NEISD Two-Way Immersion/Dual Language

1
NEISD TWO-WAY IMMERSION/
DUAL LANGUAGE PROGRAM
INFORMATION MEETING
Agenda
•
•
•
•
•
•
Welcome and Introduction
Dual Language Program Overview
Parent Agreement
Admission and Enrollment
Procedures
Questions and Answers
2
TUSCANY
HEIGHTS
Cibolo
Green
Hardy
Dual Language –
K-5
Oak
Wilderness
Oak
Colonial Hills
Approved 2011-12
Bilingual Clusters
ROAN
FOREST
Canyon
Ridge
Dual Language –
K-2
Encino Park
Bulverde
Creek
Stone
Oak
Dual Language –
K-3
El Dorado
Larkspur
Olmos
Regency Place
Ridgeview
REDLAND
OAKS
Steubing
Ranch
Longs
Creek
Huebner
OAK
MEADOW
Dual Language K-2
Coker
East Terrell Hills
Jackson-Keller
Stahl
Steubing Ranch
Walzem
Thousand Oaks
Hidden Forest
STAHL
Northern
Hills
Wetmore
Coker
FOX
RUN
Woodstone
HARMONY
HILLS
El Dorado
Larkspur
OAK
GROVE
Clear Spring
Roan Forest
Bilingual at Steubing
Ranch (east of 281)
or Coker (west of
281)
Bulverde Creek
Canyon Ridge
Cibolo Green
Encino Park
Roan Forest
Stone Oak
Tuscany Heights
Wilderness Oak
Royal Ridge
Castle Hills
Regency
Place
Colonial
Hills Jackson-Keller
SERNA
Windcrest
Northwood
West
DELLVIEW
Ave OLMOS
RIDGEVIEW
WALZEM
Camelot
ETH
WILSHIRE
updated 3/22/2012
Dual Language Participants
2008-2012
Non-LEP Two-Way Students
LEP Two-Way Students
828
622
359
529
178
640
336
147
2008-2009
2009-2010
2010-2011
2011-2012
2011-2012
Non-ELL Two-Way Students
ELL Two-Way Students
ELL One-Way Students
2,241
2,194
1,958
1,957
828
529
336
147
622
640
359
178
2008-2009
2009-2010
2010-2011
2011-2012
Mission Statement
To empower and develop bilingual, bi-literate students
Program Goals



Provide an opportunity for students to acquire a second
language while they maintain their home language and
culture
Maintain academic performance at or above grade level as
measured by classroom grades, benchmarks and state
assessments
Develop high, positive cross-cultural understanding
The Two-Way Immersion/Dual Language Program in
NEISD is an enriched education program that
provides instruction for native English speaking
and native Spanish speaking students.
8
In a Two-Way Immersion/Dual Language
Program students receive instruction in both
Spanish and English.
This model aims for bi-literacy, bilingualism,
high academic achievement in two languages,
and multicultural understanding for all
students.
9
Ideal classes may be comprised of up to 50%
native English speakers and up to 50% native
Spanish speakers.
Using the 90/10 program model, students in the
early grades will receive the majority of their
academic instruction in Spanish.
10
Parental Support
Parents are an integral part of the TwoWay Immersion Dual Language
Program.
The success of students in any program
depends partly on parental support.
Elementary Non-negotiables
•A minimum of 50% to a maximum of 90% of
instruction in the target language
•Strict separation of languages for instruction (no
translation)
•K-5th grades commitment
As parents/guardians, we understand and
hold a shared responsibility for the following:
1.
2.
3.
4.
5.
providing encouragement and support for biliteracy and
bilingualism for my child
supporting appropriate classroom behavior and comply with
the NEISD Student Code of Conduct
ensuring our child’s daily school attendance and punctuality
both for arrival and departure
a student with what is determined as an unacceptable number
or amount of tardies will receive a written warning and/or
may be called in for a meeting from the campus principal
the aforementioned meeting could result in a decision to
remove the child from the program
As parents/guardians, we understand the
following district procedures:
1.
2.
3.
4.
5.
6.
in accordance with the district transportation policy, transportation for officially accepted
students (both native Spanish and English speakers) will be provided for those students who
live within the bilingual school boundaries
transportation for officially accepted students (both native Spanish and English speakers) will
be provided for those who live within the bilingual cluster feeder campus sites per the
attached map
school choice application is not required for Non-ELL dual language participants
school choice application for siblings of Non-ELL dual language is required and must be
submitted by the district deadline
school choice application does not guarantee placement for siblings of Non-ELL dual
language participants at the bilingual school site
Non-ELL participants must complete all ELL department procedures prior to admittance to the
Dual Language Program
7.
the only official notification of acceptance will be on a school letter signed by the principal
8.
signing this agreement does not guarantee admittance into the program
9.
if our child is accepted into the Dual Language Program then our child will be reported to the
state as a bilingual program participant
Classroom Instruction that works with English Language Learners Facilitator's Guide By Jane D. Hill and Cynthia L.
Bjork , 2008
Figure2.1 Sample Teacher Prompts for Each Stage of Second Language Acquisition
Social and Academic Language
BICS
Basic
Interpersonal
Communication
Skills

