Mammoth Unified School District Pathway to Biliteracy Philosophical Statement: Mammoth Unified School District Board is committed to ensuring that all students are college and career ready in literacy no later than the end of high school. Recognizing that we live in a global society, biliteracy is an important skill that the District desires for all students. The following K-12 programs highlight the MUSD Pathway to biliteracy: K-5 Dual Language Program It is the intent of the Mammoth Unified School District that: The Dual Language program serves as an evidence-based program for MUSD s English Learners. The program will be based upon the most current research on second language acquisition and dual language education. The Dual Language program begins in Kindergarten and progresses continuously through 5 th grade. MUSD will work within the realities of the financial and staffing resources of the District to provide the best possible program. The goal of the MUSD K-5 Dual Language program is that all students will attain native-like proficiency in English and attain functional competence in Spanish. 1.0 The Dual Language Principal s Advisory Committee 1.1 The Dual Language Advisory Committee shall consist of at least the following: Elementary School Principal Three Dual Language teachers Two Parents who represent both language groups (English- and Spanishspeaking) and both program delivery models. 1.2 The Dual Language Advisory Committee shall provide information and advice to the Administration regarding the Dual Language program and pertinent issues. 2.0 Program Organization 2.1 The Dual Language program shall service approximately 50% of the students at Mammoth Elementary School. 2.2 A Two-Way 90/10 Instructional Model was established in August of 2015 partnered with a Foreign Language One-Way 90/10 Instructional Model for incoming kindergarteners Dual Language Two-Way Class A Foreign Language One-Way Class B Spanish English English Spanish Kinder 90% 10% 90% 10% Grade 1* 90% 10% 90% 10% Grade 2 80% 20% 80% 20% Grade 3 70% 30% 70% 30% Grade 4 60% 40% 60% 40% Grade 5 50% 50% 50-60% 40-50% * Percentages are subject to change based upon needs of the cohort.
2.3 The students currently in the 50/50 Instructional Model will be provided as close as possible to 50% of the day in Spanish instruction. The 2019-2020 school year will be the final year of the 50/50 instructional model. 2.4 For future years, the District will consider, based upon financial and staffing resources as well as parent interest, providing two classes of Dual Language Two- Way per grade level. 2.5 The Dual Language program shall maintain a student composition as close as possible to a 50/50 composition of Spanish-speaking students and Englishspeaking students. The ratio of students should not exceed 60/40 for either language group. Some students admitted to each cohort will be bilingual, if possible. Bilingual students are a necessary part of each class composition. 2.6 Class size, number of classes, and staffing shall be determined in compliance with California Ed. Code. 2.7 All communication with parents will be made available in both English and Spanish. 2.8 All parents wanting to enroll their child in the DL program must sign a DL program Parent Contract. 3.0 Registration Procedures 3.1 Students must meet the eligible enrollment criteria for Kindergarten to be considered for registration in the Dual Language program. 3.2 All parents of incoming Kindergarteners shall receive information on the Dual Language program at Kindergarten Round-Up, including a calendar of mandatory informational meetings. 3.3 All parents interested in the Dual Language program must attend an informational meeting at which time they will receive detailed registration procedures and registration paperwork. Students of parents who do not attend the mandatory meeting may not be included in the lottery. 3.4 All parents interested in DL must attend either a parent-teacher conference or visit a DL classroom to help determine the most appropriate placement for their child. 3.5 All paperwork, including the DL program Parent Contract, must be turned in to the school office by a certain date and time, determined by the Advisory Committee and advertised at the informational meetings. 3.6 Once the paperwork deadline has passed, the Advisory Committee will compile a list of lottery-eligible students. If a Dual Language lottery is needed, it will be held at least one week prior to the first day of school. 3.7 Parents interested in placing their children in the program after the paperwork deadline has passed will be entered onto the appropriate wait list after the students whose paperwork was turned in by the deadline. 4.0 Class Composition The Dual Language program at Mammoth Elementary School recognizes that: 4.1 It is important to maintain as close a linguistic/ethnic ratio as possible within the program as the ratio outside the program, so as not to create a linguistic/ethnic imbalance of students in a grade level. 4.2 In order to have an effective program, students native languages should be balanced as much as possible, not to exceed a ratio of 40/60% in either language. 4.3 The DL program is the alternative bilingual program that our District provides for parents who request it by waiver in order to be in compliance with California Ed. Code.
