ell dual language - school district of palm beach county · pdf file1. to create a classroom...

SECTION 13

BILINGUAL MODELS

DUAL LANGUAGE

RESEARCH AND FOUNDATIONS

PROGRAM GUIDELINES

INTERNATIONAL SPANISH ACADEMIES

PARTICIPATING SCHOOLS CURRICULUM CONTENT IN THE HOME LANGUAGE

MODEL GUIDELINES

ESOL Procedures Manual 13 - 1 August 2016

DUAL LANGUAGE PROGRAMS

RESEARCH AND FOUNDATIONS

Literature Review for the Dual Language Program 1. Setting the Appropriate Goals and Objectives for Targeted Students Research shows that three major principles support academic and language goals as they apply in the relationship between language, learning, and cognition. It has been found that:

1. It takes most individuals from five to seven years to acquire the second language well enough to function academically;

2. One can transfer the knowledge and skills acquired in one language to the other; and 3. By continuing to develop the two languages, children’s educational and cognitive development

is enhanced (Collier, 1992, 1995; Cummins, 1992; Hakuta & Diaz, 1984). Successful field research by Thomas and Collier (1985-2001) has focused primarily on the different educational services created for English Language Learners (ELLs) in the United States. They sought to show the resulting academic achievement of these students in the various programs. This five-year research study is the most recent and comprehensive overview of school programs for ELL academic achievement in Grades K-12. Thomas and Collier’s analysis focused on student outcomes from six major different ELL program types:

1. Two-way developmental bilingual education (or dual language). 2. One-way developmental BE, including ESL taught through academic content. 3. Transitional BE, including ESL taught through academic content. 4. Transitional BE, including ESL pullout taught traditionally. 5. ESL taught through academic content using current approaches. 6. ESL pullout taught traditionally.

These three major findings show the highest and lowest performing programs:

Program #6: English language learners immersed in the English mainstream (with pullout) showed large decreases in reading and math achievement by Grade 5 when compared to students who received bilingual/ELL services. The largest number of dropouts came from this group, and those remaining finished 11th grade at the 24th to 31st NCE on the standardized reading test. Program #5: When ESL content classes were provided for 2-3 years, followed by immersion in the English mainstream, ELL graduates ranged from the 31st to the 40th NCE on the standard reading test by the end of their high school years. Program #1:

50-50 Two-way bilingual immersion (dual language) students, who were part of a K-5 program, followed by the English mainstream in middle and high school, who were also ELL graduates, ranged from the 61st to the 70th NCE on the standardized reading test.

50-50 Two-way bilingual immersion (dual language) students who were former ELLs attending a high-poverty, high-mobility school met or exceeded Oregon state standards in English reading by 58 percent by the end of 3rd and 5th grades.


This comprehensive research suggests that 50-50 one-way and two-way developmental bilingual education (DBE) programs (or dual language, bilingual immersion) are the only programs found to date that assist students to fully reach the 50th percentile in both languages, in all subjects, and to maintain that level of high achievement, or reach even higher levels through the end of their schooling. The fewest dropouts come from these programs. Further research presents similar findings from the two-way bilingual immersion programs of new and established programs all over the U.S. with California, Massachusetts, and Texas being the most frequently represented states. Since the ELL demographic group is projected to be 40 percent of the school-age U.S. population by the 2030’s, and the School District of Palm Beach County currently educates almost 10% of its students in various ELL programs, the need for finding the best academic achievement program, and implementing it, is crucial. The School District of Palm Beach County (2011) has found that ELLs make significant testing gains as aggregated across grades 3 through 10. However, when disaggregated, there is a significant gap between the ELL subgroup and 4 other subgroups in test scores across the same grades (White, Black, Hispanic (non-ELL), and Free/Reduced Lunch). From this research and results of success, it is suggested that schools should implement a Dual Language program to effectively provide for an increase in English language proficiency of ELLs, literacy in the heritage language of ELLs, and literacy in the second language for non-ELLs. The Dual Language program goals, objectives, and guidelines to increase student achievement and reduce the achievement gap in Palm Beach County Schools are as follows:

1. Students will develop high levels of academic proficiency in their first language. 2. Students will develop high levels of academic proficiency in a second language. 3. Students will become fully bilingual and biliterate. 4. Students will demonstrate positive cross-cultural attitudes and behaviors.

