dual language program
DESCRIPTION
Fictional School with Dual Language programTRANSCRIPT
Presenters: Nereyda Briones-Salas and Ellie
Gordy
Dual Language Program Proposal: John F. Kennedy Elementary 2013-2014
PhilosophyJ. F. Kennedy Elementary’s
philosophy is to promote educational excellence, personal responsibility, and balanced growth, to help its students discover and develop their talents and to fulfill their best potential.
Vision: Students will acquire the necessary linguistic skills and tools to become globally competitive in a changing world.
Mission: Our mission is to equip all students with the linguistic skills so they can become bilingual, bi-literate and multicultural global citizens.
Program goals. Students will become
bilingual, bi-literate and bi-cultural.
Develop fluency and literacy in two languages Achieve high standards in all academic areasCultivate an appreciation of their
culture and others Develop critical/creative thinking
and reasoning skills. Civic Responsibility (Social and
Environmental)
Student Outcomes. Will be determined by using
the following assessment instruments
STAAR (grades 3-5)STANFORD/APRENDA (grades K-
5) TELPAS (grades 1-5)IPT ( grades PK- 5)Second Language Acquisition
Rating Rubric (Pre-K) TPRI/ Tejas Lee ( grades K-2)
Target PopulationTitle 1 School, Exemplary Campus
three years in a rowEthnic BreakdownWhite / Non-Latino 20%Afro-American 20%Latino 60%Asian 0%
Language Breakdown60% Native Spanish Speakers/ 40%
Native English SpeakersOur demographic breakdown makes
us a good candidate for a Dual Language Program
EconomicsWe qualify as a Title 1 school
becauseFree/Reduced Lunch 96%Limited English (LEP) 60%At Risk 72%
Program ModelTwo-way 50/50, partial
immersion Strand model within the school
50% of instruction in English
and 50% in Spanish Team teacher collaborationInstruction based on a
sequential model. Language Arts, Reading and Math are taught in L1.
Heterogeneous groups are taught other content in L2
RationaleAccording to Steve Murdock, Texas
demographer, the Hispanic population in Texas schools will triple by 2040 (Houston Chronicle 2012)
JFK’s population of limited English students (60%) and native English speakers (40%) show this to be true since ten years ago the percentages were switched
Thomas and Collier state that students will be more successful in their academic career if they have language proficiency in more than one language
We want both groups to become bilingual in order for everyone to have a fair chance as they enter the workforce especially considering their socio-economic background
AdmissionsOpen Admissions in JFK
attendance zoneAll classes will be capped at 22
studentsLottery system will be
implemented if enrollment exceeds expectations
New students requesting to enter the program will be admitted on a case-by-case basis depending on available space and language assessment
English dominant students will not be accepted after First grade
Instructional FrameworkTwo-way model, heterogeneous
grouping of balanced number of Native English speakers and English language learners
50/50 Partial Immersion, equal distribution of language through 5th grade
Sequential Instruction: Language Arts, Reading and Math will be taught in native language
Science and Social Studies will be taught in second language
Special classes will be taught in English
Pull-out for English Language Development and Spanish Language Development
Language Distribution Schedule
Time Monday Tuesday Wednesday Thursday Friday7:40-8:30
Breakfast Breakfast Breakfast Breakfast Breakfast
8:30-10:00
Reading/Language Arts(Native language)
Reading/Language Arts(Native language)
Reading/Language Arts(Native language)
Reading/Language Arts(Native language)
Reading/Language Arts(Native language)
10:00-10: 40
Writing(Native language)
Writing(Native language)
Writing(Native language)
Writing(Native language)
Writing(Native language)
10:40-11:40
Math(Native Language)
Math(Native Language)
Math(Native Language)
Math(Native Language)
Math(Native Language)
11:40-12:10
Lunch(Native language)
Lunch(Native language)
Lunch(Native language)
Lunch(Native language)
Lunch(Native language)
11:40-12:15
Science(Heterogeneous grouping )Class A SpanishClass B English
