Boerne ISD Dual Language Program

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Boerne ISDDual Language Program

• Program Model
• Assessment
• Staff Development

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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

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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

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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

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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.

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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

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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
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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
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Boerne ISD Dual Language Instructional Model 2nd
Grade - 80/20
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Boerne ISD Dual Language Instructional Model 3rd
Grade - 70/30
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Boerne ISD Dual Language Instructional Model 4th
Grade - 60/40
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Boerne ISD Dual Language Instructional Model 5th
Grade - 50/50
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Boerne ISD Dual Language Instructional Model 6th
Grade - 50/50
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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.

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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.

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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

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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

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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.

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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)

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Informal Assessments

• Teacher observation
• Anecdotal records
• Cooperative learning assignments
• Independent assignments
• Oral participation

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KES Spring 2007 TAKS Results 3rd Grade
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KES Spring 2008 TAKS Results 4th Grade
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KES Spring 2009 TAKS Results 5th Grade First
Round
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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

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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