the effectiveness of the dual language program in north grade elementary
TRANSCRIPT
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
1/62
By: Maria Sumner
THE EFFECTIVENESS
OF THE DUA
LANGUAG
PROGRAM IN
NORTHGRAD
ELEMENTARY
4/30/2012 An outcome baseevaluatio
This is an evaluation geared for
practitioners, researchers and families
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
2/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 1
who would like to understand more about
the effects of the Dual Language Program.
Through this project evaluation, I hope to
be able to show the importance and the
need for bilingual education.
TABLE OF CONTENTS
Introduction to the Dual Language Program and North Grade
Elementary...2
NorthGrade and the Choice
Program........3
Non negotiable in the Dual Language
Program.........4
Research says.........5
Purpose of the
evaluation.....5
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
3/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 2
Indicators to measure the effectiveness of the Dual Language
Program......6
Student outcome and
observations.....11
Recommendations...27
Conclusion...30
Appendix...31
References..38
The Effectiveness of the
Dual Language Program in
NorthGrade ElementaryA N O U T C O M E B A S E D E V A L U A T I O N
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
4/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 3
NTRODUCTION TO THE DUAL LANGUAGE PROGRAMA dual language program is a bilingual education where half of the students are
Native English speakers while the other half is students who are Native Spanish
speakers. In this program, the English and the Spanish are integrated into the daily
curriculum. This is called a two way immersion program. In 1963, Coral Way
Elementary was the first school to implement a bilingual program. Today, the school
is called Coral Way Bilingual K-8 Center. This school is world renowned for its two
way dual language bilingual education. Today, there are numerous schools following
the steps of Coral Way Bilingual K-8 Center. In Palm Beach County alone, twenty two
schools offer the Dual Language Program. NorthGrade Elementary is one of these
schools. Located in Lake Worth, Florida, NorthGrade Elementary is considered a
choice school. The Palm Beach County School District believes in offering students
resources in order for students to maximize their talents and interests and this is the
reason why the district opened up the choice program. The choice program allows
students and parents to pick a school of their choice based on the students strengths
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
5/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 4
and interests. Many families interested in the bilingual education bring their children
to NorthGrade Elementary because of the Dual Language Program. The ultimate goal
of all Dual Language Program is for students to ultimately become biliterate and
bicultural. According to the book Dual Language Instruction: A Handbook for
Enriched Education Dual Language is referred to as an Enriched Education. The book
states that Enrich Education is any educational programs that emphasize challenging
standards in the core curriculum domains while enriching students development in
both their first and a second language. These programs aim for full proficiency in
two languages, an understanding and appreciation of the cultures associated with
those languages and high levels of achievement in all core academic domains.
NorthGrade Elementary makes an effort to create an authentic dual language
program. Due to the area where NorthGrade is located, the students who live in the
zone are predominantly Spanish. The enrollment is made up of 52% of the students
are of Hispanic origin, 16% African American, 26% Caucasian, and 6% other. This
makes it difficult to get the balance that the Dual Language Program requires which is
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
6/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 5
50% English speakers and 50% Spanish speakers. This is a fact that the school is
aware of and is trying to get resolved for the school years to come.
NORTHGRADE AND THE CHOICE PROGRAM
Palm Beach County School District offers the choice program where families can chose
the schools that best fit their childrens interest. The opportunity for students to
venture into different fields based on their interest is a wonderful way for students to
broaden the different career paths for their future. NorthGrade Elementary is one of
the choice schools which specializes in the dual language program. Numerous
students who attend NorthGrade do not live in the schools zone but instead they
applied to the school through the choice and career options. In order to show the
number of students taking advantage of this program, refer to figure 1.1. Students
from all over the country apply to NorthGrade starting in the spring. From there, a
lottery will find out which students will attend their school choice or their assigned
school. It is obvious that the parents who choose NorthGrade Elementary are very
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
7/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 6
much involved in their childrens academic careers. A huge part of the Dual Language
parents make up the PTO organization and the SAC committee.
