Boerne ISDBoerne ISDDual Language Dual Language

ProgramProgramProgram ModelProgram Model

Assessment Assessment

Staff DevelopmentStaff Development

Bilingual/Dual Language Bilingual/Dual Language CampusesCampuses Curington ElementaryCurington Elementary

Dual Language Kindergarten Dual Language Kindergarten Bilingual Pre-K, 1 – 6 Bilingual Pre-K, 1 – 6 Self-contained classes 1- 4, language arts/social Self-contained classes 1- 4, language arts/social

studies bilingual instruction at 5studies bilingual instruction at 5thth and 6 and 6thth Fabra ElementaryFabra Elementary

Dual Language K & 1Dual Language K & 1stst grades self-contained grades self-contained classesclasses

Bilingual classes: 2Bilingual classes: 2ndnd/3/3rd rd combined self- combined self-contained class, 4contained class, 4th th self-contained; language self-contained; language arts/socials studies bilingual instruction at 5arts/socials studies bilingual instruction at 5thth and 6and 6thth

Kendall ElementaryKendall Elementary Dual Language K – 5, self-contained classes; Dual Language K – 5, self-contained classes;

shared instruction between two teachers at 4shared instruction between two teachers at 4thth gradegrade

Language Arts/social studies bilingual Language Arts/social studies bilingual instruction at 5instruction at 5thth and 6 and 6thth

Boerne ISD Program Boerne ISD Program GoalsGoals

All students will develop high levels All students will develop high levels of proficiency in their first languageof proficiency in their first language

All students will develop high levels All students will develop high levels of proficiency in a second languageof proficiency in a second language

Academic performance will be at or Academic performance will be at or above grade levelabove grade level

All students will demonstrate positive All students will demonstrate positive cross-cultural attitudes and behaviorscross-cultural attitudes and behaviors

All students will become bilingual, bi-All students will become bilingual, bi-literate, biculturalliterate, bicultural

90-10 Model90-10 Model

90% of the instructional day is in Spanish 90% of the instructional day is in Spanish

(or other minority language) during early years of the (or other minority language) during early years of the programprogram

Graduated time to 80-20, 70-30, until the ratio Graduated time to 80-20, 70-30, until the ratio reaches 50-50reaches 50-50

Shown to be the most successful program for ELLs Shown to be the most successful program for ELLs (Thomas & Collier, 2001)(Thomas & Collier, 2001)

Research supports that students perform as well or Research supports that students perform as well or better on tests of English than their English-speaking better on tests of English than their English-speaking peers who have been instructed in English only peers who have been instructed in English only (Lindholm-Leary, 2001) (Lindholm-Leary, 2001)

The majority students have an immersion experience The majority students have an immersion experience in the second language, while the minority students in the second language, while the minority students receive native language instruction with a gradual receive native language instruction with a gradual introduction of Englishintroduction of English and English-medium and English-medium instructioninstruction

Rationale for a 90/10 Rationale for a 90/10 model:model:

The further from the Texas/Mexico border, The further from the Texas/Mexico border, the greater the amount of Spanish should the greater the amount of Spanish should be included in the curriculum. be included in the curriculum.

A second language is best acquired when A second language is best acquired when it is used as the medium of instruction it is used as the medium of instruction across the curriculum (integrated across the curriculum (integrated instruction).instruction).

Students who add a second language Students who add a second language demonstrate higher levels of language demonstrate higher levels of language proficiency, achievement, and self-proficiency, achievement, and self-concept.concept.

Skills transfer from one language to the Skills transfer from one language to the other.other.

