An Informational Overview:

1. An Informational Overview: Dual Language Two-Way Immersion Magnet School of Choice

2. Why Consider? • District 11 has increased from 810 English Language Learners (ELL) in 2000-2001 to 1858 ELL students in 2004-2005 • This is a 129% increase of ELL students in 4 years • Of those 1858 ELL students, 76% are Spanish speakers

3. Definition A Dual Language Two-way Immersion Program integrates both English speakers and speakers of a minority Language (Spanish) with the goal of fluency in two languages for all students.

4. Colorado Examples • In 2002, the National Study of School Effectiveness for Language Minority Students,selected five elementary schools from 107 Two-Way Immersion (TWI) schools, in six states. • Of the five elementary schools, 3 were from Colorado: • Harris Bilingual (Ft. Collins) • Pioneer Bilingual (Lafayette) • University Hills (Boulder)

5. Culture • Dual Language Two-Way Immersion (TWI) • Goal is for all students to become fluent in English and Spanish and to meet state standards • Located in a middle to upper socio-economic area • Magnet school of choice

6. Demographics • 50% native-Spanish speaking students • 50% native-English speaking students • New students accepted after 2nd grade only if balance can be maintained • Fewer classes at intermediate level due to attrition

7. Program • Serves both groups in equal numbers • 50-100% Teachers are bilingual • K- 2nd 50% to 90% instruction in Spanish • 3rd-6th 50% instruction in each language

8. Content • 1st- 3rd: Literacy either taught in the native language or with sheltered instruction support • 4th- 6th: Literacy taught primarily in English • Spanish and English alternating by week for math, science, social studies • District curriculum and textbooks

9. Strategies • Sheltered Instruction teaching strategies (key concepts, vocabulary, pictures, manipulatives, objects, charts, graphs, discussions)

10. Timeline Considerations • A professional study would need to be completed before actually considering and approving the concept of a Dual Language Two-way Immersion Magnet School of Choice • At least 2 Years of designing, planning, preparing, training, and recruiting • A possible third year opening of a Dual Language Two-way Immersion Magnet School of Choice

11. Timeline Considerations (cont.) • Before anything is done, the BOE should consider all associated costs and ramifications, and review with district administration staff • District and BOE should visit similar schools • A detailed timeline and budget should be developed • An appropriate school site should be studied and selected

12. Timeline Considerations (cont.) • Ongoing staff/parent/community meetings • Principal selection • Hire additional secretary and a community liaison • Identify/recruit bilingual staff • Bilingual classes for existing staff • Staff visit similar schools

13. Timeline Considerations (cont.) • Develop schedules and procedures • Select/purchase bilingual textbooks • Staff development in sheltered instruction • Create bilingual language assessments

14. Benefits • Bilingual language proficiency • Modest academic achievement gains in reading and math (50-75% students proficient after 4 to 6 years) • Positive impact on cross cultural attitudes

15. Challenges • Recruitment of bilingual teachers • Costs for materials in two languages • Balance of students • Attrition in upper grades, if a limited number students are admitted after 2nd grade

16. Challenges (cont.) • No follow up program in middle school • Additional budget costs • Research shows only 50-75% students proficient in Dual Language Two-Way Immersion Schools after 4 to 6 years