Figure 1.1
Students enrolled in NorthGrade Elementary through
Choice School Program and Student ReassignmentGrade Level DLE DLS Regular
Kindergarten 12 out of 42students
(29% of the
students)
9 out of 42students
(21% of the
students)
0 out of 24students
1st Grade 12 out of 46
students
(26% of the
students)
17 out of 49
students
(35% of the
students)
0 out of 21
students
2nd Grade 10 out of 31
students
(32% of the
students)
9 out of 46
students
(20% of the
students)
2 out of 31
students
(6% of the students)
3rd Grade 11 out of 46
students
(24% of the
students)
6 out of 28
students
(21% of the
students)
1 out of 47
students
(2% of the students)
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
8/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 7
4th Grade 16 out of 33
students
(48% of the
students)
5 out of 18
students
(28% of the
students)
1 out of 29
students
(3% of the students)
NON NEGOTIABLES IN THE DUAL LANGUAGE PROGRAMIn Palm Beach County, the Multicultural Department takes pride in the Dual Language
Program. They consistently monitor the schools that implement the program to make
sure that the program is being used with fidelity. As the Multicultural Department
Team walks through the schools and performs their regular meetings with the Dual
Language teachers, they give feedback to questions and concerns that teachers may
or have experienced. In these meetings, the Multicultural Department Team keeps
the teachers on up to date studies, articles and research on the program. The team
also makes an effort to view and observe the classroom setting. Some of the non
negotiable that the team looks for are: 1) students are receiving 50% of the
instruction in Spanish and 50% of the instruction in English. This is called the 50:50
model. In the 50:50 model, language arts need to be taught in both languages. 2)
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
9/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 8
Both the English and the Spanish are taught separately. A Spanish classroom may not
have any English writings, books, or language spoken at all times. English classrooms
may not have any Spanish writings, books, or language. This non negotiable may be
different for all students especially the English Language Learners (ELL) since the
teachers need to follow the students ELL plans and strategies. 3) Students need to
meet grade level expectations in all their subject areas and 4) Formative and
summative assessments are necessary in both languages in order to assess the
students progress.
RESEARCH SAYSStudents sense of self-awareness is enhanced through the exposure to cross-
cultural perspectives.
Research performed by Cummins, Lambert, Genesse, Holobow & Chartrand stated
that students who gained proficiency in a second language usually experience
cognitive and linguistic languages when compared to students who did not acquire a
second language. Lambert performed observed a study in Montreal where English
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
10/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 9
speaking students were practically taught all their instructions from Kindergarten to
6th Grade in French. He noticed that these students outperformed the control
students in all-English schools in a variety of English language tests-reading, writing,
listening, etc. .
PURPOSE OF THE EVALUATION
According to research, the students enrolled in the Dual Language Program shows
more academic success than the students who are not enrolled in the program. This
evaluation will show the effectiveness of the dual language program for the students
academically and socially. Through the information gathered from this paper, the
readers could get insight on the importance of the dual language program when
creating bilingual, bicultural students. The implementation of the program also
results in good classroom teaching evidences.
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
11/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 10
INDICATORS TO MEASURE THE EFFECTIVENESS OF THE DUAL LANGUAGE PROGRAMThe Fountas and Pinnell Reading Running Records, The FCAT math and reading
results, the reading and math diagnostics results and the EDW behavior results for
attendance and behavior are the indicators that were used in this program evaluation
to find the effectiveness of the dual language program.
Fountas and Pinnell Reading Running Record
Fountas and Pinnell is a supplementary instructional system that is used by Palm
Beach County School District to help reduce the reading gaps of all students from
Kindergarten through 5th Grade. In NorthGrade Elementary, the Reading Running
Records is required for students in grades K-2. Since the school uses the FAIR test,
students in Grades 3-5 are not required to use the Reading Running Record unless
they feel the need. The reading program designed by Irene Fountas and Gay Su
Pinnell starts outs with the Reading Running Record. The Reading Running Record is
a continuous assessment designed to track the development of the students
foundational skills in reading. The foundational skills included in this program
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
12/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 11
evaluation are oral language, early literacy, and letter recognition in lower case and
upper case, initial sounds, phonic blends and phonic segmenting (figure 1.2). High
frequency words, phonological assessments, word writing, instant retelling are some
other foundational skills that are included in the assessment but were not included in
this program evaluation data. When the students literacy assessment is completed,
the teacher would then be able to refer to the continuum model which shows the
teacher the skills to target and the behaviors necessary to master these skills.
