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A Plan for the Expansion

of the Extended Foreign Language Program

at Elementary Schools

PROGRAM GUIDELINES AND PROCEDURES

Division of Bilingual Education and World Languages

2013 - 2014

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Perla Tabares Hantman, Chair Dr. Martin S. Karp, Vice Chair

Dr. Dorothy Bendross-Mindingall Susie V. Castillo Carlos L. Curbelo

Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway

Dr. Marta Pérez Raquel A. Regalado

Jude Bruno Student Advisor

Alberto M. Carvalho Superintendent of Schools

Milagros R. Fornell Chief Academic Officer

Office of Innovation and Accountability

Dr. Maria P. de Armas Assistant Superintendent

Innovation and Accountability

Beatriz Zarraluqui District Director

Division of Bilingual Education and World Languages

Table of Contents

Part I • Introduction ........................................................................................................... 1 • Rationale for Expansion ....................................................................................... 1 • Data ...................................................................................................................... 2

PART II • Language Acquisition .............................................................................................. 3 • Goals and Objectives .............................................................................................. 3 • Program Criteria ...................................................................................................... 3 • Identification of Target Language ............................................................................ 3 • Parental Choice ....................................................................................................... 4 • Instructional Staff for the EFL Program ................................................................... 4

PART III

• Program Description ............................................................................................. 5 • Gifted and the EFL Program ................................................................................. 5 • Student Participation Guidelines........................................................................... 5

New EFL program implementation for 2013-2014 ..................................... 5 EFL program implemented in 2012-2013 ................................................... 6

• Elementary School Academic Program (ESAP) Title ........................................... 7 • Recommended EFL Program Instructional Delivery for Model A.......................... 8

PART IV

• Resources ............................................................................................................ 9 • Public Awareness Campaign ................................................................................ 9 • Conclusion ............................................................................................................ 9

PART V

• Appendix A: Timeline ......................................................................................... 11 • Appendix B: Sample - Parental Choice Letter ................................................... 12 • Appendix C: Sample - Acceptance Letter .......................................................... 15 • Appendix D: Sample – Denial Letter .................................................................. 18 • Appendix E: Sample – Wait List Letter .............................................................. 21 • Appendix F: Sample – Instructional Materials.................................................... 22

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Part I

Introduction As Miami-Dade County Public Schools (M-DCPS) traverses through the twenty-first century, it faces a need to respond to the demographic, linguistic, and economic trends which the greater Miami area has experienced in recent years. The demographics of M-DCPS have changed dramatically. White non-Hispanic student population decreased by 2% from 10% in 2002-2003 to 8% in 2012-2013 and, during that same time frame, Black non-Hispanic student population also decreased by 5.6% from 29% to 23.4% while the Hispanic student population increased by 8.8% from 58% to 66.8%. In the limited English proficient student population alone there has been a 3.7% increase from 17.6% in 2002-2003 to 21.3% in 2012-2013; of those, 74.9% were born in the United States and 25% are foreign born. Students, whose first language is not English, are the fastest-growing demographic group in public schools in all regions of the United States. This increase in diversity in the school population and in the other-than-English-language-origin population of the community as a whole gives urgency to the need for a system-wide response to meeting emerging language needs for the twenty-first century. Consistent with the M-DCPS initiatives in the area of bilingualism, former U.S. Secretary of Education, Richard Riley, declared biliteracy in English and another language a national priority. Calling on American schools to graduate more students who are bilingual, Secretary Richard W. Riley once stated: “Our nation can only grow stronger if all our children grow up learning two languages.” A major focus of M-DCPS is on maximizing opportunities to increase the number of students who are bilingual and biliterate. To this end, one of the results of this initiative is to guarantee in-depth dual language instruction. With the support and approval of the Superintendent and The School Board, the Extended Foreign Language (EFL) program is the mechanism that has been chosen to ensure this outcome. The EFL program offers a school within a school approach to world language education. The goal of the program is to offer students the opportunity to become proficient in speaking, reading, and writing in English and one other language. The program is designed for a group of students at each grade level who, after participation in the program for one school year, are automatically enrolled in the subsequent grade level. Rationale for Expansion The purpose of the Plan for the Expansion of the Extended Foreign Language Program is to guarantee that M-DCPS’ World Languages education programs reflect the goal of enabling our students living in 21st Century societies to interact using a number of languages across linguistic and cultural boundaries. Within the existing infrastructure, M-DCPS seeks to address the need to structure the language program in a manner that develops and enhances the students’ bilingual skills. The systematization reflects a continuum through which students and schools can move in the pursuit of bilingualism.