4.4 In light of the above mentioned points, Mammoth Unified School District will make every attempt to: a) Admit as many English Learners into the program as possible (not to exceed 60%) while b) Maintaining the linguistic/ethnic ratio of each incoming cohort of students in the program as close as possible to the linguistic/ethnic ratio of that entire incoming class as a whole, based on enrollment data for each class one week prior to the first day of school. c) Place students into the Dual Language program best suited for their child. The needs of the English Learners will be considered before the desires of the families of the English-speaking students. 4.5 As long as the above-mentioned conditions are met, the DL program may: a) Give preference to children of permanent and probationary teachers in the Mammoth Unified School District. b) Give preference to siblings of students entered into the program prior to August 2017. Any question regarding sibling will be left to the discretion of the Principal at the recommendation of the Advisory Committee. New siblings will not be given preference for the DL program if their older sibling(s) have an attendance record for any one school year, while in the program, that includes absences greater than 10% of the school year (18 absences, including Independent Study) or tardies greater than 10% of the school year (18 tardies). New families of children enrolled after August 2016 will no longer receive preference for enrollment in the DL program. Beginning with enrollment for the 2017-2018 school year, sibling priority will be into the program not into a specific component of the program. c) If eligible siblings of children already in the program make up more than 50% of the available English or available Spanish slots in the program, a separate lottery will take place for siblings of that language group. After 50% of the available slots are filled from this pool, the children not chosen in this initial lottery will be placed into the general lottery pool. At that point, the regular lottery will take place for the remaining available slots in that language group. d) There is no guarantee that a student who is accepted into the Dual Language program has a particular teacher if there are several teachers available at any given grade level. e) In the event that an insufficient number of students, as determined on an annual basis by the Principal in consultation with the Dual Language Advisory Committee, are referred to the Dual Language program by parents, the priority will be to first fill the Two-Way Dual Language classroom (90% Spanish/10% English). The remaining students will be placed in the English only classes. f) Parents will be informed of their child s placement, either in the program or on the wait list, within one day of the lottery, at which time parents will also receive notice of their child s teacher. 5.0 Wait List 5.1 Students who are not selected to fill a slot in the lottery will be placed on one of two wait lists in the order in which their names are pulled. There will be a primary English-speaking Wait List and a primary Spanish-speaking Wait List. Children will be entered into the program from the wait list at their grade level as slots become available, based on their number on the wait list; however, English
Learners may be given priority over primary English speakers if the class has not met the 60/40 ratio. Any exceptions regarding replacing students are made on a case-by-case basis at the discretion of the Principal at the recommendation of the Advisory Committee. 5.2 Students on the Wait List whose absences total more than ten percent of the school year may be subject to movement from their current placement on the Wait List to the bottom of the Wait List. Decisions regarding this issue will be made on a caseby-case basis, at the discretion of the Principal, in consultation the Advisory Committee. 5.3 All students on the Wait List for the Dual Language program must be enrolled continuously at Mammoth Elementary School from the date that s/he is put on the Wait List until s/he is entered into the program. 6.0 Withdrawal from and Late Entry into the Program 6.1 In order to reap the maximum academic and cultural benefits of the program, they need to commit to participation for the complete duration of the program (K-5) and that pulling their child out of the program could be detrimental to that child s education. However, if a parent wishes to pull his/her child out of the program, s/he must arrange a meeting to include both of the child s teachers, and the site Principal. After the meeting, the final decision to move a child out of the program will be made by the parents and approved by the Principal. The final decision of the parent and Principal will be documented by the completion of the DL program Withdrawal Form to be signed by both the parents and the Principal. 6.2 The California Department of Education s attendance standards identify absences greater than ten percent of the school year as chronic. Extended absences and/or vacations during school time are strongly discouraged for academic and linguistic acquisition reasons. This includes all absences, even absences under an independent study contract. Students whose absences total more than ten percent of the school year may be removed from the program. Decisions regarding this issue will be made on a case-by-case basis, at the discretion of the Principal, in consultation the Advisory Committee. 6.3 Students on the Wait List can be moved into the program during the school year, based on available spots. Wait lists are created on a first-come, first-served basis, starting with the incoming Kindergarteners who did not get into the program. If there is a sibling of a child already entered into the program who wishes to enter the program, that sibling will be placed at the bottom of the appropriate Wait List. 6.4 In order to remain true to the academic nature of the program and minimize academic deficits, any student who wishes to enter the program after January of first grade will be considered on a case-by-case basis. Considerations will include home language, exposure to target language, parental dedication to bilingualism, assessment results, and predicted academic success in the program. Decisions regarding this issue will be made on a case-by-case basis, at the discretion of the Principal, in consultation the Advisory Committee. 7.0 Students with Special Needs 7.1 It is the policy of the Dual Language program that no student should be denied access to the program based solely on having special needs. Placement in the program will be determined and assessed by the student s 504 or IEP team. 7.2 Accommodations for students with special needs will be made for students with 504 Plans or IEPs, based on what is recommended by the 504 or IEP team and written in the 504 Plan or the IEP.