Figure 1.2
Foundational Skill Total Possible Points Mastery (80%)
Early Literacy 10 8
Letter Recognition (uppercase)
26 20.8
Letter Recognition (lower 26 20.8
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
13/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 12
case)
Beginning Sound Recognition 19 15.2
Phonic Blend 10 8
Phonic Segmenting 10 8
FCAT (Grades 3-5)
The Florida Comprehensive Assessment Test is an assessment given to all public
school students in grades 3-12. This is a criterion referenced assessment that was
developed in 1998 in order to raise the standards in Florida schools. FCAT tests four
subjects which are Reading, Math, Science and Writing. All students take the Reading
and the Math, Science is taken by students in 5th, 8th and 11th grade. Writing is taken
by students in 4th, 8th and 10th grade. This program evaluation only focuses on the
NorthGrade reading and math scores since writing and science are not tested on a
yearly basis. FCAT scores in reading and math are presented using levels where
level 1 being the lowest and level 5 being the highest score. The levels are
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
14/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 13
determined based on the developmental scale scores or DSS scores as seen on figure
2.1 and 2.2.
Figure 2.1
FCAT Reading Developmental Scale Scores
Grade Level 1 Level 2 Level 3 Level 4 Leve
3 86 - 1045 1046 - 1197 1198 - 1488 1489 - 1865 1866 -
4 295 - 1314 1315 - 1455 1456 - 1689 1690 - 1964 1965 -
5 474 - 1341 1342 - 1509 1510 - 1761 1762 - 2058 2059 -
Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Figure 2.2
FCAT Mathematics Developmental Scale Scores
Grade Level 1 Level 2 Level 3 Level 4 Leve
3 375 - 1078 1079 - 1268 1269 - 1508 1509 - 1749 1750 -
4 581 - 1276 1277 - 1443 1444 - 1657 1658 - 1862 1863 -
5 569 - 1451 1452 - 1631 1632 - 1768 1769 - 1956 1957 -
Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Diagnostics
Diagnostics is the School Districts assessment tool. The Diagnostics is given to
students in 2nd through 5th Grade. This assessment is given twice a year usually in
the fall and in the winter to monitor growth and to strategize instruction. The
diagnostic covers reading, math, and science. Diagnostic scores are translated in
http://fcat.fldoe.org/pdf/fcAchievementLevels.pdfhttp://fcat.fldoe.org/pdf/fcAchievementLevels.pdfhttp://fcat.fldoe.org/pdf/fcAchievementLevels.pdfhttp://fcat.fldoe.org/pdf/fcAchievementLevels.pdfhttp://fcat.fldoe.org/pdf/fcAchievementLevels.pdfhttp://fcat.fldoe.org/pdf/fcAchievementLevels.pdf -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
15/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 14
Item Response Theory or IRT. IRT scores focuses on the students ability rather than
the number of right or wrong answers. This type of scoring shows the difference
between the students that answered the questions correctly and incorrectly. The first
digit predicts the students FCAT level then the next 3 digits would be the IRT score.
For the purpose of this program evaluation, only 3rd through 5th grade data was used.
Figure 3.1
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
16/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 15
Retrieved from
http://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdf
EDW Results for behavior records (referrals, suspensions)
The Educational Data Warehouse is a data storage that allows administrators and
teachers to pull reports of numerous sorts depending on the purpose of the report.
http://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdfhttp://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdfhttp://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdf -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
17/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 16
Some of the reports that administrators and teachers may access are assessment
results in Early Literacy, Diagnostic Reports, FCAT scores, students demographics
even Scholastic Reading Inventory. For the purpose of this program evaluation, the
EDW was used in order to access the absences, referrals and suspensions in
Kindergarten through 5th Grade.
Best Practices teachers are using through the Marzano Teacher Evaluation
The Marzano teacher evaluation is the newest teacher evaluation that started in the
2011-2012 school year. The School District of Palm Beach County only focuses on
Domain one for its first year in to the system. Domain one focuses on classroom
strategies and behaviors. Under domain one, there are three lesson segments. The
three lesson segments are 1) involving routine events, 2) addressing content, and 3)
enacted on the spot. Involving routine events have two design questions:
communicating learning goals and feedback and establishing rules and procedures.
Addressing content has three design questions which are: helping students interact
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
18/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 17
with new knowledge, helping students practice and deepen new knowledge, and
helping students generate and test hypotheses. The last lesson segment which is
enacted on the spot has four design questions: engaging students, recognizing
adherence to rules and procedures, establishing and maintaining effective
relationships with students, and communicating high expectations for all students.
This evaluation system focuses on the 41 elements that Dr. Robert Marzano feels
makes up an effective teacher.