2. Goals and Objectives of Similar Programs Within the United States, there are many different programs that share the instructional approach and strategies of the Dual Language program in Palm Beach County. Each Dual Language Education program claims to have the potential to prepare thousands of students, academically, linguistically and socially, for the challenges and needs of our global community. The Oswego, IL, Community Schools Dual Language program focuses on students' academic growth and achievement, while teaching the content in two languages. Classrooms are composed of students from two groups, native English speakers and native Spanish speakers.

Program Goals: 1. Students participating in the Dual Language program will demonstrate academic

achievement at similar grade level performance standards as students participating in the monolingual English-speaking curriculum.

2. Students will be accurate and effective communicators in both English and Spanish through oral dialogue, reading, and writing at age appropriate achievement levels.

3. Students will use both English and Spanish comfortably and effectively in age appropriate academic and social settings.


The Brownsville ISD, TX, two-way Dual Language program, "The Key to Success," began its first year of implementation in the Fall of 2001. Program Goals: 1. To create a classroom environment that promotes linguistic and ethnic equality and fosters

positive cross-cultural attitudes. 2. To develop interpersonal and/or academic content and linguistic competence in English and

Spanish. 3. To develop and use higher-level cognitive skills in Spanish and English. 4. To become bilingual, biliterate and bicultural.

Implemented in the 1995-96 school year, the Bilingual Multicultural Education Department of New Mexico offered an opportunity to their ELLs by designing appropriate Dual Language educational programs. The successes of the programs have been documented in various journals and field studies. Program Goals: 1. High academic achievement in the minority (target) and majority (English) language. 2. Full bilingual and biliteracy for all students in the program. 3. Multicultural competency developed for each student in the program.

Additionally, there are other characteristics of all program models highlighted as strategies for effective Dual Language programs:

A minimum of 50% to a maximum of 90% of the daily instruction delivered in the target language.

Strict separation of languages for instruction – NO TRANSLATION. A minimum K-5 commitment for implementation. Optimum is K-12. Limit entry after grade 1 for non-speakers of the target language.

The School District of Palm Beach County’s Dual Language program shares each of the above goals and characteristics within the program.

3. Evidence of Success in Dual Language and in Similar Programs There is evidence that Dual Language and bilingual programs similar to Dual Language programs may have had a positive impact of student performance.

1. At Davis Bilingual Magnet School in Tucson, AZ, the fifth grade scores on the Stanford 9 English language arts and reading assessments for the school were above both district and national averages.

2. The Coral Way, FL, Bilingual K-8 Center has implemented a whole school, two-way dual

language program since the 1960’s. With a neighborhood densely populated with immigrants, and 71% of their students on free and reduced lunch, they have received an “A” grade by the state of Florida’s Annual Report Card and met AYP when it was required by NCLB in each subgroup.

3. Houston Independent School District compared their native English speakers and ELLs over

grades 2-11, who had participated in two-way and developmental bilingual programs as measured by Stanford 9 reading and math tests. By 4th grade, students who had participated in a transitional bilingual program out performed native-English speaking students. By the 11th grade, the native English speakers clustered around the 50th NCE and students from the transitional bilingual


programs clustered around 48th NCE. The students who only had ESL content services in the district only performed at 40 NCE as a group.

4. Grant Community School compared school-wide standardized assessments in 1990, before

implementation of the two-way Dual Language immersion program, and in 2001, after the program had been in place for 6 years. During this time, the student population grew from 60% free/reduced lunch students to 87% free/reduced lunch. In 1990, 4th graders scored at the 37th NCE, and 5th graders at 28th NCE for reading subtests. In 2001, 3rd and 5th graders scored at the 58th NCE for reading and 48th NCE in math.