19
Conversational
CALP
Cognitive
Academic
Language
Proficiency

Textbook
language
9/28/2015
ENGLISH LEARNERS= LONG-TERM K-12 ACHIEVEMENT IN NORMAL CURVE EQUIVALENTS (NCEs) ON STANDARDIZED TESTS IN ENGLISH READING
COMPARED ACROSS SEVEN PROGRAM MODELS
Thomas & Collier 2004
(Results aggregated from a series of longitudinal studies of well-implemented, mature programs in five school districts and in California from 1998-2000
Program 1: Two-way developmental bilingual education (BE), including Content ESL
Program 2: One-way developmental BE, including ESL taught through academic content
Program 3: Transitional BE, including ESL taught through academic content
Program 4: Transitional BE, including ESL, both taught traditionally
Program 5: ESL taught through academic content using current approaches with no L1 use
Program 6: ESL pullout - taught traditionally
Program 7: Proposition 227 in California (sequential 2-year cohorts, spring 1998-spring 2000)
Final
Average
NCE
Programs:
60 -
61
1 - Two-way
Developmental BE
including Content ESL
50 -
52
2 - One-way
Developmental BE
including Content ESL
40
3 - Transitional BE
including Content ESL
35
4 - Transitional BE+ESL
both taught traditionally
34
5 - ESL taught through
academic content (no L1)
24
6 - ESL Pullout - (no L1)
taught traditionally
N 40 C
E
30 20 -Elementary Gains
Middle School Gains
range: 3-4 NCEs/yr range:-1 to +4 NCEs/yr
Gap closure for all
Little / no gap closure
programs except
for most programs
Proposition 227
except dual language
10 -
1
3
5
7
GRADE
High SchoolGains
range: -3 to +2 NCEs/yr
Gap increase
for most common
programs
9
11
7 - Prop 227 in CA
Spring 1998-spring 2000
by grades
9/28/2015
20
Review Parent Information Packet
• Parent Agreement
• Enrollment Form
• Parent Required Tasks Checklist
21
22
North East ISD
Two-Way / Dual Language Program
Student Information
20__-20__
Student Name: ______________________________________________________
First
Last
2. Date of birth: ___________________________
Sex: ______F ______M
mm/dd/yy
3. Student’s first language: _____English _____Spanish _____Other
1.
4. Address: __________________________________________________________
Number
Street
(apt.#)
Zip code
5.
Home telephone: _________________________
Email: ________________
6.
Work/cell telephone: ______________________________________________
7.
Parent name(s): ___________________________________________________
8.
Home campus: ____________________________________________________
9.
Two-Way/Dual Language Program campus: _________________________
10. Sibling(s) in Two-Way/Dual Language Program: _____Yes
_____No
Name: _______________________________Grade:____________________
Name: _______________________________Grade:___________________
23
NEISD Two-Way Immersion/Dual Language Program
Parent Orientation
To arrange a visit to one of the Two-Way Immersion Dual Language Program
classes please contact the campus Bilingual Specialist.
Coker – Marcela Csitskovits at [email protected]
Colonial Hills – Ana Martinez at [email protected]
East Terrell Hills – Francisco Delgado at [email protected]
El Dorado – Shelly Knecht at [email protected]
Jackson-Keller – Iris Escandon at [email protected]
Larkspur – Xochitl Vega at [email protected]
Olmos – L. Reyna Swanson at [email protected]
Regency Place – Herminia Alarcon at [email protected]
Ridgeview - Juan Carlos Hernandez at [email protected]
Roan Forest – Marcela Csitskovits at [email protected]
Stahl – Elizabeth Garza at [email protected]
Steubing Ranch – Guillermina Cunningham at [email protected]
Walzem – Elsa Galindo at [email protected]
For more district level information please contact:
E. Nancy Hudson
Marie Mendoza
ELL Instructional Specialist
Director for ELL Programs
[email protected]
[email protected]
210-407-0338
210-407-0337
24