STUDENT OUTCOMES AND OBSERVATIONS (DATA)Data was collected in order to show the difference between the regular classrooms
compared to the dual language classrooms in the areas of reading, math, attendance,
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
19/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 18
behaviors, and teacher effectiveness. The following data is a brief overview of what
performances look like in the classrooms. There could have been much more
components added to this observation but due to the amount of time the evaluation
was performed, this brief overview is just a glimpse of the whole program. Program
evaluations that take several years to complete would be a better indicator of the
difference between the regular classrooms compared to the dual language classroom.
Nonetheless, this program evaluation is still informative and hopefully a useful tool.
Fountas and Pinnell Reading Running Records for Kindergarten-2nd Grade Students
Kindergarten:
Dual Language English and
Spanish classrooms
combined average
Regular classrooms
combined average
Early literacy : 8.9 7.2
Upper case 23.6 21.5
Lower case 22.8 19.9
Initial sounds 15 11.6
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
20/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 19
Blending 4.1 3.4
Segmenting 3.3 .65
According to the data of the Reading Running Records data, the students in the Dual
Language Program in both English and Spanish scored much higher than the students
in the regular classrooms in all the foundational skills necessary to become a fluent
reader.
1st Grade:
Dual Language English and
Spanish classrooms
combined average
Regular classrooms
combined average
Early literacy : 9.6 10
Upper case 25.6 25.8
Lower case 25.7 25.8
Initial sounds 18.7 11.7
Blending 9.4 8.1
Segmenting 8.7 8.5
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
21/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 20
The first grade results were interesting since the students in the regular classrooms
scored higher on the early literacy, upper case and lower case recognition. When the
students are performing actual sounding of letters and reading words, the students in
the dual language classrooms achieved a higher score. The students in the dual
language programs show that they can take the basic skills and quickly transfer these
skills to the next level of reading.
2nd Grade:
Dual Language English and
Spanish classrooms
combined average
Regular classrooms
combined average
Early literacy : 9.8 8.4
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
22/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 21
Upper case 25 25.8
Lower case 25 25
Initial sounds 18.5 18.1
Blending 9.5 9.4
Segmenting 9.4 8.9
The second grade results show similar data with the first grade data. The basic skills
are mastered more by the regular classroom students but when its time to use the
basic skills and start putting sounds together in order to read, the dual language
students shows higher results.
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
23/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 22
Figure 4.1
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
24/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 23
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
25/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 24
FCAT results from spring 2011
It is evident in the FCAT spring 2011 results that the students in the dual language
program scored higher in both reading and math. Due to the time constraints of this
project evaluation, the FCAT spring 2012 results will not be available to make
comparisons. Once the FCAT 2012 spring results comes in, it would be very
interesting to find out how the students scored in a two year time frame. The
developmental scale score (DSS) will show us the growth that the students would have
had.
In third grade, there were no retainees in the dual language program so there were no
comparisons to be made in the in the DSS scores. In fourth grade, the average DSS
score in reading in the dual language program was1467 compared to 1273 from that
of the regular classrooms. The math scores in the dual language program were 1532
compared to 1356, which is the average of the regular classrooms. In fifth grade
reading, the average score of the dual language classrooms were 1580. The regular
classrooms scored an average of 1573. The math showed an even greater difference.
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
26/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 25
Dual language classrooms scored a 1665 and the regular classrooms averaged a 1553
DSS score.
figure 4.2
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
27/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 26
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
28/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 27
Diagnostics from fall 2011 and winter 2012
3rd Grade data:
Dual Language English and
Spanish classrooms
combined IRT average
Regular classrooms
combined IRT average
Fall Diagnostics Reading 3147 2381
Fall Diagnostics Math 3125 2307
Winter Diagnostics Reading 3369 2423
Winter Diagnostics Math 3015 2204
4th Grade data:
Dual Language English and
Spanish classrooms
combined IRT average
Regular classrooms
combined IRT average
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
29/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 28
Fall Diagnostics Reading 3625 2813
Fall Diagnostics Math 3538 2938
Winter Diagnostics Reading 3605 3096
Winter Diagnostics Math 3329 2927
5th Grade data:
Dual Language English and
Spanish classrooms
combined IRT average
Regular classrooms
combined IRT average
Fall Diagnostics Reading 3401 3174
Fall Diagnostics Math 3584 3032
Winter Diagnostics Reading 3566 2978
Winter Diagnostics Math 3234 2474
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
30/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 29
The charts show that the average scores in all of the diagnostics test results. The data
shows that the students in the dual language program exceed the scores of the
students in the regular classrooms in all grade levels, in all the tests. The impressive
results in the diagnostics clearly shows that the dual language classrooms are
performing at a higher level than the regular classrooms since the diagnostics test
assesses a majority of moderate and higher level complexity questions.