8.0 Staffing* 8.1 The District will hire bilingually certified and proficient teachers to teach in the Dual Language program. 8.2 The District will have a recruitment plan that is used when there are no certified and proficient bilingual teachers in-house to apply for a position in the Dual Language program. 8.3 English-speaking partner teachers at each grade level will be selected based on the current interview policy. 8.4 Adherence to the negotiated Collective Bargaining Agreement and the California Education Code will supersede any specific programmatic staffing requests. 9.0 Resources 9.1 Dual Language program needs will be taken into consideration when ordering instructional materials and resources for classrooms, resources for the library, computer lab, and other resource centers. 9.2 Dual Language program needs will be taken into consideration when allocating bilingual staffing resources. 10.0 Program 10.1 The following program shall be delivered in the current 50/50 instructional model which will be phased out by August 2020: a) English Language Arts shall be a component of the program every year. b) Spanish Language Arts shall be a component of the program every year. c) Content area subjects will be delivered in either language or both, determined by each grade level teaching team and maintaining adherence to the 50/50 instructional model. Dual Language teachers shall use research-based methodologies that are proven to increase the rate of second language acquisition. 10.2 The following program shall be delivered in the Two-Way 90/10 Instructional Model a) Kindergarten 90% of the instruction will be in Spanish; the Spanish-speaking teacher will only speak in Spanish; a partner teacher will provide English language instruction for 10% of the school day b) Grade 1 English instruction will be increased to 20% only if it is determined that the cohort of students has accomplished grade level reading skills in Spanish. c) Grades 2-5 English instruction will be increased by 10% each school year with 50% instruction in English and 50% instruction in Spanish by grade 5. Each grade level teaching team will consult with the Dual Language Advisory Committee to determine the language of each content area for their grade level. d) In grades 1 and 2, 10-30% (respectively) of instruction will include partial instruction of science and social studies in English. Formal instruction in English reading will not begin until second semester of grade 2. 10.3 The following program shall be delivered in the Foreign Language One-Way 90/10 Instructional Model a) Kindergarten 90% instruction will be in English; the partner Spanish-speaking teacher will provide Spanish language instruction 10% of the school day. b) Grade 1 Spanish instruction will be increased to 20% only if it is determined that the cohort of students in the 90/10 class has accomplished grade level reading skills in Spanish.
c) Grades 2-5 Spanish instruction will be increased by 10% each school year with no more than 50% instruction in English and 50% instruction in Spanish by grade 5. The level of Spanish instruction will be determined yearly, based on the specific needs of each individual cohort of students. Each grade level teaching team will consult with the Dual Language Advisory Committee to determine the language of each content area for their grade level. d) In grades 1 and 2, 10-30% (respectively) of instruction will include partial instruction of science and social studies in Spanish. Formal instruction in Spanish reading will not begin until second semester of grade 2. 10.4 An adequate assessment system that assesses in both languages will be utilized to track progress at a minimum of 2 times per year. 11.0 Professional Development Professional Development will be ongoing for both Dual Language staff and English- Only staff. A priority will be placed on Professional Development for all teachers in the area of language acquisition. This will be provided as a priority within the financial realities of the District. K-5 Foreign Language Enrichment The District desires all elementary students to have the opportunity for enrichment experiences that introduce Spanish culture and language. A variety of school activities will be provided ensuring all students experience and gain understanding of the cultures represented in our Mammoth community. Within the realities of the District financial and staffing resources, the District will offer foreign language to all students in grades K-5. 6-8 Foreign Language Elective The District desires that all middle school students have the opportunity to take a foreign language elective. Within the realities of the District financial and staffing resources, the District will offer foreign language to all students in grades 6-8 as part of the elective program. 9-12 Foreign Language The District desires that all high school students have the opportunity for in-depth study and achievement in foreign language. The District will offer Spanish language levels 1-4, Advanced Placement Spanish, Spanish language with Cerro Coso Community College, other languages through online opportunities, and seeks to extend the language offerings for our students. Within the realities of the District financial and staffing resources, the District will provide a menu of foreign language courses for all students in grades 9-12. Student Recognition of Biliteracy The District shall recognize achievement of biliteracy and progress toward biliteracy at all levels. 1.1 Elementary a) Each year, students who achieve proficiency or above in both Spanish and English will be recognized with a certificate. b) English Learners who meet the criteria for reclassification will be recognized at a special award event. 1.2 Middle School a) Each year, students who achieve proficiency or above in both Spanish and English will be recognized with a certificate.
b) English Learners who meet the criteria for reclassification will be recognized at a special award event. 1.3 High School a) Each year, graduating students who meet the California Department of Education criteria for biliteracy will have the biliteracy Seal placed upon their diploma. b) Special cords recognizing biliteracy will be worn at graduation. c) English Learners who meet the criteria for reclassification will be recognized at a special award event.