4. Ensuring Successful Implementation Seven strands for effective features of Dual Language education programs have been identified in the Guiding Principles for Dual Language Education developed by the Center for Applied Linguistics. They have found in their research that if barriers occur in these crucial areas, it will affect successful implementation. The strands are:

Assessment and Accountability Curriculum Instruction Staff Quality and Professional Development Program Structures Family and Community Support and Resources

Ongoing research, District collaboration, staff developments, field specialists, and textbook specialists under the program of Dual Language, as well as all principals and staff associated with a Dual Language program, have met to discuss ways to avoid the barriers and have a successful implementation:

1. School administration, staff, and community/parents demonstrate support for the program.

2. Schools plan prior to implementation: In that time, schools may:

Visit other successful Dual Language programs. Determine for school within a school, or full school implementation. Determine and plan for CHOICE status (if wanted). Determine their staffing needs, and hire accordingly. Determine textbook needs and develop a five to seven-year course (textbook) plan. Foster the “buy-in” from the staff and community through ongoing staff and community/parent

informational meetings. Order materials for implementation.

3. During implementation, schools:

Schedule students appropriately. Utilize 50% of the instructional day for native language instruction in content areas and 50%

of the instructional day in English and content areas. Utilize appropriate student testing resources. Attend various district meetings for staff development and materials use, and ongoing peer-

to-peer collaborations on successes, concerns, and program implementation.

4. In continuous years of implementation, schools informally and formally evaluate and continue to grow professionally and modify goals and plans as the program grows over the years to include subsequent grade levels.


5. District Program Recommendation The Dual Language program fosters the success of ELLs and their English language proficiency, while at the same time maintains and improves native language proficiency through the academic content areas. The program goals ensure academic success and preparedness for communicating in our global society. The Dual Language program was chosen for implementation in Palm Beach County because

1. It meets the compliance, needs, and goals of the state-approved ELL Plan for ELLs in Palm Beach County.

2. Similar programs have shown increased student achievement as compared to traditional ELL programs.

3. Program barriers can be overcome with proper planning for personnel, long term goals, and continuous staff development and District support.

References Cloud, N., Genesee, F., and Hamayan, E. (2000) Dual language instruction – A handout for enriched

education. Thomson/Heinle, MA Freeman, Y., Freeman, and D., Mercuri, S. (2005) Dual language essentials for teachers and

administrators. Heinemann, NH Howard, E., Christian, D., and Genesee, F. (2004 June) Report 13. The development of bilingualism

and biliteracy from grade 3 to 5: a summary of findings from the cal/crede study of two-way immersion education. Center for Research on Education, Diversity & Excellence, University of California

Howard, E., Lindholm-Leary, K., Sugarman, J., Christian, D., and Rogers, D. (2007) Guiding Principles

for Dual Language Education Second Edition. Washington, DC: Center for Applied Linguistics Howard, E., Sugarman, J., and Christian, D. (2003 August) Report 63. Trends in two-way immersion

education: a review of the research. Center for Applied Linguistics. Johns Hopkins University. MD

Lindholm-Leary, K. (2000) Biliteracy for a global society: an idea book on dual language education.

National Clearinghouse for Bilingual Education. George Washington University, Washington DC Thomas, W. & Collier, V. (2001). A national study of school effectiveness for language minority

students’ long-term academic achievement. Santa Crux, CA: Center for Research on Education Diversity & Excellence Report can be found online at http://www.crede.ucsc.edu/research/llaa/1.1_final.html

Torres-Guzman, M. (Spring 2002) 14. Dual language programs: Key features and results. National

Clearing for Bilingual Education, Washington D.C. Zelasko, N., and Antunez, B. (2000) If your child learns in two languages. National Clearinghouse for

Bilingual Education. George Washington University, Washington DC

http://www.crede.org/research/llaa/llaa.html

http://www.crede.org/research/llaa/llaa.html

http://www.crede.ucsc.edu/research/llaa/1.1_final.html


SCHOOL DISTRICT OF PALM BEACH COUNTY DUAL LANGUAGE:

ONE-WAY AND TWO-WAY IMMERSION PROGRAM GUIDELINES

To be identified as a Dual Language program in Palm Beach County, the guidelines below must be implemented with fidelity. Goals as a result of being in a Dual Language program

Students will develop high levels of academic proficiency in their first language.

Students will develop high levels of academic proficiency in a second language.

Students will become fully bilingual and biliterate.

Students will demonstrate positive cross-cultural attitudes and behaviors.

Curriculum & Students (Elementary)

For Two-Way Immersion, after taking into consideration the school’s demographics, core academic classes are comprised of balanced numbers of two groups of students: English Language Learners of the same native language, and native English speakers. Students are integrated for instruction so that both groups of students serve in the role of language model or language learner at different times.