Figure 4.3
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
31/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 30
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
32/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 31
EDW results on attendance
Attendance is a crucial part of every students academic success. According towww.greatschools.org
Attendance contributes to a students long term success as well. A 2008 study
conducted by the Rodel Community Scholars at Arizona State University that tracked
students from kindergarten through high school found that dropout patterns were
linked with poor attendance, beginning in kindergarten. Gregory Hickman, director of
the Rodel Community Scholars program and former director of the Arizona Dropout
Initiative, notes they discovered that as early as kindergarten, behavioral differences
are apparent between those who go on to graduate and those who drop out, with
dropouts missing an average of 124 days by eighth grade.
The EDW results show that except in Kindergarten and 5th Grade, the students in the
dual language program show less absences than the students in the regular
classrooms.
Attendance:
http://www.greatschools.org/http://www.greatschools.org/http://www.greatschools.org/ -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
33/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 32
Average days missed by
students in the Dual
Language Program
Average days missed by
students in the regular
classroom
Kindergarten 7.5 5.6
1st Grade 4.6 6
2nd Grade 4.8 7.5
3rd Grade 4.1 6.1
4th Grade 4.7 7.5
5th Grade 4.5 4.3
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
34/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 33
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
35/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 34
EDW results on in school and out of school suspensions
NorthGrade Elementary has a very positive school climate, and it is evident once one
visits the campus. The school has guidelines for success that all students value and
live by. Students are safe, responsible and respectful. Unfortunately, there are times
when students veer away from the guidelines and as a result receive in school or out
of school suspension.
Combined incident
numbers of In School and
Out of School Suspensions
in the Dual language
English and Spanishclasses
Combined incidents
numbers of in school and
out of school suspension
in the dual language e
Kindergarten 1 1
1st Grade 0 1
2nd Grade 0 0
3rd Grade 9 31
4th Grade 1 2
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
36/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 35
5th Grade 2 11
Teacher observations
Teacher observations are a great to get to see how the classrooms are run and it
especially shows how the teachers respond to the needs of their students. According
to Marzano research, Marzano (2009) has noted that a teacher who is classified as
most effective (i.e., at the 98th percentile in terms of his or her pedagogical skill)
will be expected to produce student achievement that is 54 percentile points higher
than the achievement produced by a teacher who is classified as least effective (i.e.,
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
37/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 36
at the 2nd percentile in terms of his or her pedagogical skill).
(www.marzanoresearch.com)
Kindergarten Observation:
The Kindergarten observation consisted of a DLE and a DLS. Both Groups showed
Kindergarteners in small groups (centers) during literacy block. Classrooms had
established classroom routines, the physical layout of the classroom for learning was
effective, and the students were organized in groups to process the new information.
The students were also engaged due to the academic games that were available for
them. There was a lively pace and high intensity and enthusiasm in the classrooms.
In one of the regular classrooms, the classroom routines were not evident. There
were students that knew the routines but chose not to follow them. The students
were organized in groups for cognitively complex tasts.
http://www.marzanoresearch.com/http://www.marzanoresearch.com/http://www.marzanoresearch.com/http://www.marzanoresearch.com/ -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
38/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 37
1st Grade Observation:
In the first grade classrooms, I observed the DLE and the regular classrooms which
consistently used shared reading, technology and manipulative. The students were
engaged in both classrooms and the students had established classroom routines.
The layout of the classrooms were very organized and the students were placed in
groups to process new information. These first graders practiced their skills,
strategies and processes. They were provided resource and guidance when
necessary. The students were using academic games and the pace was lively. The
teacher demonstrated intensity and enthusiasm. It was also evident that the teachers
used verbal and nonverbal behaviors that indicate affection for the students.
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
39/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 38
2nd Grade Observation:
The second grade observations showed very structured classrooms in the dual
language classes. The students were provided their learning goals and their
successes were definitely celebrated. The physical layout of the classroom was
conducive to the student learning. The students were able to use the new knowledge
and interact with the new knowledge though the use of technology and hands on
activities. The lessons were also chunked in digestible bites. This is something that I
did not see in the regular classroom. I heard levels of questioning in moderate and
high complexities in the dual language classrooms compared to the regular
classrooms. The physical layout and the physical movement were conducive to the
students learning in both dual language and regular classroom.
