Bilingual Models in LCPS 200809

1
Bilingual Models in LCPS 2008-09

• Serving English Language Learners
• and other students
• wishing to become bilingual
• Dr. Emma J. Armendáriz
• Director Bilingual/Multicultural/Migrant
  Education

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Understanding the Origins of Bilingual Education
in NM

• Federal Laws
• Court Decisions
• OCR Policy

• State Provisions Policies
• Comparison of Federal State Regulations

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

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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

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Dual Language

• Alameda K-3
• BTWashington K
• Central K-5
• César Chávez K-2
• Columbia K-5
• Conlee K-5
• Doña 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

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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 childs 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

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Maintenance

• BTW 1-5
• Hermosa Hts. 2-3
• Mayfield New Comers 9-12

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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

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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
• Oñate 9-12

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What does research say about the efficacy of
these models?
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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 students language development and
  academic progress
• On an annual basis, parents must give written
  approval for continued student participation in
  program (blue forms)

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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

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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

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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

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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

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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

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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

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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

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What are critical components for successful
bilingual programs

• Administrative Support and Instructional
  Leadership
• School District Administration
• School Board

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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

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Critical components cont

• A Positive School Environment for ALL students
• Conducive to learning
• Additive dual language environment
• Positive instructional climate
• Multicultural components

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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

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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

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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

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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

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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.