Boerne ISD Instructional Boerne ISD Instructional ModelModel

90/10 Model:90/10 Model: K – 90% Spanish/10% EnglishK – 90% Spanish/10% English 1 – 90% Spanish/10% English1 – 90% Spanish/10% English

2 – 80% Spanish/20% English2 – 80% Spanish/20% English 3 – 70% Spanish/30% English3 – 70% Spanish/30% English 4 – 60% Spanish/40% English4 – 60% Spanish/40% English 5 – 50% Spanish/50% English5 – 50% Spanish/50% English 6 – 50% Spanish/50% English6 – 50% Spanish/50% English

Subject Area

Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

Reading/Language

Arts(Listening, speaking, reading, writing)

90 Read aloudSongs, poems, chantsShared reading/partner readingLiteracy stationsInteractive writing

30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science, social studies)

Math 1053035

Calendar timeDaily countLesson Center activities

Songs about numbers during oral language development – send home to parents

Social Studies

45 Expository textReading and writing in response to textActivities allowing students to manipulate concepts Center activities

Science 45 Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities

Boerne ISDDual Language Instructional Model

K - 90/10Daily Routines:Beginning of Day: Sign in, journaling, read aloudAfter Lunch: Read aloudContent-focused Center Time: 15 – 30 minutes daily minimum

Subject Area Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

Reading/Language

Arts(Listening,

speaking, reading, writing)

90 Read aloudSongs, poems, chantsShared reading/partner readingGuided readingLiteracy stationsInteractive writing

30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science,

social studies)

Math 1053035

Calendar timeDaily countLesson Center activities

Songs about numbers during oral language development – send home to parents

Social Studies

45 Expository textReading and writing in response to textActivities allowing students to manipulate

conceptsCenter activities

Science 45 Expository textReading and writing in response to textActivities allowing students to manipulate

conceptsCenter activities

Boerne ISDDual Language Instructional Model

1st Grade – 90/10Daily Routines:Beginning of Day: Sign in, journaling, read aloudAfter Lunch: Read aloudContent-focused Center Time: 30-35 minutes daily minimum

Subject Area

Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

ReadingListeningSpeaking

60 Introduce different genre/novel studiesRead aloudShared reading/partner readingGuided readingLiteracy stationsInteractive writingWord study, vocabulary

30 Oral language development: songs, chants, poemsRead aloud using expository text (math, science, social studies)Content area reading integrated with writing

Writing 30 Process writing/projectsComposition - (Personal Narrative, Descriptive, Expository, Friendly Letter)Technology integration (i.e. Kidspiration, Kidpix, etc.)Spelling patterns

30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.Technology integration (i.e. Kidspiration, Kidpix, etc.)

Math 153540

Problem of the DayLesson Practice/Review/Centers

Homework – reinforcement of concepts taught in class

Social Studies

30(15)

Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Oral language, read alouds, writing activities tied to social studies)

Science 30(15)

Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Oral Language, read alouds, writing activities tied to science)

Boerne ISDDual Language Instructional Model

2nd Grade - 80/20

Subject Area

Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

ReadingListeningSpeaking

45 Introduce different genre/novel studiesRead aloudShared reading/partner readingGuided readingLiteracy stationsInteractive writingWord study, vocabulary

60 Formal reading instruction in English follows regular reading instruction using SIOP strategies

Read aloudShared reading/partner reading/guided readingLiteracy stationsInteractive writingWord study/vocabulary

Writing 15 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.

Technology integration (i.e. Kidspiration, Kidpix, etc.)

Introduce Spanish grammatical, morpheme, and syntax structures

30 Instruction follows regular writing instruction using SIOP strategies

Process writing/projectsComposition - (Personal Narrative, Descriptive,

Expository, Friendly Letter)Technology integration (i.e. Kidspiration, Kidpix, etc.)Spelling

Math 154035

Problem of the DayLesson Practice/Review/Centers

Homework – reinforcement of concepts taught in classTAKS tutoring providing English vocabulary

Social Studies

30(15)

Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Read alouds, shared reading, writing activities tied to

social studies)

Science 30(15)

Expository textReading and writing in response to textActivities allowing students to manipulate conceptsCenter activities(Read alouds, shared reading, writing activities tied to

science)

Boerne ISDDual Language Instructional Model

3rd Grade - 70/30

Subject Area

Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

ReadingListeningSpeaking

45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary

45 Formal reading instruction in English follows regular reading instruction using SIOP strategiesRead aloudGuided reading, word study, vocabulay

Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving, etc.Technology integration (i.e. Kidspiration, Kidpix, etc.)Introduce Spanish grammatical, morpheme, and syntax structures

30 Instruction follows regular writing instruction using SIOP strategiesProcess writing/projectsComposition - (Personal Narrative, Descriptive, Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix,etc.)Spelling practice

Math 15 Problem of the Day 40 35

LessonPractice/Review/Centers

Social Studies

30(15)

Instruction follows regular social studies instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts(Read alouds, shared reading, writing activities tied to social studies)

Science 30(15)

Instruction follows regular science instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts(Read alouds, shared reading, writing activities tied to science)

Boerne ISDDual Language Instructional Model

4th Grade - 60/40

Subject Area

Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

ReadingListeningSpeaking

45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary

45 Formal reading instruction in English follows regular reading instruction using SIOP strategies

Read aloudGuided readingWord study/vocabulary

Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving,

etc.Technology integration (i.e. Kidspiration,

Kidpix, etc.)Introduce Spanish grammatical,

morpheme, and syntax structures

30 Instruction follows regular writing instruction using SIOP strategies

Process writing/projectsComposition - (Personal Narrative, Descriptive,

Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix, etc.)Word wallsParts of speech

Math 15 Problem of the Day 4035

LessonPractice/Review/Centers

Social Studies

30(15)

Instruction follows regular social studies instruction

Expository textReading and writing in response to textActivities allowing students to manipulate

concepts(Read alouds, shared reading, writing

activities tied to social studies)

Science 45 Science instruction provided by a regular classroom teacher who is ESL certified and SIOP trained

Boerne ISDDual Language Instructional Model

5th Grade - 50/50

Subject Area Instruction in Spanish Minutes Components

Instruction in EnglishMinutes Components

Reading 45 Introduce different genre/novel studiesRead aloudGuided readingWord study, vocabulary

45 Formal reading instruction in English follows regular reading instruction using SIOP strategies

Read aloudGuided readingWord study/vocabulary

Writing 30 Content area writing integrated with reading – report writing, scientific journaling, math problem solving,

etc.Technology integration (i.e. Kidspiration,

Kidpix, etc.)Introduce Spanish grammatical, morpheme,

and syntax structures

30 Instruction follows regular writing instruction using SIOP strategies

Process writing/projectsComposition - (Personal Narrative, Descriptive,

Expository, Persuasive)Technology integration (i.e. Kidspiration, Kidpix, etc.)Word wallsParts of speech

Math 60 Math instruction provided by a regular classroom teacher who is ESL certified and SIOP trained

Social Studies

45 Social studies instruction provided by a regular classroom teacher who is ESL certified and SIOP trained

Science 45 Instruction follows regular science instruction Expository textReading and writing in response to textActivities allowing students to manipulate concepts

Boerne ISDDual Language Instructional Model

6th Grade - 50/50

AssessmentsAssessments Students are administered all of the Students are administered all of the

same academic tests as students in same academic tests as students in the regular education program.the regular education program.

All local tests are given in the All local tests are given in the language of instruction. language of instruction.

State assessments are given in the State assessments are given in the student’s strongest language.student’s strongest language.

Reading assessments are completed Reading assessments are completed in both English and Spanish.in both English and Spanish.

Assessment Plans for Assessment Plans for Next YearNext Year

TAKS reading released tests will be TAKS reading released tests will be completed in both English and Spanish in completed in both English and Spanish in Oct. and Jan.Oct. and Jan.

The IPT oral language proficiency test in The IPT oral language proficiency test in Spanish will be administered to all Spanish will be administered to all English dominant students at beginning English dominant students at beginning and end of year; thereafter, at end of year.and end of year; thereafter, at end of year.

66thth grade students will take the Spanish I grade students will take the Spanish I credit by exam in the fall and students credit by exam in the fall and students who pass will take the Spanish II credit by who pass will take the Spanish II credit by exam in the spring.exam in the spring.

