BARRINGTON 220 Dual Language Programs Update January 10

BARRINGTON 220 Dual Language Programs Update January 10

BARRINGTON 220 Dual Language Programs Update January 10 , 2012 OVERVIEW Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` OVERVIEW

Review of Dual Language Rationale for Language Program Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` History of Spanish Dual Language & Chinese Immersion 2002 2003 model The district researched the Dual Language

2004 2005 Kindergarten Spanish DL was started with two classrooms at Lines School 2005 present schools DL cohorts now exist at six elementary and both middle school campuses 2010 2011 The Board approved the creation of a Chinese Immersion program supported by a grant 2011 2012 two at The Chinese Immersion program began with

Kindergarten and two first grade classrooms Rose School OVERVIEW Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` Rationale for Dual Language/ Immersion Programs Research shows the Dual Language programs can close the achievement gap for English Language

Learners (ELLs). Dual Language programs satisfy the legal requirement of providing bilingual instruction for ELLs. Dual Language programs provide the opportunity for native English speaking students to become bilingual. Students who participate in early language instruction have a greater opportunity to become proficient or fluent in their second language. Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading (Thomas & Collier, 1997,2009) 1 Dual Language

2 Late-exit Bilingual + ESL 3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught through academic content 6 ESL

Pullout (language only) What Is Spanish Dual Language? How Spanish Dual Language Works 10.00% 90.00% Two-Way Immersi on Model Spanish Dual Language Model Grade Spanish English Kindergarten

90% 10% 1st 90% 10% 2nd 80% 20% 3rd 70% 30% 4th 60% 40% 5th

50% 50% Dual Language Curriculum Grade Level K 5hr/40min/day 40min lunch/recess Class Minutes 300 1st 6hr/40min/day 40 min lunch/recess Class Minutes 295 2nd 6hr/40min/day 40 min lunch/recess 295 Class Minutes 3rd Class Minutes 295 * to be selected

Spanish Content 90% Spanish Literacy in Native Language 100 Minutes X Day 500/wk 90% All literacy in Spanish All reading and writing taught in Spanish 90% All literacy in Spanish All reading and writing taught in Spanish 90% All literacy in Spanish All reading and writing taught in Spanish English/ Spanish Content Math, Science, Social Studies, Reading, Language Arts in Spanish

Science/Math 350/wk 70/day 35 min/day Science: hands on act.; directions in Spanish; 35 min/day Math: calendar, number corner, directions, games in Spanish 80% Spanish 1 hr. per day Guided reading, Readers Workshop, Writers Workshop, Word Work, Centers Spelling, read aloud 90% Science/Math/ All literacy in Spanish All reading and writing 90 minutes of science per day taught in Spanish 90 minutes of math per day Math: mini-lesson, centers, guided math groups (all in Spanish) 70% Spanish 1 hr. per day Guided reading, Readers Workshop, Writers

Workshop, Word Work, Centers Spelling, read aloud 90% All literacy in Spanish All reading and writing taught in Spanish Science: plants, weather, matter, community, and cultural activities (all in Spanish) Science/Math/SS Social Studies and Science--Alternate by unit for 60 minutes per day (example: If SS is in English, Science will be taught in Spanish.) Math 60 min/day in Spanish; math mini-lesson, centers, guided math groups DL Grade Level Benchmarks 3A Listen effectively in formal and informal situations in Spanish Kinder 1st Grade 2nd Grade

3rd Grade 4th Grade 5th Grade 6th Grade Listen attentively by facing the speaker and making eye contact. Listen attentively by facing the speaker, making eye contact, and paraphrasing what is said. Listen attentively by facing the speaker, making eye

contact, and paraphrasing what is said in complete sentences. Listen attentively by summarizing and paraphrasing in complete sentences using what the speaker said. Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in informal situations.

Demonstrate understanding of listening by paraphrasing and summarizing spoken messages orally and in writing in formal situations. Ask and respond to questions. Ask and respond to clarifying questions. Ask and respond to clarifying questions from teachers and peers. Ask and respond to clarifying

questions from teachers and peers in a variety of group settings. Ask and respond to clarifying questions from teachers and peers in a variety of group settings. Ask and respond to clarifying questions from teachers and peers in a variety of group settings. Follow oral instructions accurately. Follow oral instructions accurately. Follow oral instructions

accurately. Restate and carry out a variety of oral instructions. Restate and carry out a variety of oral instructions. Restate and carry out a variety of oral instructions. Demonstrate understanding of listening through the use of probing questions and summarizing and paraphrasing in both formal and informal situations.