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The advantage of this comprehensive district-wide Plan is that it reduces the fragmentation that occurs when isolated initiatives are undertaken without continuity. The Plan for the Expansion of the Extended Foreign Language Program will help to bridge the gap between the general goals of M-DCPS and the feasibility of student’s achievement of those goals. M-DCPS is committed to providing a high level of support in response to the needs of the community. With great boldness, knowing that growing interdependence among nations and the pluralistic nature of today’s society demands that we develop citizens with a sound understanding of international and cross-cultural issues and with the ability to communicate in more than one language, M-DCPS is committed to giving our students the world! Data Implementing innovative practices to meet the unique needs of the fourth largest school district in the country while serving over 344,000 students K-12, M-DCPS offers rigorous bilingual instructional programs with emphasis on high standards ensuring academic achievement. To illustrate our diversity, more than 160 languages or dialects are spoken by our K-12 students. Consequently, a total of 20 different world languages are offered with an approximate enrollment of 200,000 students that accounts for 57% of M-DCPS student population. Charlemagne once said, “To have another language is to possess a second soul”. To that end, the following languages are offered at M-DCPS elementary schools:

Language Offerings at Elementary Schools Spanish Haitian-Creole French Portuguese German Chinese Italian Greek

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Part II Language Acquisition Several principles govern language acquisition. They include:

• in order to become literate in a second language, the language must be studied systematically;

• the study of the target language must be continuous; • it takes five to seven years for a person to acquire academic language skills in the target

language; • knowledge and skills acquired in one language transfer to the other; and, • the target language must be applied as a tool for learning.

Goals and Objectives The EFL program has been in existence since 1997. After analyzing research and compelling reasons for developing effective goals and objectives of the EFL program, it was determined that the overarching principles include the following:

1. increase the number of bilingual and biliterate students 2. provide opportunities and experiences that respond to the needs and interests of the

community; and, 3. prepare students for the 21st Century.

Program Criteria The EFL program is an all-inclusive program; there are no restrictions on the type of student that can participate. A student can be monolingual, bilingual, gifted, or classified ESE. For program success, schools must ensure:

• a strong evidence of administrative and faculty support; • a strong evidence of parental interest; • availability of linguistically qualified teachers; • selected teachers’ commitment to the implementation of the program; and, • continuation of the program into the upper grades.

Identification of Target Language The identification of the target language by the schools should include:

• Parental input o Curriculum Council o PTA/PTSA o EESAC

• Language that best serves the school community.

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Parental Choice A letter requesting parental choice for student participation needs to be distributed to ALL parents. A concerted effort needs to be made by the administration to ensure that parents return the letter to the school with a participation or non-participation response. Letters need to be filed at the school. Please refer to sample letter in Appendix B.

Instructional Staff for the EFL Program Extended Foreign Language (EFL) programs proposed for implementation must be designed within the staffing resources provided through the School Allocation Plan, K-12 Schools. Schools need to identify teachers who are linguistically qualified in the target language. The EFL program is to be implemented within the current level of teacher allocation. Schools need to have sufficient linguistically-qualified teachers in the selected language and current grade levels of implementation and must identify linguistically-qualified teachers for future implementation. The office of Instructional Staffing and schools must make every effort to recruit and hire bilingual teachers at the elementary level who are linguistically qualified in target languages. For questions and/or concerns identifying linguistically-qualified teachers, please contact your Regional Center. ELF program timeline is included under Appendix A.

Note: Parental request for implementation of the EFL program means that the program must be offered at the school. Any questions concerning the implementation of the program, need to be addressed with the Region and the Division of Bilingual Education and World Languages.

Note: Program 6600, 6610, 6620 and 6630 allocations cannot be used to support the EFL program.

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Part III

Program Description The EFL program was originally implemented in 1997. The schools that seized the opportunity, selected from one of three different Models. These schools will continue the expansion of the EFL program while continuing to implement the existing EFL Model chosen at the time of program selection. For schools that were part of the new EFL Expansion Initiative launched during the 2012-2013 school year for Kindergarten and Grade 1, the recommended Model of implementation was Model A. These schools will expand the EFL program to Grade 2 for the 2013-2014 school year with the current Grade 1 students enrolled in the program. Schools will recruit students for Kindergarten and Grade 1 while encouraging expansion of number of students. For schools that will implement the EFL program for the first time in the 2013-2014 schools year in Kindergarten and Grade 1, the recommended Model of implementation is Model A.

Gifted and the EFL Program Students eligible for the gifted program, as per State Board Rule 6A-6.03019, should also be afforded the opportunity to participate in the Extended Foreign Language (EFL) Program. Parents of gifted students must be provided with the Parent Choice letter and be given the option of participating in the EFL program, while still receiving gifted services. For students in a gifted, part-time program, students can be scheduled into gifted courses for 1 to 2.5 hours per day and receive EFL instruction in the general education class. For students in a full-time gifted program, students are scheduled into gifted courses for all core classes; i.e., Reading/Language Arts, Mathematics, Science, and Social Studies, with a teacher of the gifted. Spanish is not a gifted subject; therefore, non-gifted students can be in the same class for Spanish instruction.