3rd Grade Observation:
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
40/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 39
In this grade level, the dual language classroom showed greater classroom routines.
The dual language classrooms demonstrated high intensity and enthusiasm. The
students were provided the opportunities for students to talk about themselves and
they used academic games. The third grade classrooms I observed provided the clear
learning goals and scales to the students which helped the students comprehend how
the lessons previously learned fits the new lessons. I did not get to observe the
students in the regular classrooms to organize the students into groups so they may
practice and deepen the knowledge that they have learned. There was impressive
evidence in a regular classroom where the teacher elaborated on the new information
by using their own experiences. I would have loved to have seen this element in the
dual language classroom.
4th Grade Observation:
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
41/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 40
In this grade level, I observed the DLS and a regular classroom. The teacher
approaches were very different but both very effective. The DLS classroom and the
regular classroom had established classroom routines. A student was used to model
the information and the classroom was very well organized for the learning. The
teacher identified the critical information and chunked the lesson into digestible
bites. The teacher elaborated on the new information and examined similarities and
differences. The classroom was engaged, it had a lively pace and the teacher
demonstrated withitness. In the regular classroom, the teacher was working on
vocabulary words for science. The students were recording and representing their
knowledge and they were examining similarities and differences.
5th Grade Observation:
The classrooms that were observed in the dual language program were very different.
One of the classrooms had an established classroom routine structured, chunked the
information into digestible bites and were effective in consistently checking for
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
42/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 41
comprehension. The classrooms also showed the students working in small groups.
Although the regular classroom had similar features, the regular classroom allowed
for more humor in the classroom. I did notice that the regular classroom had a more
effective system in grouping students. In the regular classroom, the students had
just taken apart owl pellets and the students were so engaged in trying to figure out
what the owls had eaten. The students were organized to practice and deepen their
new knowledge. They were examining similarities and differences and they were
organized to work in the cognitively complex tasks. The students and teacher were
demonstrating intensity and enthusiasm but still acknowledged adherence to rules
and procedures. The other dual language classroom showed more of teacher directed
instruction, very little evidence of classroom routines and the students were not
grouped accordingly. The students needed to be exposed to higher level questioning.
.
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
43/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 42
Within the Dual Language classrooms, I used the Dual Language Observation Sheet (
figure ) to see how the teachers were staying true to the dual language program. The
teachers in the dual language program pretty much stayed true to the non negotiable
that the district has suggested. The two categories that needed more reinforcements
were the features of the program and assessments. For the features of the
program, I did notice that English was spoken more than Spanish. I also noticed that
in the assessment category, the students could become more exposed to
assessments that are much more suited for the dual language students.
RECOMMENDATIONS
Recommendation #1
Professional Development for teachers and support staff
The dual language teachers and students would benefit from up to date news and
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
44/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 43
research on the dual language program. This could be a learning team meeting at
least once a month or every other month to keep the teachers and the support staff
up to date on the new ideas and strategies that would be beneficial in the field. This
would also give the dual language teachers a chance to collaborate and plan to
enhance the dual language program. The strategies that the teachers could learn
from each other could be effective. A lesson study in the dual language area would
help this collaboration.
Recommendation #2
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
45/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 44
More resources for DLS classrooms
I noticed that the teachers are doing the best they can with the resources that they
have but there just isnt enough variety for students to broaden their knowledge in
different subject areas. http://www.sepiensa.org.mx/sepiensa2009/nyn.htmlis a
great resource for students to read and play in Spanish. In this website, the students
are able to read what other students have to say about different areas in their lives
such as their community, their roles and traditions. The students would enjoy
reading and learning about other kids lives all around the world. There is also a need
for much more Spanish books in all subject areas. Language lizard is also a helpful
tool which categorizes hundereds of books in different languages based on the
students reading level. There are even support articles in there with FAQs for dual
language teachers. American Reading Company also has thematic books categorized
by grade levels for Science. The company even offers SchoolPace which allows the
school to monitor the students progress through the web. It is an achievement
dashboard that allows educators to find strengths and weaknesses of the students in
http://www.sepiensa.org.mx/sepiensa2009/nyn.htmlhttp://www.sepiensa.org.mx/sepiensa2009/nyn.htmlhttp://www.sepiensa.org.mx/sepiensa2009/nyn.html -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
46/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 45
the dual language program.