Science(Heterogeneous grouping Spanish)Class A EnglishClass B Spanish
Science(Heterogeneous grouping Spanish)Class A SpanishClass B English
Science(Heterogeneous grouping Spanish)Class A EnglishClass B Spanish
Science(Heterogeneous grouping Spanish)Class A SpanishClass B English
12:15-1:00
Social Studies(Heterogeneous grouping )Class A SpanishClass B English
Social Studies(Heterogeneous grouping )Class A EnglishClass B Spanish
Social Studies(Heterogeneous grouping )Class A SpanishClass B English
Social Studies(Heterogeneous grouping )Class A EnglishClass B Spanish
Social Studies(Heterogeneous grouping )Class A SpanishClass B English
1:00-1:45
LibraryEnglish
ComputerEnglish
ArtEnglish
MusicEnglish
P.E.English
1:45-2:15
Recess Recess Recess Recess Recess
2:15 ELDSLD
ELDSLD
ELDSLD
ELDSLD CLUBS
3:00 Dismissal Dismissal Dismissal Dismissal Dismissal
Teacher RequirementsCertified in State of TexasSpanish teachers must be
bilingual Spanish and EnglishStrong, Critical Thinkers and Team
playersMust understand the value of
creating a welcoming environment that is well-managed, objective driven and student-centered
Good communication and technology skills
Most importantly, they must love what they do and truly believe in the long-term benefits of the dual language model
Teacher Training We will have a Dual Language
Program coordinator who will oversee professional development of our teachers as well as the development of an effective program Teachers will have the opportunity to
receive training in Dual Language, Reading, Integrating curriculum, GT certification, Differentiation, Mathematics and cultural awareness.
We fully support the continuous education of our teachers and will continue to search for trainings that will further their preparedness for their profession.
Parental Involvement Parent participation in their
children's education is integral to the success of the program.
Sign a commitment letter that allows their children to remain in the program until they reach 5th grade.
Participate in parent meetings, school functions and volunteer if possible.
Work with their children at home to maintain their native language and culture
Assure a good attendance record for their child
Cultural Expectations Programs and festivals will showcase celebrations from around
the world Projects will promote social and
environmental responsibilityField trips will allow students to
explore culture-rich venuesCulture-rich curriculum (Arts,
music, literature)Student-led clubs Community service
Program Evaluation The School program will be
evaluated in STAAR and TELPAS by TEA in order to maintain the school’s rating
Team led by DL coordinator and select group of teachers and administrators will meet at end-of-year to evaluate the effectiveness of the program
Teachers will have formal evaluations and constant observations throughout the year
Students will have portfolios which will demonstrate progress over time
ReferencesCenter for Applied Linguistics.
Director of two-way bilingual immersion programs in the U.S.
Retrieved from http://www.cal.org/twi/directory
Center for Research on Education, Diversity & Excellence. Promotes intellectual development,
literacy of language minority students. Retrieved from http://www.
bcf.usc.edu/~cmmr/crede.htmlEducation Week Spotlight. (2011,
July 7). Achievement gaps of low income students.
ReferencesRetrieved from
http://www.edweek.org/ew/issues/achievement-gap
Houston Chronicle. (2012, September 26). Steve Murdock on the coming hispanic majority in
Texas. Retrieved from blog.chron.com/texaspolitics/.../texas-demographer
http://edweek.org/ew/issues/achievement-gap
Houston Independent School District. (2010-2011). Demographic facts and figures about HISD.
Retrieved from http://www.houstonisd.org
ReferencesHoward, E.R., & Sugarman, J.
(2007). Realizing the vision of two-way immersion. Fostering
effective programs and classrooms. McHenry, IL: Delta Systems Co., Inc.
Soltero, S. (2004). Dual language teaching and learning in two languages. Boston: Pearson.
Texas Education Agency. (2012). Facts and figures about title I, distinguished schools.
Retrieved from http://www.tea.state.tx.us
Thomas, W., & Collier, V. (1998). School effectiveness for language minority students.