Student Participation Guidelines Delineated below are the steps to be followed in placing students in the EFL program: New EFL program implementation for 2013-2014:

1. Parental Choice letter must be distributed to ALL parents of incoming Kindergarten students.

2. Parental Choice letter must be distributed to ALL parents of incoming Grade 1 students. 3. Schools must ensure that all letters are returned to the school. Since the EFL program

is an opt-in program, signed Parental Choice letters requesting participation must be included in the student CUM.

Note: Every year schools must plan to expand program capacity in order to serve all interested students.

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4. Letters of student non-participation in the EFL program should be kept as documentation of parental choice and placed in CUM.

5. Parental Choice letters must be returned to the school by due date in order for student participation in the EFL Program.

6. If the number of Parental Choice letter responses does not exceed the number of available spaces, then all students whose parents requested participation in the EFL program will be accepted.

7. If the number of Parental Choice letter responses exceeds the number of spaces available in the EFL Program, the date and time for a lottery will be advertised.

8. Students whose names were selected during the lottery will be accepted into the EFL program.

9. A waiting list will be created with the remaining student names based on the lottery rankings.

10. Every effort must be made to place students whose parents have requested participation in EFL program in an EFL classroom.

11. Schools will notify parents in writing of acceptance and/or non-acceptance into the EFL program. Non-acceptance letter must include rationale for rejection. Please refer to sample letters in Appendix C and D.

12. Students who are transferring from an EFL program need to be placed in an EFL classroom in order to ensure continuity of program.

13. Waiting lists are to be maintained only for the current grade and school year. Please refer to sample letter in Appendix E

EFL program implemented in 2012-2013:

1. Parental Choice letter must be distributed to ALL parents of incoming Kindergarten students.

2. Parental Choice letter must be distributed to ALL parents of future Grade 1 (current Kindergarten) students for whom there is no letter in file at the school. Letter must also be distributed to NEW Grade 1 students to the school.

4. School must ensure that all letters are returned to the school. Since the EFL program is an opt-in program, signed Parent Choice letters requesting participation must be included in the student CUM.

5. Letters of student non-participation in the EFL program should be kept as documentation of parental choice and placed in CUM.

6. Parental Choice letters must be returned to the school by due date in order for student participation in the EFL Program.

7. If the number of Parental Choice letter responses does not exceed the number of available spaces, then all students whose parents requested participation in the EFL program will be accepted.

8. If the number of Parental Choice letter responses exceeds the number of spaces available in the EFL Program, the date and time for a lottery will be advertised.

9. Students whose names were selected during the lottery will be accepted into the EFL program.

10. A waiting list will be created with the remaining student names based on the lottery rankings.

11. Every effort must be made to place students whose parents have requested participation in EFL program in an EFL classroom.

12. Schools will notify parents in writing of acceptance and/or non-acceptance into the EFL program. Non-acceptance letter must include rationale for rejection. Please refer to sample letters in Appendix C and D.

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13. Students who are transferring from an EFL program need to be placed in an EFL classroom in order to ensure continuity of program.

14. Waiting lists are to be maintained only for the current grade and school year. Please refer to sample letter in Appendix E

Elementary School Academic Program (ESAP) Title Following are the Elementary School Academic Program (ESAP) Titles for scheduling students into the appropriate K-5 ESAP programs:

• Program 50: Standard Subjects – Dual Language • Program 51: Standard Subjects with ESOL – Dual Language • Program 56 Standard Subjects with Gifted – Dual Language • Program 57: Standard Subject with/ESOL Gifted – Dual Language

Note: Because of the progressive nature of developing language proficiency, the entry points for the EFL program are Kindergarten and Grade 1. Entry points in Grades 2 – 5 are based on the student’s linguistic ability. The Division of Bilingual Education and World Languages will provide schools with an instrument to measure linguistic ability.

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Recommended EFL Program Instructional Delivery for Model A

Model A provides for one hour daily, 300 minutes weekly, of language instruction in the target language. Based on teachers’ linguistic ability, this model might be delivered in different ways. Following are scheduling samples showing program delivery with a bilingual teacher and with a bilingual/monolingual team.