For One-Way Immersion, core academic classes are only comprised of English Language Learners that speak the same native language.

A student who has recently arrived to this country (ELL), and who is a native speaker of the language of the Dual Language program at the school, can be placed into the program at any grade, regardless of literacy level. However, due to the rigor of the program, native English speakers should not be placed into the program after the 1st grade.

The Dual Language program is a state approved ESOL model. English Language Learners (ELLs) continue to follow their ELL plans and must be monitored by the school for adequate progress. For those ELLs who speak a language other than the targeted language of the Dual Language program at the school, ESOL services must be provided during the English portion of the day.

Core academic instructional time will be divided equally between languages. At least 50% of

instructional time must be taught in the language of the ELLs. Literacy instruction in both

languages (Reading and Writing) is a requirement.

Distribution of all other content area instruction in the target language will be determined by the

school after careful consideration of availability of materials in the target language. In addition,

the school is obligated to stay with those materials for the length of the adoption period. Note

that State Statute §1006.40 Use of Instructional Material Allocations allows for one textbook

per student. This is important to consider when designating other content areas to the target

language.

Students are expected to meet grade level expectations in all subject areas.


Curriculum & Students (Secondary)

For Two-Way Immersion (TWI), core academic classes taught in the target language are comprised of two groups of students: English Language Learners of the same native language, and former ELLs and/or native English speakers. The ELLs should be considered for TWI regardless of literacy level. The former ELLs and native English speakers, however, must have either matriculated from a Dual Language program in Palm Beach County or must have literacy in the target language.

For One-Way Immersion (OWI), core academic classes taught in the target language are only comprised of English Language Learners that speak the same native language. The ELLs should be considered for OWI regardless of literacy level.

A student who has recently arrived to this country (ELL), and who is a native speaker of the language of the Dual Language program at the school, can be placed into the program at any time, regardless of literacy level. However, due to the rigor of the program, native English speakers or former ELLs, who have no target language proficiency, should not be placed into the program at the secondary level.

The Dual Language program is a state approved ESOL model. English Language Learners (ELLs) continue to follow their ELL plans and must be monitored by the school for adequate progress. For those ELLs who speak a language other than the targeted language of the Dual Language program at the school, ESOL services must be provided during the English portion of the day.

In a six or seven period day, students are scheduled in a least three academic classes taught in

the target language. One of the three classes must be a World Language course that is

appropriate for native speakers.

Content area instruction in the target language will be determined by the school after careful

consideration of availability of materials in the target language. In addition, the school is

obligated to stay with those materials for the length of the adoption period. Note that State

Statute §1006.40 Use of Instructional Material Allocations allows for one textbook per

student. This is important to consider when designating content areas to the target language.

Students are expected to meet grade level expectations in all subject areas.

In the classroom:

There is evidence of a clear and distinct separation between languages. Upon entering a classroom, the language of instruction should be obvious to the visitor.

Classroom print is solely in the language of instruction. In the event the same teacher teaches courses or content in both languages, separate spaces in the room should be designated for each language.

Instructional materials (textbooks, dictionaries, videos, websites, handouts, ancillary materials, etc.) are in the language of instruction. No bilingual materials, including bilingual dictionaries, should be used in the classroom.

The teacher speaks solely in the language of instruction when with the dual language students. No code-switching! The simultaneous use of both languages for translation of academic content should be avoided at all costs. Teacher use of translation is discouraged because it disrupts the natural flow of speech, and does not allow for acquisition of the second language.


The following are important elements of team teaching and teaching in a Dual Language classroom:

Teachers should work together to:

Find a common planning time.

Build and maintain open lines of communication.

Work with the administration to assure equity within schedules and student ratios.

Attend parent conferences with their teaching partner present.

Teachers should also:

Have knowledge of second language acquisition theory.

Understand Dual Language research.

Make all content comprehensible in the target language.

Incorporate many oral language activities into daily instruction.

Provide classroom assignments, homework and tests in the target language.

Send information home in their assigned language of instruction.

Teach in the designated language at all time.

