GPA) of 2.0 or above 2. Demonstrate proficiency in one or more languages other than English, by fulfilling at least one of the following requirements: a. Receive a passing score of 3 or higher on the Advanced Placement or International Baccalaureate exam for foreign language. Advanced Placement (cf. 6141.5) b. Successfully complete a four-year course of study in the same foreign language, attaining an overall GPA of 3.0 or above in those courses c. Pass a district-established foreign language exam, when available, at a proficient level or higher d. Pass a foreign government's approved language exam and receive a certificate of competency for that language from the authorizing government agency World/Foreign Language Instruction (cf. 6142.2 ) The Superintendent or designee shall annually distribute information about the eligibility requirements for the award and the application process to students in grade 12. The Superintendent or designee shall affix an insignia to the diploma of each student awarded the biliteracy award.
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Appendix M: CUSD DLI Master Plan Board Action (To be added after action is taken)
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Appendix N: Curriculum Maps for the DLI Program The formation of the curriculum maps for Carpinteria Unified School District’s Dual Language Immersion Program is an on-going process and will be created upon completion of each subsequent year as the DLI Program continues to develop through eighth grade.
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Selected Bibliography Websites: Association of Two-Way & Dual Language Education. www.atdle.org Center for Applied Linguistics. Web. 9 May 2015. California Dept of Education. www.cde.ca.gov/sp/el/ip/\ Dual Language Education New Mexico. www.dlenm.org Dr. Kathyrn Lindholm-Leary www.kathrynlindholmleary.org Dual Language Advocates www.dlpa.org CABE, WABE, OABE, associations Dr. Jill Kerper Mora moramodules.org
Films: Speaking in Tongues. Dir. Marsha Jarmel, Ken Schneider. Patchworks Productions, 2009. DVD. Research: •Artiles, A. J., & Ortiz, A. A. (Eds.). (2002). English language learners with special education needs: Identification, assessment, and instruction. Washington, DC: Center for Applied Linguistics and Delta Systems. •August, D., & Shanahan, T. (Eds.). (2010). Effective literacy instruction for English learners. In California Department of Education (Ed.), Research on English language learners (pp. 209–249). Sacramento, CA: California Department of Education Press. •Bickle, K., Hakuta, K., & Billings, E. S. (2004) Trends in two-way immersion research. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of Research on multicultural education (2nd ed.; pp. 589–604). New York, NY: Macmillan. •Block, N. (2007). Dual immersion programs in predominantly Latino schools (Doctoral dissertation). Claremont Graduate University, Claremont, CA. •Burnham-Massey, L., & Piña, M. (1990). Effects of bilingual instruction on English academic achievement of LEP students. Reading Improvement, 27, 129–32. •DeJong, E. J., & Bearse, C. I. (2011). The same outcomes for all? High school students reflect on their two-way immersion program experiences. In •D. J. Tedick, D. Christian, & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 104–122). Avon, United Kingdom: Multilingual Matters. Garcia, Y. (2003). Korean/English two-way immersion at Cahuenga Elementary School. NABE News, 26, 8–11, 25. •Genesee, F. (2004). What do we know about bilingual education for majority language students? In T. K. Bhatia & W. C. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp. 547–576). Malden, MA: Blackwell. •Genesee, F., & Lindholm-Leary, K. (2011). The education of English language learners. In K. R. Harris, S. Graham, & T. Urdan (Eds.), Educational psychology handbook (pp. 499–526). Washington, DC: American Psychological Association. •Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in
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261 Downloaded by [Kathryn Lindholm-Leary] at 10:14 10 November 2012 Rethinking Language Teaching and Learning in Multilingual Classrooms U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10, 363–385. •Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2006). Educating English language learners: A synthesis of empirical evidence. NewYork, NY: Cambridge University Press. •Genesee, F., & Riches, C. (2006). Instructional issues in literacy development. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 109–175). New York, NY: Cambridge University Press. •Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education.Washington, DC: US Department of Education and National Clearinghouse for English Language Acquisition. Retrieved from www.cal.org/DLE/guidingprinciples. htm •Lindholm-Leary, K. (2001). Dual language education. Avon, United Kingdom: Multilingual Matters. •Lindholm-Leary, K. (2010). PROMISE Initiative student outcomes. San Bernardino, CA: PROMISE Design Center. •Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick,D. Christian, & T.W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81–103). Avon, United Kingdom: Multilingual Matters. •Lindholm, K., & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education, 173, 99–113. •Lindholm-Leary,K., & Block, N. (2010). Achievement in predominantly low-SES Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13, 1–18. •Lindholm-Leary, K., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29, 641–652. •Lindholm-Leary, K., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian (Eds.) (pp. 176–221). •Educating English Language Learners. New York, NY: Cambridge University Press. •Lindholm-Leary, K., & Genesee, F. (2010). Alternative educational programs for English language learners. In California Department of Education (Ed.), Research on English language learners (323–367). Sacramento: California Department of Education Press. •Lindholm-Leary, K., & Hargett, G. (2007). Evaluator’s toolkit for dual language programs. Retrieved from http://www.cal.org/twi/EvalToolkit/whytoolkit.htm •Lindholm-Leary, K., & Howard, E. (2008). Language and academic achievement in two-way-immersion programs. In T. Fortune & D. Tedick (Eds.), Pathways to bilingualism: Evolving perspectives on immersion education (pp. 177–200). Avon, England:Multilingual Matters. •Lopez, M., & Tashakkori, A. (2006). Differential outcomes of TWBE and TBE on ELLs at different entry levels. Bilingual Research Journal, 30, 81–103. •Potowski, K. (2007). Language and identity in a dual-immersion school. Clevedon, England:Multilingual Matters. •Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246–256. •Proctor, C. P., Carlo, M., August, D., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159–169.
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•Ramirez, J. D. (1992). Longitudinal study of structured English immersion strategy, early-exit and late exit transitional bilingual education program for language-minority children (Executive Summary). Bilingual Research Journal, 16, 1–62. •Saunders, W., & Goldenberg, C. (2010). Research to guide English language development instruction. In California Department of Education (Ed.), Research on English Language Learners (pp. 21–81). Sacramento, CA: California Department of Education Press. •Saunders, W., & O’Brien, G. (2006). Oral language. •In F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian, D. (Eds.), Educating English language learners: A synthesis of research evidence (pp. 14–63). New York, NY: Cambridge University Press. •Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement.
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