Self-contained: A bilingual teacher instructs in all subject areas

Self-contained Instruction

1 teacher / 1 section Bilingual Teacher

Teacher provides instruction in English and selected language Reading/Language Arts Writing Lectura/Artes del Lenguaje/Escritura Mathematics Social Studies Science Physical Education As per the 2012-2013 Student Progression Plan, page 65, a portion of the required time for English Language Arts/Reading/Writing can be satisfied during the Spanish block. Target Language Instruction Instruction delivered in English Art and Music are to be integrated throughout the curriculum in Kindergarten and Grade 1. For Grade 2 and above, Physical Education, Art, and Music instruction will be delivered by a Special Area teacher.

In the example above, the teacher provides instruction in English in all subject areas with one hour of instructional time in Language Arts in the target language.

Departmentalized: A monolingual teacher of English teams with a bilingual teacher.

Departmentalized Instruction

2 teachers / 2 sections English Component Selected Language Component

Teacher provides instruction in English

Teacher provides instruction in target language

Group A: AM Group B: AM Reading/Language Arts Lectura/Artes del Lenguaje/Escritura Writing Mathematics Social Studies or Science Social Studies or Science Physical Education Physical Education

Group B: PM Group A: PM Reading/Language Arts Lectura/Artes del Lenguaje/Escritura Writing Mathematics Social Studies or Science Social Studies or Science Physical Education Physical Education As per the 2012-2013 Student Progression Plan, page 65, a portion of the required time for English Language Arts/Reading/Writing can be satisfied during the Spanish block. Target Language Instruction Instruction delivered in English Art and Music are to be integrated throughout the curriculum in Kindergarten and Grade 1. For Grade 2 and above, Physical Education, Art, and Music instruction will be delivered by a Special Area teacher.

In the example above, both teachers provide two and one-half hours of instructional time to each group. A minimum of two classes per grade level would be included in the program, and the teachers in a team would be provided with common planning time for the purpose of articulation.

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Part IV Resources The Division of Bilingual Education and World Languages will provide participating elementary schools with the following:

• teacher training, including substitute release time; • strategies, modeling, coaching, assistance with lesson planning; • EFL Kindergarten, Grade 1, and Grade 2 daily lesson plans available on the Division of

Bilingual Education and World Languages website under Elementary Resources at, http://bilingual.dadeschools.net/BEWL/Spanish_S-SL_resources.asp, to facilitate the development of instruction and progression of the curriculum;

• technical assistance to develop instructional materials, as needed; and, • administrative support through follow-ups and program monitoring.

Public Awareness Campaign Miami-Dade County Public Schools (M-DCPS) through the Division of Bilingual Education and World Languages and with the assistance of the Office of Public Relations will embark in a Public Awareness Campaign on the importance of being bilingual and how learning a second language helps improve the first language. According to an article in The Australian, “Anyone who has something a little extra has an extra advantage in life.” Conclusion As stated and outlined in the Plan for the Expansion of the Extended Foreign Language Program, the intent of this proposal is for Miami-Dade County Public Schools to accommodate the shift in demographics, to address the increase in diversity in our public schools, and to provide parental choices to those who wish to equip their students with the necessary skills to succeed in an ever changing economy. This is a large step toward achieving our goals. In order to accomplish these goals, we must deliver a language program that provides a rigorous and relevant curriculum and offers our students the tools to participate and prosper in the international world of work and commerce. We must stay true to our commitment of giving our students the world!

Part V

Appendix A

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Timeline for School Implementation of the Extended Foreign Language (EFL) Program

Notify parents of acceptance and/or non-acceptance

into the EFL program for the

new school year. Please use Sample

letters provided.

Notify BEWL of EFL instructional materials needed

for next school year EXPANSION of program within

current grade level(s).

Notify Bilingual Education and

World Languages (BEWL) of EFL

instructional materials needed

for next school year in NEW grade

level.

Notify teacher(s) of

EFL assignment for the following

school year.

Make sure that EFL teachers register for the

EFL professional development that will

be offered for NEW and previously trained EFL

teachers.

Make sure that EFL teachers register for the

EFL professional development that is offered on District-wide PD days.

Distribute Parent Consent letter to Kindergarten and

future Grade 1 parents. Please

remember to include due date.

Make sure to date- and time-stamp letters

upon receipt at school.

Please use Sample letters provided.

June October February May January April September

Make sure that the EFL teachers register

for the EFL professional

development that is offered on the

District-wide PD Days

Notify Regional Center and BEWL of plans for NEW implementation

and/or EXPANSION of EFL Program.

Make sure that the EFL Program is

presented to parents during Kindergarten Orientation.

Provide parents with Parental

Consent letter. Please use

Sample letters provided.

July &

August

Kindergarten registration process continues.

Provide parents with Parental Consent letter

upon registration. Include due date.

Make sure to date- and time-stamp letters upon

receipt at school. Please use Sample

letters provided.