Recommendation #3
Community involvement
Since NorthGrade Elementary is located in a predominantly Hispanic area, it would be
beneficial to have business partners with the local Spanish organizations. There are
supermarkets, Spanish salseros and latin dance groups, the cafeterias and local
government where the students could visit and learn more about the different roles,
traditions, contributions, etc that these local businesses do for the community. The
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
47/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 46
students in the dual language program would understand the importance of the
program and how the dual language program can affect the community, the country
and the world. The community involvement would also hopefully bring some of these
business partners to support the dual language program financially for the resources
needed.
Recommendation #4
Develop stronger oral language skills for the students
NorthGrade presently uses SUBE to strengthen the students oral language skills.
Even though the SUBE is effective, it is not enough to develop the students dual
language. I noticed that the English speakers can very well understand Spanish but
they speak very little of it. The Spanish speakers are developing the English language
pretty quickly. Enhanced shared reading, enhanced vocabulary instructions and
fluency checkups would be some good strategies to start as a dual language team
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
48/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 47
school wide.
ConclusionNorthGrades dual language program is raising bi literate, bilingual, and bicultural
students. Its an effective program as seen through the data presented in this
program evaluation. The students enrolled in the Dual Language English and the Dual
Language Spanish programs are being challenged and have the opportunity to learn
about the world around them through the literatures and background knowledge that
the students are consistently sharing with their class. It is a program that allows
students to think outside the box and broaden their knowledge and understanding.
Every dual language program is different and NorthGrade as a school supports the
program and is very proud of the strides that the program contributes. Although the
program is effective, as always, there is still room for improvement. These students
are working with very dedicated, hard working educators. They are passionate for
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
49/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 48
what they do on an everyday basis. With the combinations of great parental support,
wonderful teachers, and enthusiastic students, the data can exceed expectations
beyond the norm. These changes can take years to accomplish but every little step
helps the students grow academically, culturally and personally. The dual language is
a program that should not be seen in some districtsit should be in all districts. This
country we live in is so culturally diverse and the more we know about each other, the
more we are aware of each other, the better this world can become. NorthGrade is
starting early. The school is molding children who will go out into the workforce and
succeed. The students love diversity, they respect other cultures and they see the
importance to the program. NorthGrade understands that the best place to start is
with our children.
Appendix A
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
50/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 49
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Critical Features of Effective Enriched EducationFeatures #1 #2 #3 #4
Parent Involvement is
Integral to program
success
Effective Programs have
high standards
Strong leadership is
critical for effective
programs
Effective instruction isstudent centered
Language instruction is
integrated with
challenging academic
instruction
Teachers in effective
Enriched Education are
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
51/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 50
reflective
Effective Enriched
Education programs areintegrated with other
school programs and
schools
Effective Enriched
Education programs aim
for additive bilingualism
(1)-Applies to NorthGrade Elementary
(2)-Moderately applies to NorthGrade Elementary
(3)-Does not apply to North Grade Elementary
Appendix BTEACHER QUESTIONNAIRE
1.Please list the effectiveness of the Dual Language Program.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
52/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 51
___________________________________________________________________
2.If you could change some things about the Dual Language Program,what might they be and why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3.Additional comments and recommendations for the Dual LanguageProgram.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
53/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 52
Appendix C
NORTHGRADE ELEMENTARYDUAL LANGUAGE OBSERVATION SHEET
Teachers Name: ___________________ Grade: ________ Room: (circle one) DLE/DLS
Features of the programThe student receives 50% of instruction inSpanish and 50% of instruction in English
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
The teacher uses SUBE to assess thestudents oral language skills
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NAOrganization of the ClassroomGrade level standards are clear and visibleand is written in the language taught
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Lesson plans are evident and includessubject and language objectives
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Standards are explained to the studentscircle one:
No Evidence/Limited Evidence/Some
Classroom policies and procedures arewritten in English or Spanishcircle one:
No Evidence/Limited Evidence/Some
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
54/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 53
Evidence/Evident/NA Evidence/Evident/NA
Culturally relevant motivational posterscircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Print Rich Classroomcircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Anchor Charts/papers are displayed inthe appropriate language
