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Boerne ISD Dual Language Program

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Title: Boerne ISD Dual Language Program


1
Boerne ISDDual Language Program
  • Program Model
  • Assessment
  • Staff Development

2
Bilingual/Dual Language Campuses
  • Curington Elementary
  • Dual Language Kindergarten
  • Bilingual Pre-K, 1 6
  • Self-contained classes 1- 4, language arts/social
    studies bilingual instruction at 5th and 6th
  • Fabra Elementary
  • Dual Language K 1st grades self-contained
    classes
  • Bilingual classes 2nd/3rd combined
    self-contained class, 4th self-contained
    language arts/socials studies bilingual
    instruction at 5th and 6th
  • Kendall Elementary
  • Dual Language K 5, self-contained classes
    shared instruction between two teachers at 4th
    grade
  • Language Arts/social studies bilingual
    instruction at 5th and 6th

3
Boerne ISD Program Goals
  • All students will develop high levels of
    proficiency in their first language
  • All students will develop high levels of
    proficiency in a second language
  • Academic performance will be at or above grade
    level
  • All students will demonstrate positive
    cross-cultural attitudes and behaviors
  • All students will become bilingual, bi-literate,
    bicultural

4
90-10 Model
  • 90 of the instructional day is in Spanish
  • (or other minority language) during early
    years of the program
  • Graduated time to 80-20, 70-30, until the ratio
    reaches 50-50
  • Shown to be the most successful program for ELLs
    (Thomas Collier, 2001)
  • Research supports that students perform as well
    or better on tests of English than their
    English-speaking peers who have been instructed
    in English only (Lindholm-Leary, 2001)
  • The majority students have an immersion
    experience in the second language, while the
    minority students receive native language
    instruction with a gradual introduction of
    English and English-medium instruction

5
Rationale for a 90/10 model
  • The further from the Texas/Mexico border, the
    greater the amount of Spanish should be included
    in the curriculum.
  • A second language is best acquired when it is
    used as the medium of instruction across the
    curriculum (integrated instruction).
  • Students who add a second language demonstrate
    higher levels of language proficiency,
    achievement, and self-concept.
  • Skills transfer from one language to the other.

6
Boerne ISD Instructional Model
  • 90/10 Model
  • K 90 Spanish/10 English
  • 1 90 Spanish/10 English
  • 2 80 Spanish/20 English
  • 3 70 Spanish/30 English
  • 4 60 Spanish/40 English
  • 5 50 Spanish/50 English
  • 6 50 Spanish/50 English

7
Boerne ISD Dual Language Instructional Model K -
90/10 Daily Routines Beginning of Day Sign in,
journaling, read aloud After Lunch Read
aloud Content-focused Center Time 15 30
minutes daily minimum
8
Boerne ISD Dual Language Instructional Model 1st
Grade 90/10 Daily Routines Beginning of Day
Sign in, journaling, read aloud After Lunch
Read aloud Content-focused Center Time 30-35
minutes daily minimum
9
Boerne ISD Dual Language Instructional Model 2nd
Grade - 80/20
10
Boerne ISD Dual Language Instructional Model 3rd
Grade - 70/30
11
Boerne ISD Dual Language Instructional Model 4th
Grade - 60/40
12
Boerne ISD Dual Language Instructional Model 5th
Grade - 50/50
13
Boerne ISD Dual Language Instructional Model 6th
Grade - 50/50
14
Assessments
  • Students are administered all of the same
    academic tests as students in the regular
    education program.
  • All local tests are given in the language of
    instruction.
  • State assessments are given in the students
    strongest language.
  • Reading assessments are completed in both English
    and Spanish.

15
Assessment Plans for Next Year
  • TAKS reading released tests will be completed in
    both English and Spanish in Oct. and Jan.
  • The IPT oral language proficiency test in Spanish
    will be administered to all English dominant
    students at beginning and end of year
    thereafter, at end of year.
  • 6th grade students will take the Spanish I credit
    by exam in the fall and students who pass will
    take the Spanish II credit by exam in the spring.

16
Formal Reading AssessmentsGiven at beginning,
mid, and end of year
  • English/Spanish English/Spanish
  • K PAPI/PAPI-S DRA/EDL
  • 1 PAPI/PAPI-S DRA/EDL
  • 2 PAPI/PAPI-S DRA/EDL
  • 3 TAKS/TAKS DRA/EDL
  • 4 TAKS/TAKS RFI/EDL
  • 5 TAKS/TAKS RFI/EDL
  • 6 TAKS RFI /EDL

17
PAPI
  • Phonemic Awareness/Phonics Inventory
  • Addresses the following
  • Same/different words
  • Rhyming words
  • Beginning sounds
  • Ending sounds
  • Letter recognition
  • Letter name in English
  • Letter sounds in Spanish

18
Results from PAPI
  • Teacher provides authentic opportunities in whole
    and small groups to further develop phonological
    awareness by using poems, rhymes, auditory games,
    etc.
  • Students who have developed their phonological
    awareness skills, will immediately move into
    phonics materials which focus on syllables, as
    Spanish reading is based on the syllable.

19
DRA/EDL
  • Developmental Reading Assessment (DRA) and
    Evaluacion del Desarrollo de la Lectura (EDL)
    assessments are to assess fluency, accuracy, and
    comprehension and to determine independent
    reading levels.
  • Guided reading is then conducted based on EDL
    reading level. (Guided reading is part of a
    balanced literacy program, in which students on
    the same reading level or having the same reading
    issues, strengths are grouped together. The
    teacher provides support in helping the students
    read strategically and solve their own reading
    issues to become independent readers)

20
Informal Assessments
  • Teacher observation
  • Anecdotal records
  • Cooperative learning assignments
  • Independent assignments
  • Oral participation

21
KES Spring 2007 TAKS Results 3rd Grade
22
KES Spring 2008 TAKS Results 4th Grade
23
KES Spring 2009 TAKS Results 5th Grade First
Round
24
Staff Development
  • August Balanced Literacy training for K-2
    teachers
  • September SIOP training Dr. Smith observation
    and training Guided reading demonstration
    lessons in K-2 by Diana Madrid
  • October SIOP training Dr. Smith observation
    and training
  • November observation and training by Dr. Smith
    Balanced Literacy training for K-2 teachers

25
Staff Development
  • December SIOP training
  • January Dr. Smith observation and training
    literature circle demonstrations by Diana Madrid
  • February NABE Conference
  • March TELPAS training SIOP training
  • April SAAABE Conference
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