New

Sch

ool Y

ear

Appendix B

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Dear Parents or Guardians: In an effort to provide access to a rigorous bilingual education program, Miami-Dade County Public Schools (M-DCPS), with the support and approval of the Superintendent and The School Board, has embarked in a new and systematic initiative whose goal is to offer students the opportunity to become proficient in speaking, reading, and writing in English and one other language. The Extended Foreign Language (EFL) Program has been in existence since 1997 and has now been selected district-wide as the world language education model for interested students in elementary school; implementation beginning with Kindergarten and Grade 1 for the 2013-2014 school year.

The school that your child attends is offering Kindergarten and Grade 1 students the opportunity to participate in the EFL program. In each subsequent year, another grade level will be added to the program and the EFL instruction will reflect a continuum through which students and schools can move in the pursuit of bilingualism. The EFL program provides for one hour daily of language instruction in the target language chosen by the school; e.g., Spanish, French. The program is all-inclusive and there are no restrictions on the type of student that can participate; i.e., monolingual, bilingual, gifted, or classified ESE. Participation in the program is based on parental choice. It is important for parents to know that the Spanish for Spanish Speakers (Spanish-S) program will no longer be offered as an option for students in Kindergarten and Grade 1 beginning with the 2013-2014 school year. The Spanish-S and the Spanish as a Second Language (Spanish SL) programs will be phased out of the elementary grades for all students except those that are enrolled in the EFL program. Therefore, for Kindergarten and Grade 1 students whose parents do not choose the EFL option for the 2013-2014 school year, the Spanish-S program will not be an option for the remainder of the elementary school years. Each parent or guardian is asked to complete the form below and return it to the school no later than (date). Because space is limited, acceptance into the EFL program will be based on the results of a random selection (lottery). If you have any questions, please do not hesitate to call (Name of school Principal), at (telephone). Sincerely, , Principal Option 1: I have been informed about the Extended Foreign Language Program and I WANT my child to participate. Student Name: Grade: Parent/Guardian’s Name: Date: Parent/Guardian’s Signature: Option 2: I have been informed about the Extended Foreign Language Program and DO NOT want my child to participate. Student Name: Grade: Parent/Guardian’s Name: Date: Parent/Guardian’s Signature:

SAMPLE Parental Choice Letter

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Estimados padres de familia o tutores: En un esfuerzo por facilitar el acceso a un programa riguroso de educación bilingüe, las Escuelas Públicas del Condado Miami-Dade (M-DCPS, por sus siglas en inglés), con el apoyo y la aprobación del Superintendente y de la Junta Escolar, ha comenzado una nueva y sistemática iniciativa cuyo objetivo es ofrecer a los estudiantes la oportunidad de alcanzar la aptitud en la expresión oral, la lectura y en la escritura en el idioma inglés y en un idioma adicional. El Programa de Expansión de Lenguas Extranjeras (Extended Foreign Language Program, EFL, por sus siglas en inglés) ha estado en existencia desde 1997 y ha sido seleccionado en todo el distrito como el modelo en la enseñanza de idiomas mundiales para los estudiantes de escuelas primarias que estén interesados; el programa será puesto en práctica comenzando con el Kindergarten y el 1er grado para el curso escolar 2013-2014. La escuela donde asiste su hijo está ofreciendo a los estudiantes de Kindergarten y 1er grado la oportunidad de participar en el programa EFL. En cada uno de los años siguientes, se añadirá otro nivel de grado al programa y la instrucción reflejará un programa de EFL continuo mediante el cual los estudiantes y las escuelas pueden avanzar en camino hacia el bilingüismo. El programa de EFL ofrece una hora diaria de instrucción en un idioma específico que ha sido seleccionado por la escuela, por ejemplo, el español o el francés. El programa incluye a todos y no existen restricciones respecto al tipo de estudiante que puede participar en este programa por ejemplo, monolingüe, bilingüe, superdotado o clasificado ESE. La participación en el programa se basa en la elección de los padres de familia. Es importante que los padres sepan que los programas de Español Spanish for Spanish Speakers, (conocido por Spanish-S) y Spanish as a Second Language (conocido por Spanish SL) ya no se ofrecerán como una opción para los estudiantes de Kindergarten y 1er grado comenzando con el curso escolar 2013-2014. Los programas Spanish-S y Spanish SL se eliminarán gradualmente de las escuelas primarias para todos los alumnos, excepto los que estén matriculados en el programa EFL. Por lo tanto, para los estudiantes del Kindergarten y 1er grado, cuyos padres no eligen la opción del programa EFL para el curso escolar 2013-2014, los programas Spanish-S y Spanish SL ya no podrán ser una opción para el resto de los años que le queden al estudiante en la escuela primaria. Se pide a los padres de familia o tutores que llenen el siguiente formulario y que lo devuelvan a la escuela de su hijo a más tardar para el (Date). Por no disponer de los espacios de acuerdo a la demanda de matrícula en el programa de EFL, los estudiantes serán aceptados basado en los resultados de una lotería. Si usted tiene alguna pregunta, por favor, no dude en llamar al director de la escuela (Name of School Principal), al (telephone).

