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Sustainable Implementation of a 90/10 Dual Language Enrichment Program

Sustainable Implementation of a 90/10 Dual Language Enrichment Program. Presented by Justin Porter, PISD Director of Multilingual Instruction Barbara Kennedy, PISD Coordinator of ELL Teacher Support. Agenda. Initial implementation of one-way 90/10 program

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Sustainable Implementation of a 90/10 Dual Language Enrichment Program

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  1. Sustainable Implementation of a 90/10 Dual Language Enrichment Program Presented by Justin Porter, PISD Director of Multilingual Instruction Barbara Kennedy, PISD Coordinator of ELL Teacher Support

  2. Agenda • Initial implementation of one-way 90/10 program • Addition of a two-way 90/10 program • Lessons learned and resources

  3. Getting started • District culture already supported late exit transitional program • 90/10 was the model selected because the research suggests that it delivers slightly better results in regard to academic performance and bilingualism • The district-wide adoption of one-way DLE represents an integral step in the move toward the creation of a sustainable two-way DLE program

  4. Sustainability • Alignment of one-way and two-way DLE programs allows for • Flexibility in terms of staffing • Maximizing instructional resources • Streamlining of professional development • Continuity of services among campuses

  5. Language of Instruction Framework

  6. Local Exit Criteria • Second language academic success is tied directly to first language proficiency • PISD students meet all specific criteria in the law in order to exit the program and must also demonstrate end-of-year 5th grade proficiency in Spanish reading

  7. Initial Professional Development DLE Language of Instruction Framework • Research base (Thomas and Collier) • Overview of the Framework document • Discussion/problem solving of classroom scenarios • Q&A

  8. Monitoring and Support Monitor through • frequent classroom walkthroughs • attendance at LPAC meetings • collection and review of LPAC paperwork Support through • targeted professional development • lesson modeling, team teaching, guided planning • program and Framework adjustments

  9. Continuing Support Code-switching • Campus initiated • Addendum to the Framework document Spiraling/chunking • Teacher initiated • Teaching the content in two languages

  10. 4th and 5th grade Cohort Challenges • Philosophical shift and achieving “buy-in” • Implementation of literacy instruction in two languages through the end of fifth grade • Delivery of content instruction in appropriately accommodated English • Providing appropriate Tier 1 intervention • Making appropriate language of assessment decisions

  11. Tier 2 and Tier 3 Interventions for struggling DLE students Challenges • Identification of DLE students in need of intervention • Selecting appropriate language for delivering intervention • Alignment of intervention activities and classroom instruction (language mismatch) • Making language of assessment decisions

  12. From One-Way to Two-Way • Surveys • Faculty • Staff • Parents and community members • PISD ELL Task Force • Data analysis • Recommendation

  13. From One-Way to Two-Way • Parent information sessions • Publicized on the web, through campus communications, and at local preschools • Presentation included research base and program design • Parent contract • Requires minimum 6-year commitment • Parents must sign in order to be considered • Contract must be turned in directly to the department for receipt

  14. From One-Way to Two-Way • Eligibility • Any non-LEP, kindergarten-aged student residing within the school district boundaries • No pre-screening • Lottery • Process by which students are selected for participation • Publicly announced • Performed by a third party • Open to the public • EHBE (REGULATION)

  15. Lessons Learned • Expect it to take a long time • Understand that this is not just a change in models, but a change in the way we think – and talk - about educating linguistically diverse children • Understand, use, and model the vocabulary and language of DLE • Encourage staff to adopt and use the language of DLE as well

  16. Lessons Learned • Monitor, monitor, monitor • Never assume understanding • Focus on informal as well as formal leaders • Be aware that parents may view DLE as an elite program

  17. Resources • Bilingual Program Comparison Chart • Initial Framework Training PowerPoint • DLE Parent Meeting Flyer • DLE Receipt of Contract • DLE Parent Meeting Presentation PowerPoint • Acceptance and Denial Letters • Letter of Invitation for Siblings • Spanish Dominant Parent Letters • SSI Letter Attachment

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