Teacher Certification:

Teachers must have certification in the area of instruction AND pass the District Language Proficiency Assessment administered through the Department of Multicultural Education.

Certification in the language of instruction will guarantee that the teacher meets NCLB requirements, but does not ensure that the teacher can instruct in the target language with the rigor required for the program.

School Administration Responsibilities are to:

Acknowledge that the Dual Language program is an equal access program.

Allow student/teacher ratios in Dual Language classrooms to not exceed average student teacher ratios in other classrooms within the school.

Monitor in the elementary program that equal amounts of instructional time are provided in English and the target language, with Literacy being taught in both languages.

Monitor in the secondary program that students are scheduled in at least three academic classes taught in the target language with one of those classes being a World Language course appropriate for native speakers.

Assure that all target language teachers are certified in the area of instruction and proficient in the target language, as demonstrated by the Department of Multicultural Education Language Proficiency Assessment.

Oversee that textbooks and other instructional materials are provided in the target language.

Encourage Dual Language teachers to take professional development offerings and trainings pertaining to their instruction throughout the year.


Not compromise instructional time in the target language due to statewide standardized testing.

Make decisions regarding scheduling, instructional materials, staffing, parental involvement, and professional development after careful consideration of research and existing best practices.

Allow for articulation between grade levels and teacher teams through common planning periods, and encourage regular Dual Language team meetings.

Implementation Requirements

The school must have at least 25% of the total population who speak a specific minority language to consider a Dual Language program. In schools where more than one minority language group is 25% of the total school population, the school decides which language(s) will be offered in the program.

A feeder pattern from elementary, to middle, to high school, must also be considered.

The program must be approved by all stakeholders of the school, which includes, but is not limited to, the faculty and staff, the School Advisory Committee (SAC), the Parent Leadership Committee (PLC), and the Area Superintendent.

Schools need at least one year of planning for effective implementation.

Teachers in the program train and commit to best practices in second language acquisition and literacy.

Monitoring the Dual Language Program All Dual Language programs will be monitored by the Department of Multicultural Education for ESOL compliance. Schools must comply with the District ELL Plan and the META Consent Decree. The school-based ESOL coordinator and contacts are responsible for the ESOL compliance of the ELLs who are in the Dual Language program at the schools. The Department of Multicultural Education will provide technical assistance and training for the coordinators and contacts as needed. The Department of Multicultural Education will monitor the Dual Language programs at the schools for fidelity to the program guidelines. Fidelity to the program guidelines ensures that the goals and expectations of the program will be met. Therefore, monitoring will consist of, but will not be limited to the following:

Instructional materials assigned to schools and correct usage of materials

Student assessments and evaluations

School and student data

Teacher language proficiency

Instructional needs

Staffing needs

Professional development attendance


The Department of Multicultural Education will also provide the following for teachers and for schools on a regular and/or by-need basis:

Professional development, via webinars and face-to-face trainings

Classroom support and assistance

Programmatic assessments at schools

Language proficiency assessments

Instructional and professional support via Blender

International Spanish Academies

The International Spanish Academies constitute an educational program in English and Spanish through the collaboration between The School District of Palm Beach County and the Ministry of Education, Culture and Sports of Spain. The curriculum centers on the State Standards, and includes academic classes taught in both English and Spanish. The language, history, and culture of Spain, as well as other Spanish speaking countries, are a major focus. The following schools are designated International Spanish Academies:

Greenacres Elementary

Berkshire Elementary

New Horizons Elementary

Okeeheelee Middle School

John I. Leonard High School

Spanish Assessments

Elementary Literacy Assessments exist in Spanish for grades K-5. Grades K - 2 utilize the Spanish version of Fountas & Pinnell, Sistema de evaluación de la lectura. Grades 3 - 5 administer the Spanish version of Developmental Reading Assessment (DRA), Evaluación del desarrollo de la lectura (EDL). Data obtained from these literacy assessments is to be entered onto the appropriate screens by the teachers and can be viewed on EDW. Assessments are to be administered following the same timeline as the English versions. The Aprenda 3 assessment, which measures academic achievement, is administered to grades 2, 5, and 7 once a year. Aprenda is a norm referenced Spanish assessment and consists of a battery of tests in all of the content areas. At this time, our students are only assessed on portions of the test. We use the results to help evaluate our programs and guide classroom instruction. Research Recommended resources to use for researched based decisions include:

www.cal.org/twi

http://www.wce.wwu.edu/Resources/CIRCLE/Articles/SLA%20Escamilla%2BGrassi.pdf

http://njrp.tamu.edu/2004/PDFs/Collier.pdf


PARTICPATING DUAL LANGUAGE SCHOOLS

2016-2017

(ISA – International Spanish Academy)