Atentamente, , Director(a)

Opción 1: He sido informado(a) sobre el Programa Extendido de Idiomas y deseo que mi hijo(a) participe. Nombre del estudiante: Grado: Nombre del padre/tutor: Fecha: Firma del padre/tutor: Opción 2: He sido informado(a) sobre el Programa Extendido de Idiomas y no elijo esta opción para mi hijo(a) Nombre del estudiante: Grado: Nombre del padre/tutor: Fecha: Firma del padre/tutor:

SAMPLE Parental Choice Letter

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Chè Paran Gadyen: Nan yon efò pou bay aksè nan yon pwogram edikasyon bileng rigoure, “Miami-Dade County Public Schools (M-DCPS)” (Lekòl Leta Miami-Dade County), avèk sipò e apwobasyon Sipèentandan an ak Komisyon Konsèy Lekòl yo, anbake nan yon nouvo inisyativ sistematik kote objektif yo se pou ofri elèv yo opòtinite pou vin maton nan pale li, e ekri ann Anglè e nan yon lòt lang. Pwogram “Extended Foreign Language (EFL)” (Pwogram Ekstansyon Lang Etranje a) ki egziste depi 1997 e kounye a yo seleksyone li atravè tout distri a kòm modèl edikasyon lang mondyal, pou elèv ki enterese nan lekòl elemantè; yo ap enplemante kòmanse nan nivo ane eskolè Jadendanfan ak Premye Ane Eskolè nan ane lekòl 2013-2014. Lekòl pitit ou ye a ap ofri elèv nan klas Jadendanfan ak Premye Ane Eskolè opòtinite pou patisipe nan pwogram EFL la. Nan chak ane ki ap suiv, nou ap ajoute yon lòt nivo Ane Eskolè nan pwogram nan e enstriksyon EFL la ap reflete yon kontinite kote elèv, ak lekòl yo ap bouje nan chèche pou yo vin bileng. Pwogram EFL la ofri enstriksyon lang chak jou pou inèdtan nan lang lekòl la chwazi; pa egzanp Espayòl, Fransè. Pwogram nan konplè e pa gen restriksyon sou kalite elèv ki ka patisipe; pa egzanp elèv ki pale yon sèl lang, bileng, elèv ki don oubyen elèv ki klasifye nan ESE. Patisipasyon nan pwogram nan baze sou sélection parantal. Li enpòtan pou paran konnen yo pap ofri pwogram (Spanish-S) Espayòl pou moun ki deja pale Espayòl kòm yon opsyon pou elèv nan klas Jadendanfan ak Premye ane Eskolè kòmanse nan nivo ane lekòl 2013-2014. Pwogram Spanish-S la ak ‘‘Spanish as a Second Language (Spanish SL) (Espayòl kòm yon Dezyèm Lang) ap fini pou tout ane nivo lekòl elemantè pou tout elèv eksepte sa ki enskri nan pwogram EFL. Pakonsekan, paran ki pa chwazi opsyon EFL pou elèv Jadendanfan ak Premye Ane Eskolè pou ane lekòl 2013-2014 la, pwogram Spanish-S la pap yon opsyon pou rès ane lekòl elemantè yo. Nou ap mande chak paran oubyen gadyen pou ranpli fòm anba a e retounen li bay lekòl la pa pi ta pase (Date). Akoz plas yo limite, nou ap aksepte patisipasyon elèv nan Pwogram EFL la baze sou yon tirajosò. Si ou gen nenpòt kesyon, silvouplè pa ezite pou rele Direktè/tris lekòl la (Name of school Principal) nan (telephone).

Sensèman,

Direktè/tris Opsyon 1: Yo te enfòme m sou Pwogram Lang Etranje Pwolonje a e mwen vle pitit mwen an patisipe. Non elèv la: Ane Eskolè: Non Paran/Gadyen: Dat: Siyati Paran/Gadyen: Opsyon 2: Yo te enfòme m sou Pwogram Lang Etranje Pwolonje a e mwen pa chwazi opsyon sa a pou pitit mwen a. Non elèv la: Ane Eskolè: Non Paran/Gadyen: Dat: Siyati Paran/Gadyen:____________________________________________

SAMPLE Parental Choice Letter

Appendix C

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Date Dear Parents or Guardians: Congratulations! Your child has been accepted into the Extended Foreign Language (EFL) Program at (school name) beginning in the 2013-2014 school year and will be provided with one hour daily of language instruction in the target language. By signing this document, you acknowledge that this placement is based on parental choice and has your Choice. Failure to complete this form and submit by the deadline will render your decision as a declination of this offer. Parent's/Legal Guardian's Name: _______________ (Please Print)

Relationship: _______________ (Please Print) Signature: __________________________________ Date: ________________

Please return the completed form to the attention of:____________________________

on or before; _______________, 2013.

