Bilingual Models in LCPS 2008-09

1. Bilingual Models in LCPS 2008-09 Serving English Language Learners and other students wishing to become bilingual Dr. Emma J. Armend�riz Director � Bilingual/Multicultural/Migrant Education

3. What qualifies students for program participation? Language Survey � Bilingual Form 144 If answer to any of the three questions is other than English, language proficiency testing in English and Spanish required If student scores as non-proficient on NMELPT, eligibility is established; parents must be notified to approve student participation � Blue Form

4. What models exist in LCPS? Dual Language Two-way and One-way 50/50 � 90/10 Maintenance Late Exit � 5th grade Transitional

5. Dual Language Program Inclusive � both ELLs and non-ELLs may participate together ELL students receive English as a Second Language (ESL) or ELD and SSL students receive Spanish as a Second Language and language arts in their primary languages All subjects taught in both languages on an alternate day or week basis, based on time distribution Goal is for both groups to become bilingual, biliterate and develop strong academic skills

6. Dual Language Alameda � K-3 BTWashington � K Central � K-5 C�sar Ch�vez � K-2 Columbia � K-5 Conlee � K-5 Do�a Ana � K-5 East Picacho � K-5 Highland � K-5 Hermosa Hts. � K-1 Jornada � K-5 Loma Hts. � K-5 MacArthur � K-5 Mesilla Park � K-5 Sonoma � K-5 Sunrise � 3-4 Tombaugh � K-5 University Hills � K-4 Valley View � K-5 Picacho MS � 6-8

7. Maintenance Targets ELLs only � Non-proficient level on NMELPA Requires 3 hours of instruction ESL Spanish Language Arts 1 hour of a core subject or combination of core subjects taught in a child�s first language (L1) All other subjects taught in English Goal is to accelerate academic core content knowledge with support from L1 and develop English language fluency

8. Maintenance BTW � 1-5 Hermosa Hts. 2-3 Mayfield New Comers � 9-12

9. Transitional Targets ELLs only � Non-proficient on NMELPA Requires 2 hours of focused language instruction ESL or ELD Spanish Language Arts Rest of curriculum in English, with sheltered content instruction Initial literacy in L1 Limited use of L1 in core subjects Goal is rapid shift to English

10. Transitional Alameda � 4-5 Desert Hills � K-5 Fairacres � K-5 Hermosa Hts. � 4-5 Hillrise - K-5 Mesilla � K-5 CRMS � 6-8 Lynn MS 6-8 Sierra MS 6-8 Vista MS 6-8 LCHS � 9-12 Mayfield � 9-12 O�ate � 9-12

11. What does research say about the efficacy of these models?

12. What are NCLB requirements for ELLs? Parents must be informed about the types of services available so they can have choices On an annual basis, parents must be informed about the student�s language development and academic progress On an annual basis, parents must give written approval for continued student participation in program (blue forms)

13. What happens if a student in a bilingual program transfers out of the school or the District? A Student Transfer Form � Bilingual Form 158, must be filled out, and a copy sent with the student to the receiving school A copy of the form is kept at the sending school and a copy is sent to the district Bilingual Office

14. How do students exit a maintenance or transitional program? Student scores Proficient on the state approved language assessment NMELPA Proficient � Advanced in all language skills areas, i.e. listening, speaking, reading, writing Student presented to LAT (Language Assessment/Appraisal Team) for approval Parent written approval required for exit Once exited, a 2-year follow-up is required

15. Are there other requirements once the student is exited? A signed Initial Exit form, indicating parent approval � Bilingual Form 147 Follow-up Exit Student form Elementary � Bilingual Form 148 Secondary � Bilingual Form 149 Large RED dot, with exit date, on the front of the CUM, to alert for two-year follow-up

16. How else may a student exit a bilingual program? Parental request to withdraw (once semester is under way) Parent meets with Multicultural Program Office representative, either at the school or at Central Office, whichever parent prefers Bilingual Form 146 (Withdrawal) is completed and signed by parent and district representative Copy given to parent and copy sent to school Once withdrawn, a 2-year follow-up is required; a large BLUE dot with withdrawal date is placed on front of CUM to indicate 2-year follow-up

17. What does the two-year follow-up require? A school designee must regularly check grades as well as SBA scores for exited or withdrawn students, document them on the form and alert the LAT chair if student is backsliding Is student is not doing well academically, the LAT team must convene, call the parents, inform them and provide an opportunity for the student to return to program. Refusal of program participation must be documented

18. What assessments are required for ELLs? Upon entering the district, a new student must be tested, within 2 weeks of enrolling, to determine language proficiency in English � NMELPT and Spanish IPT if the primary home language is Spanish On a yearly basis, in January, students in program must be tested in the areas in which they have not attained proficiency in English and the native language � NMELPA and Spanish IPT In DL programs, all students are tested yearly in the second language until they reach proficiency, to determine language development in both languages

19. What do we know about bilingualism? The earlier and more intensively languages are introduced, the better With exposure to two languages from a very early age, children will grow as if there were two monolinguals in one brain, and without any �language contamination� ( Dr. Laura-Ann Petitto, 2001) Due to our global society, the need for bilingual/multilingual people in the workforce is increasing daily

20. What are critical components for successful bilingual programs Administrative Support and Instructional Leadership School District Administration School Board

21. Critical components cont� VERY strong Principal support Program leader must have extensive knowledge of bilingual education models, 2nd language development, bilingual education theory and research, instructional methodologies, effective bilingual classroom practices, and belief in the value of bilingualism

22. Critical components cont� A Positive School Environment for ALL students Conducive to learning Additive dual language environment Positive instructional climate Multicultural components

23. components cont� High Quality Instructional Personnel Must possess knowledge of content, curriculum, instructional strategies and classroom management skills particular to bilingual settings Must have native or native-like ability in either or both of the languages in which they are instructing Must be appropriately endorsed

24. Critical components cont� Professional Development/Teacher Training *Pre-service and on-going in-service *Bilingual models, research and theory *2nd language development *Effective 2nd language instructional strategies *Multicultural and educational equity

25. Critical components cont� Instructional design that promotes academic achievement, biliteracy and bilingualism Strong language policy that encourages and provides many opportunities for the use of the instructional language Separation of languages of instruction Family involvement and home-school collaboration

26. For more information� National Clearinghouse on English Language Acquisition and Language Instruction Educational Programs (NCELA) www.ncela.gwu.edu Center for Research on Education, Diversity and Excellence (CREDE) www.crede.ucsc.edu Center for Applied Linguistics (CAL) www.cal.org National Association for Bilingual Education (NABE) www.nabe.org Dual Language of New Mexico (DLeNM) www.duallanguagenm.org New Mexico Association for Bilingual Education (NMABE) www.nmabe.org

27. Are there any questions or comments? Mil gracias� for participating in this training required by the New Mexico Bilingual Multicultural Act . This will assist all of us to provide the best services to our English Language Learners and meet legal compliance in our practice.