Restate and carry out multistep oral instructions. Spanish Dual Language Count Kindergarten: 47 students 1st Grade: 2nd Grade: 44 students 3rd Grade: 38 students 4th Grade: 43 students

5th Grade: 38 students 6th Grade: 40 students 7th Grade: 39 students 44 students Barrington Middle Schools DL Enrichment Program Both Middle Schools follow similar structure Prairie/Station 6th grade students participate in same curriculum

Spanish for Heritage learners (SDL) year Spanish Social Studies (SDL) Station 7th 8th grade students participate in same curriculum Spanish for Heritage learners (SDL) OVERVIEW

Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` Spanish Dual Language ISAT Test Results: Spring 2008Spring2011 Pattern of K-12 ELL Student Achievement on Standardized Tests in English Reading (Thomas & Collier, 1997,2009) 1 Dual Language 2 Late-exit Bilingual + ESL

3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught through academic content 6 ESL Pullout (language only) 3rd Dual Language ISAT

Spring 2011 250 240 230 State DL (Span) District 3rd Grade DL (ENG) 220 210 200 190 180 Reading Math 4th Grade DL ISAT Spring 2011 260 250 240 State DL (Span) District 4th Grade

DL (ENG) 230 220 210 200 190 Reading Math 5th Grade DL ISAT Spring 2011 260 250 240 State DL (Span) District 4th Grade DL (ENG) 230 220 210 200 190

Reading Math 6th Grade DL ISAT Scores Spring 2011 290 280 270 260 State DL SPAN District Building DL ENG 250 240 230 220 210 Reading Math Pattern of K-12 ELL Student Achievement on Standardized Tests in

English Reading (Thomas & Collier, 1997,2009) 1 Dual Language 2 Late-exit Bilingual + ESL 3 Early exit Bilingual + ESL 4 Early exit Bilingual + Pullout ESL 5 ESL taught

through academic content 6 ESL Pullout (language only) Spanish Dual Language Growth over time ISAT Reading Grades 3rd-6th 300 250 200 State DL Span District Bldg DL ENG 150 100 50 0

2008 2009 2010 2011 Spanish Dual Language Growth over time ISAT Math Grades 3rd-6th 300 250 200 State DL Span District Bldg DL Eng 150 100 50 0 2008 2009

2010 2011 Dual Language Spanish Test Results: Spring 2011 APRENDA 2011 Reading % 80 70 60 50 40 30 20 10 0 Group Reading % English Rdg Spanish Rdg Aprenda Stanine 8 7

6 5 4 3 2 1 0 Group Reading Stanine English Spanish OVERVIEW Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps

` Lessons Learned OVERVIEW Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` Current Status Spanish Dual Language 2011-2012

ROSLYN RD Kindergarten GROVE AVE 1st Grade NORTH BARRINGTON SUNNY HILL 3rd Grade LINES 4th Grade COUNTRYSIDE 5th Grade 2ndGrade Middle School Spanish Dual Language 2011- 2012 BMS-Prairie/BMS-Station 6th Grade 7th Grade OVERVIEW

Review of Dual Language Rationale for Language Programs Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` Into the Future Dual Language & Chinese Immersion Continue to offer programs in selected schools Gradually progress to a 3 3 model (3 DL schools and 3 CI schools) Work with middle school leadership, parents and community to develop/strengthen the middle school model for DL and CI Proposed Spanish Dual Language 2012 - 2013

ROSLYN RD Kindergarten ROSLYN RD 1st Grade GROVE AVE 2nd Grade 2nd Grade 2ndGrade 2009-10 NORTH BARRINGTON 3rd Grade SUNNY HILL 4th Grade Lines 5th Grade Proposed Spanish Dual Language 2012 - 2013 BMS-Prairie/BMS-Station 6th Grade 7th Grade 8th Grade

OPTION B1: 3 Dual & 3 Immersion Transition Plan School 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Grove K SDL 1st SDL 2nd SDL 3rd SDL

4th SDL 5th SDL K SDL K SDL 1st SDL N.B. 1st SDL 2nd SDL 3rd SDL 4th SDL 5th SDL K CI K CI 1st CI 1st CI 2nd CI S. H.

2nd SDL 3rd SDL 4th SDL 5th SDL N.A. N.A. N.A. Lines 3rd SDL 4th SDL 5th SDL K SDL K SDL 1st SDL 1st SDL 2ndSDL

2nd SDL 3rd SDL Country 4th SDL 5th SDL K- CI K CI 1st CI 1st CI 2nd CI 2nd CI 3rd CI 3rd CI 4th CI RR 5th SDL K S DL

K SDL 1st SDL 1st SDL 2nd SDL 2nd SDL 3rd SDL 3rd SDL 4th SDL 4th SDL 5th SDL Rose N.A. K CI 1st CI 1st CI 2nd CI 2nd CI 3rd CI

3rd CI 4th CI 4th CI 5th CI 5th CI K CI Hough N.A. N.A. N.A. N.A. N.A. N.A. N.A. OPTION B1: 3 Dual & 3 Immersion Spanish Dual Language:

Roslyn Road, Lines and Grove Chinese Immersion: Rose, Countryside and North Barrington OPTION B1: Full Implementation Map Option B1: Dual Language Immersion OVERVIEW Review of Dual Language Rationale for Language Programs

Dual Language Test Scores Lessons Learned Current Status Into the Future: Next Steps ` Next Steps Identify Spanish Dual Language and Chinese Immersion locations for 2012 2013 in February of 2012 Inform parents and community of program options Distribute program applications with a deadline of March 16th 2012 Complete the selection process and inform families by May 12th 2012

Continue to develop DL and CI curricula including plans for middle school program Establish a DL & CI Parent Advisory Group OVERVIEW Review of Dual Language Rationale for Language Programs Dual Language Test Scores Current Status Into the Future: Lessons Learned Next Steps ` Questions & Discussion

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