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Materials selected support the languagecircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Interactions and ConnectionsStudents prior knowledge is activated
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Hands on activities are used to achievemastery in the subject area and todevelop the language skills
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Teacher refers to DLE/DLS word wallwhen necessary
circle one:No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Use of technology is integrated with thesubject being taught and in the languageof the classroom
circle one:No Evidence/Limited Evidence/Some
Evidence/Evident/NA
New information is introduced in Modeling is used consistently by the
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
55/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 54
sequential ordercircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
teachercircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Increase wait timecircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Variety of questioning techniques (low,moderate, high complexity questions)
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Teacher stops frequently forcomprehension checks
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Teacher makes the lesson relevant to thestudents
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Differentiated instruction is used by ESLlevel
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Students are given the opportunity toclarify concepts in their home language
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
AssessmentsRubrics are used
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Teachers allow for self/peer assessmentscircle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Assessment for content are is authenticand is designed to test contentknowledge NOT English/Spanish skill
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
Teacher frequently checks for studentengagement and uses this information tore teach/challenge
circle one:
No Evidence/Limited Evidence/Some
Evidence/Evident/NA
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
56/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 55
Additional Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Appendix D
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
57/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 56
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
58/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 57
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
59/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 58
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
60/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 59
-
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
61/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
Sumner
Page 60
REFERENCESAmerican Reading Company. Retrieved fromhttp://www.americanreading.com/products/schoolpace/
Cloud,N. Genesee,F. Hamayan,E. Dual Language Instruction: A handbook for enriched
education(2000)Heinle & Heinle
Florida Department of Education Website. Bureau of K-12 Assessment. Retrieved from
http://fcat.fldoe.org/fcatpub3.asp.
Genesee, F. Early Dual Language Learning. (2008) Retrieved fromhttp://main.zerotothree.org/site/DocServer/29-1_Genesee.pdf
Official website of Language Lizard.
http://www.languagelizard.com/v/vspfiles/teachers.htm.
School Attendance: Issues to consider. Retrieved from
http://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-
issues.gs.
Schooling, P. Toth, M. Marzano, R. Creating an Aligned System: to develop great
teachers within the federal race to the top initiative. Retrieved from
http://www.marzanoresearch.com/documents/RacetotheTopWhitepaper_Marzano.pdf
.
School District of Palm Beach County staff development. Retrieved from
http://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-
RoutineEvents-AddressingContent-EnactedontheSpot.pdf.
The School District of Palm Beach County Website. Educational Data Warehouse.
Retrieved from:www.palmbeachschools.org/edw/
http://www.americanreading.com/products/schoolpace/http://www.americanreading.com/products/schoolpace/http://fcat.fldoe.org/fcatpub3.asphttp://fcat.fldoe.org/fcatpub3.asphttp://main.zerotothree.org/site/DocServer/29-1_Genesee.pdfhttp://main.zerotothree.org/site/DocServer/29-1_Genesee.pdfhttp://www.languagelizard.com/v/vspfiles/teachers.htmhttp://www.languagelizard.com/v/vspfiles/teachers.htmhttp://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gshttp://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gshttp://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gshttp://www.marzanoresearch.com/documents/RacetotheTopWhitepaper_Marzano.pdfhttp://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-RoutineEvents-AddressingContent-EnactedontheSpot.pdfhttp://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-RoutineEvents-AddressingContent-EnactedontheSpot.pdfhttp://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-RoutineEvents-AddressingContent-EnactedontheSpot.pdfhttp://www.palmbeachschools.org/edw/http://www.palmbeachschools.org/edw/http://www.palmbeachschools.org/edw/http://www.palmbeachschools.org/edw/http://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-RoutineEvents-AddressingContent-EnactedontheSpot.pdfhttp://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortForms-RoutineEvents-AddressingContent-EnactedontheSpot.pdfhttp://www.marzanoresearch.com/documents/RacetotheTopWhitepaper_Marzano.pdfhttp://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gshttp://www.greatschools.org/parenting/behavior-discipline/644-school-attendance-issues.gshttp://www.languagelizard.com/v/vspfiles/teachers.htmhttp://main.zerotothree.org/site/DocServer/29-1_Genesee.pdfhttp://fcat.fldoe.org/fcatpub3.asphttp://www.americanreading.com/products/schoolpace/ -
8/2/2019 The Effectiveness of the Dual Language Program in North Grade Elementary
62/62
The Effectiveness of the Dual Language Program in NorthGrade Elementary
http://www.palmbeachschools.org/edw/