School Name Street Address City/State/Zip

If you have any questions regarding this letter, please feel free to contact our school directly. Sincerely, , Principal

SAMPLE Acceptance Letter

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Date

Estimados padres de familia o tutores: ¡Felicidades! Su hijo ha sido aceptado en el Programa Ampliado de Idiomas (EFL, por sus siglas en inglés) en (school name) comenzando en el curso escolar 2013-2014 y recibirá una hora diaria de instrucción en el idioma seleccionado. Al firmar este documento usted acusa recibo que esta ubicación está basada en la selección de los padres y cuenta con su consentimiento. Si no completa este formulario y lo entrega dentro del plazo estipulado se considerará que declina esta oferta. Padres o tutores de: _______________ (Por favor, escriba en letra de molde)

Parentesco: _______________ (Por favor, escriba en letra de molde)

Firma: __________________________________ Fecha: ________________

Por favor, complete el formulario y entréguelo a: ____________________________

antes del _______________, 2013

School Name Street Address City/State/Zip

Si tuviese cualquier pregunta con respecto a esta carta, por favor, siéntase en libertad de comunicarse directamente con nuestra escuela.

Atentamente, , Director(a)

SAMPLE Acceptance Letter

16

Date

Chè Paran oubyen Gadyen: Felisitasyon! Nou aksepte pitit ou a nan "Extended Foreign Language (EFL) Program" (Pwogram Ekstansyon Lang Etranje) nan (school name) ki ap kòmanse nan ane lekòl 2013-2014 la e yo ap ba li enstriksyon nan lang li ap aprann nan pou inèdtan pa jou. Nan siyen dokiman sa a, li endike ou rekonèt plasman sa a baze sou chwa parantal e ou bay konsantman ou. Si ou pa ranpli fòm sa a e remèt li jou oubyen anvan dat delè a, sa vle di ou pran desizyon pou w rejte òf sa a. Non Paran/Gadyen Legal: ______________

(Silvouplè Enprime)

Relasyon: ______________ (Silvouplè Enprime)

Siyati: _______________________ ________ Dat: _____________ ___

Silvouplè ranpli e retounen fòm sa a sou atansyon:_______________ ________

ou oubyen anvan dat; _______________, 2013. Non Lekòl Adrès Vil/Eta/Kòd Postal

Si ou gen nenpòt kesyon konsènan lèt sa a, silvouplè mete w alèz pou kontakte biwo lekòl la dirèkteman.

Sensèman,

Direktè/tris

SAMPLE Acceptance Letter

Appendix D

17

Date Dear Parents or Guardians: Thank you for applying to the Extended Foreign Language (EFL) Program at (school name). Regretfully, we are unable to offer your child a seat for the 2013-2014 school year. Available seats in the EFL Program were filled utilizing a random selection process (commonly referred to as lottery). Your child’s name will remain on the school’s lottery list throughout the 2013-2014 school year. If seats become available, students will be notified in the order they appear on the waiting list generated by the lottery. If you have any questions regarding this letter, please feel free to contact our school directly. We wish you the best in your future academic endeavors. Sincerely, , Principal

SAMPLE Denial Letter

18

Date

Estimados padres de familia o tutores: Gracias por presentar su solicitud para el Programa de Expansión de Lenguas Extranjeras que ofrece (Name of school). Desafortunadamente, no podemos ofrecerle un puesto para el año escolar 2013-2014. Espacios disponibles para el programa EFL fueron otorgados a través del proceso de lotería. No obstante, el nombre de su hijo(a) permanecerá vigente en una lista de espera durante el año escolar. Si se abrieran plazas en el programa, los estudiantes serán invitados a participar en el orden que aparecen en dicha lista de espera generada por la lotería. Si tuvieran alguna pregunta sobre esta carta, por favor comuníquense con el Director(a) de la escuela. Le deseamos a su hijo(a) suerte en su trayectoria académica. Atentamente, , Director(a)