Formal Reading AssessmentsFormal Reading AssessmentsGiven at beginning, mid, and end of Given at beginning, mid, and end of

yearyear

English/SpanishEnglish/Spanish English/SpanishEnglish/Spanish KK PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 11 PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 22 PAPI/PAPI-SPAPI/PAPI-S DRA/EDLDRA/EDL 33 TAKS/TAKSTAKS/TAKS DRA/EDLDRA/EDL 44 TAKS/TAKSTAKS/TAKS RFI/EDLRFI/EDL 55 TAKS/TAKSTAKS/TAKS RFI/EDLRFI/EDL 6 TAKS6 TAKS RFI /EDLRFI /EDL

PAPIPAPI

Phonemic Awareness/Phonics Phonemic Awareness/Phonics InventoryInventory

Addresses the following:Addresses the following: Same/different wordsSame/different words Rhyming wordsRhyming words Beginning soundsBeginning sounds Ending soundsEnding sounds Letter recognitionLetter recognition

Letter name in EnglishLetter name in English Letter sounds in SpanishLetter sounds in Spanish

Results from PAPIResults from PAPI

Teacher provides authentic opportunities Teacher provides authentic opportunities in whole and small groups to further in whole and small groups to further develop phonological awareness by using develop phonological awareness by using poems, rhymes, auditory games, etc.poems, rhymes, auditory games, etc.

Students who have developed their Students who have developed their phonological awareness skills, will phonological awareness skills, will immediately move into phonics materials immediately move into phonics materials which focus on syllables, as Spanish which focus on syllables, as Spanish reading is based on the syllable. reading is based on the syllable.

DRA/EDLDRA/EDL Developmental Reading Assessment (DRA) Developmental Reading Assessment (DRA)

and Evaluacion del Desarrollo de la Lectura and Evaluacion del Desarrollo de la Lectura (EDL) assessments are to assess fluency, (EDL) assessments are to assess fluency, accuracy, and comprehension and to accuracy, and comprehension and to determine independent reading levels.determine independent reading levels.

Guided reading is then conducted based on Guided reading is then conducted based on EDL reading level. (Guided reading is part of EDL reading level. (Guided reading is part of a balanced literacy program, in which a balanced literacy program, in which students on the same reading level or having students on the same reading level or having the same reading issues, strengths are the same reading issues, strengths are grouped together. The teacher provides grouped together. The teacher provides support in helping the students read support in helping the students read strategically and solve their own reading strategically and solve their own reading issues to become independent readers)issues to become independent readers)

Informal AssessmentsInformal Assessments

Teacher observationTeacher observation Anecdotal recordsAnecdotal records Cooperative learning assignmentsCooperative learning assignments Independent assignmentsIndependent assignments Oral participationOral participation

KES Spring 2007 TAKS Results3rd Grade

KES Spring 2008 TAKS Results4th Grade

KES Spring 2009 TAKS Results5th Grade – First Round

Staff DevelopmentStaff Development August – Balanced Literacy training August – Balanced Literacy training

for K-2 teachers for K-2 teachers September – SIOP training; Dr. September – SIOP training; Dr.

Smith observation and training; Smith observation and training; Guided reading demonstration Guided reading demonstration lessons in K-2 by Diana Madridlessons in K-2 by Diana Madrid

October – SIOP training; Dr. Smith October – SIOP training; Dr. Smith observation and trainingobservation and training

November – observation and November – observation and training by Dr. Smith; Balanced training by Dr. Smith; Balanced Literacy training for K-2 teachersLiteracy training for K-2 teachers

Staff Development Staff Development

December – SIOP training December – SIOP training January – Dr. Smith observation January – Dr. Smith observation

and training; literature circle and training; literature circle demonstrations by Diana Madriddemonstrations by Diana Madrid

February – NABE ConferenceFebruary – NABE Conference March – TELPAS training; SIOP March – TELPAS training; SIOP

trainingtraining April – SAAABE ConferenceApril – SAAABE Conference