Pearland ISD
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1 Pearland ISD
2 Presented by Connie Graves, Bilingual Coordinator & Dr. Lisa Nixon, Testing Director
3 Dual Language is an additive/enrichment program that encourages development of language and academic skills in the second language while increasing the mastery of these in the first language. Students are equally divided between native English speakers and native speakers of the program's other language in a classroom that integrates them for all or most of their academic instruction. In the majority of dual language schools, the second language is most often Spanish. It is DEVELOPMENTAL. According to research, language is acquired over the course of several years. The shared learning environment aims to promote positive attitudes toward each language and culture and to foster full bilingual and bi-literate proficiencies in both languages.
4 Language: Bilingualism High levels of proficiency in English and a second language Students develop higher order thinking skills as they learn a new language in a natural setting. Academic: Bi-literacy English Language Learners and English Proficient students will develop proficiency in English and Spanish. Students will demonstrate mastery of standards in all core subjects. Affective: Positive Cross-Cultural Attitudes Understanding of different cultures and development of high self-esteem Promotes multicultural awareness and appreciation.
5 Enhanced academic and linguistic competence in two languages Development of skills in collaboration & cooperation Appreciation of other cultures and languages Cognitive advantages Increased job opportunities Expanded travel experiences Lower high school drop out rates (EL) Higher interest in attending colleges and universities (EL)
6 At Carleston, Cockrell, Lawhon, & Magnolia our program follows the 50/50 model. Students instructional time is devoted to 50 % English and 50% Spanish throughout the program s life. English instruction is given by the English teacher. Spanish instruction is given by the Spanish teacher in K-2. In 3 rd & 4 th Language Arts is provided by one teacher on a language of the day schedule.
7 Half of the students are English Language Learners (Spanish Dominant) and half are English Proficient students (English Dominant). Both groups will receive instruction in both languages through out the pilot program. Two classrooms, one with an English component teacher, and the other one with a Spanish component teacher. The children learn math, science, and social studies in either English or Spanish. Native language and second language reading instruction is given on a daily basis through a Balanced Literacy Approach.
8 Programs must be effective well implemented not segregated and sustained long enough (5-6 years) in order for the achievement gap between ELLs and native English speakers to be closed A National Study of School Effectiveness for Language Minority Students Long-Term Academic Achievement CREDE
9 Elementary PK - 4 th Bilingual/Dual Language (4 campuses) ESL (11 campuses) Middle 5-6 th Bilingual (2 campuses) ESL (3 campuses) Secondary th ESL (5 campuses)
10 LEP (Active) Enrollment District Bilingual/ESL (PK-6) 1,562 ESL (7-12) 233 Dual Language (K-4) 958 Monitor (Yr 1 & 2) 449 Denials 182 Total 2,508
11 Campus Enrollments (4) RED = Bilingual BLUE = English Carleston Magnolia Cockrell Lawhon PK K st nd rd N/A N/A 4 th N/A N/A -
12 2016 STAAR Reading - 3rd Grade Level 2 All Level 2 LEP Level 2 Non-LEP Level 2 Non-LEP (DL) Dual Language Campuses Traditional Bilingual Campuses All Students - All Campuses
13 2016 STAAR Math - 3rd Grade Level 2 All Level 2 LEP Level 2 Non-LEP Level 2 Non-LEP (DL) Dual Language Campuses Traditional Bilingual Campuses All Students - All Campuses
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17 Language Arts National Percentile Rank = 50 Grade Level Equivalent = 2.7 Math National Percentile Rank = 77 Grade Level Equivalent = 3.6
18 (b) A dual language immersion program model shall be a full-time program of academic instruction in English and another language. (c) A minimum of 50% instructional time must be provided in the language other than English. (d) Implementation should: (1) Begin at prekindergarten, kindergarten, or Grade 1, as applicable; (2) Continue without interruption incrementally through the elementary grades whenever possible; and (3) Consider expansion to middle school and high school whenever possible.
19 Expand pilot to 3 rd at Cockrell & Lawhon Expand pilot to 5 th grade Jamison Middle Hire additional 3 rd & 5 th grade teachers to meet increased bilingual/english student numbers as needed Help develop Master Schedule with Principals Bradley and Tipton s input for incoming 5 th grade DL students Consider adding electives taught in Spanish: Spanish Class and Art Provide teacher professional development Purchase Spanish Resources
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