SAMPLE Denial Letter

19

Date Chè Paran oubyen Gadyen: Mèsi dèske w aplike pou pwogram “Extended Foreign Language (EFL)” (Pwogram Ekstansyon Lang Etranje) a. Nou regrèt, nou pap ka ofri pitit ou a yon plas pou ane lekòl 2013-2014 la. Nou itilize yon pwosesis seleksyon tirajosò pou ranpli plas disponib nan pwogram EFL la, (dabitid nou refere a li kòm yon lotri). Non pitit ou a ap rete nan lis tirajosò lekòl la diran tout ane lekòl 2013-2014. Si nou vin gen plas disponib, nou va avize elèv ki nan lis atant, nan lòd li prezante daprè jan li tire nan tirajosò a. Si ou gen nenpòt kesyon konsènan lèt sa a, silvouplè mete w alèz pou kontakte lekòl nou an dirèkteman. Nou swete w bòn chans nan pwochen efò akademik ou yo.

Sensèman,

Direktè/tris

SAMPLE Denial Letter

Appendix E

20

Date Dear Parents or Guardians: Thank you for applying to the Extended Foreign Language (EFL) Program at (school name). Regretfully, we are currently unable to offer your child a seat for the 2013-2014 school year. Available seats in the EFL Program were filled utilizing a random selection process (commonly referred to as lottery). Your child’s name will remain on the school’s lottery list throughout the 2013-2014 school year. If seats become available, students will be selected in the order they appear on the list. If you have any questions regarding this letter, please feel free to contact our school directly. We wish you the best in your future academic endeavors. Sincerely, , Principal

SAMPLE Wait List Letter

21

Date Estimados padres de familia o tutores: Le agradecemos su solicitud para el Programa Ampliado de Idiomas (EFL, por sus siglas en inglés) en (school name). Desafortunadamente, no podemos ofrecerle a su hijo un puesto para el curso escolar 2013-2014. Los puestos disponibles para el Programa EFL se otorgaron siguiendo un proceso de selección al azar (al que comúnmente se le llama “lotería). El nombre de su hijo permanecerá en la lista de la lotería de la escuela hasta el curso escolar 2013-2014. En el caso de que se desocupasen puestos, se seleccionarán a los estudiantes en el orden en el que aparecen en la lista. Si tuvieran alguna pregunta sobre esta carta, por favor comuníquense con la escuela. Le deseamos a su hijo(a) suerte en su trayectoria académica.

Atentamente, , Director(a)

SAMPLE Wait List Letter

22

Date Chè Paran oubyen Gadyen: Mèsi dèske w aplike pou pwogram “Extended Foreign Language (EFL)” (Pwogram Ekstansyon Lang Etranje) a. Nou regrèt, nou pap ka ofri pitit ou a yon plas pou ane lekòl 2013-2014 la. Nou itilize yon pwosesis seleksyon tirajosò pou ranpli plas disponib nan pwogram EFL la, (dabitid nou refere a li kòm yon lotri). Non pitit ou a ap rete nan lis tirajosò lekòl la diran tout ane lekòl 2013-2014. Si nou vin gen plas disponib, nou va fè yon tirajosò ankò pou chwazi lòt elèv. Si ou gen nenpòt kesyon konsènan lèt sa a, silvouplè mete w alèz pou kontakte lekòl nou an dirèkteman. Nou swete w bòn chans nan pwochen efò akademik ou yo.

Sensèman,

Direktè/tris

SAMPLE Wait List Letter

Appendix F

23

Extended Foreign Language (EFL) Program Basic Allocation of Instructional Materials

Model A

1 Hour Daily (300 Minutes) of Spanish Language Arts Instruction

Grade Level Instructional Materials

Kindergarten

ABC Books Supply, Inc. • Phonics/Reading: Cartilla Gretel

National Geographic/Hampton Brown Publishers • Phonics/Reading: De Canciones a cuentos – Level A • Phonemic Awareness/Vocabulary Development: Alfarrimas • Vocabulary Development: Vocbulaminas

Pearson/Scott Foresman

• Literature/Reading: Scott Foresman Lecture 1.2

Grade 1

ABC Books Supply, Inc. • Phonics/Reading: Cartilla Gretel

National Geographic/Hampton Brown Publishers • Phonics/Reading: De Canciones a cuentos – Level B with Elefonetica • Reading/Vocabulary Development: Pan y canela – Collection B

Pearson/Scott Foresman Literature/Reading: Scott Foresman Lecture 1.3 – 1.6

Grade 2

National Geographic/Hampton Brown Publishers • Phonics/Reading: De Canciones a cuentos – Level C with Elefonetica • Reading/Vocabulary Development: Pan y canela – Collection C

Pearson/Scott Foresman Literature/Reading: Scott Foresman Lecture 2.1 – 2.2

ANTI-DISCRIMINATION POLICY

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by law:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Educational Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for employment.

Revised 9/2008