School Number Grades Current Year

Implementation

Year

Berkshire (ISA) 0601 K-5 13 FY 05

CO Taylor Kirklane 1531 K-5 14 FY 04

Cholee Lake 2761 K-5 10 FY 08

Forest Hill 0621 K-5 12 FY 06

Freedom Shores 2671 K-5 15 FY 03

Gove 1241 K-6 20 FY 97

Greenacres (ISA) 0631 K-4 5 FY 13

Hagen Road 1421 K-5 16 FY 02

Highland 0671 K-5 11 FY 07

Hope-Centennial 0012 K-5 8 FY 10

Jupiter 0071 K-5 12 FY 06

Liberty Park 1871 K-5 9 FY 09

Melaleuca 1441 K-5 12 FY 06

New Horizons (ISA) 2051 K-5 14 FY 04

North Grade 0681 K-5 18 FY 99

Plumosa 0871 K-5 14 FY 04

South Grade 2431 K-5 14 FY 04

Conniston MS 0541 6-8 14 FY 04

Lake Worth MS 2131 6-8 6 FY12

Okeeheelee MS (ISA) 2151 6-8 14 FY 04

Palm Springs MS 0611 6-8 14 FY 02

John I. Leonard High (ISA) 1361 9-12 11 FY 04


SCHOOL DISTRICT OF PALM BEACH COUNTY

MODEL GUIDELINES CURRICULUM CONTENT IN THE HOME LANGUAGE Curriculum and Students

Curriculum Content in the Home Language (CCHL) is an approved ESOL model in Palm Beach County.

Students assigned to CCHL classes are English Language Learners (ELLs) from a single language background. The ELLs assigned to the class have a high need for language assistance; they are not proficient speakers of English.

Curriculum Content in the Home Language can be provided in one or more core content academic class, such as Math, Science or Social Studies.

Curriculum Content in the Home Language is a transitional bilingual instructional model, which is a system of instruction that uses two languages (native language and English) as a way to enable the student to achieve competency in English. Concepts and information are introduced or explained in the primary language and reinforced in the second language (English).

English proficiency is the desired outcome of CCHL. There is no increasing of literacy of the students’ native language. The students’ native language is used as a means for bridging academic content and English.

Instructional materials are in English, but supplementary materials in the native language such as PowerPoint presentations, videos, worksheets, websites and dictionaries may be used.

Classroom print is in both English and in the students’ native language. Bilingual word walls, classroom labels, and posters are just a few suggested items for the classroom.

All graded work in the subject matter is in English. However, students should be expected to use their native language as a bridge to help complete their final assignments. This can include brainstorming with other students, planning and researching in their home language.

The Teacher

The Curriculum Content in the Home Language teacher (HL teacher) is an ESOL teacher who uses ESOL strategies.

The HL teacher must prove proficiency in the native language by passing the language proficiency assessment administered by the Department of Multicultural Education, AND must be certified in the content area that he or she is teaching.

The HL teacher speaks predominately in the native language of the students while teaching, explaining all concepts and content in the language as needed. As the course of the year progresses, however, the teacher gradually transitions from the use of the students’ native language to English.

The HL teacher understands the culture of the students and can help students with cultural transitions as well as language needs.

The HL teacher understands the concepts of second language acquisition, with particular emphasis on the following:

CCHL lowers the affective filter, which facilitates learning. There is less anxiety for the students; therefore they can focus on acquiring content knowledge and English.

CCHL values the native language by creating a nurturing environment that in turn supports the acquisition of English. When students know that their culture and language is valued, they feel empowered.

CCHL allows for transference and language connections to occur because by being fluent in the native language as well as English, the teacher can explicitly analyze and plan for linguistic similarities and differences.

ell dual language - school district of palm beach county · pdf file1. to create a classroom...

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