Dual Immersion Program

Presented by:Brianna Smit: English Learner Coordinator

Dave Oldenberg: Director of Academic ServicesFeb. 5th, 2018

History of Project

• Fall 2016 we began discussions with El Centro de Conexión de Chippewa Valley regarding Dual Immersion Programming.

• Fall 2016 conversations with UWEC (Carter Smith) through the Bilingual Beginnings (Summer School) in regards to Dual Immersion Programming.

• Spring 2017: District Academic Services team visited two different programs (Appleton and Menasha) to observe, ask questions, and plan moving forward.

• Fall 2017: Dual Immersion Committee created to provide feedback and recommendations moving forward

• Oct. 2017: Listening session with English Learner (EL) staff

• Nov. 2017: Committee feedback on program brochure and recommendation in implementation timeline

• Dec. 2017: Committee looked at research and data round two program models

Alignment to Strategic Plan

•Academic Achievement

• Student Social and Emotional Growth

•Collaborative Cultures

•High Quality Staff

•Partnerships with Families and Communities

Dual Immersion Committee

• ECASD Director of Academic Services

• ECASD English Learner Coordinator

• ECASD Academic Services Coordinator

• ECASD Library Media Specialist

• ECASD Secondary Spanish Teacher

• ECASD Spanish Bilingual Educational Assistant

• 2 ECASD Elementary Principals

• ECASD Director of Early Learning

• ECASD Employee with Bilingual License

• 2- ECASD Board Members

• 1 -Parent (Also Board member for El Centro)

• 2- UWEC Faculty (1 Also ECASD Board member)

• 1- CVTC Faculty (Also Board member for El Centro)

• 1- El Centro Board Member

What is Dual Immersion?

• Dual language education programs integrate native English speaking students with native Spanish speaking students for academic instruction, which is presented in both languages.

• The program extends at least five years, preferably K-12.

• Classrooms are composed of 50% native English speakers and 50% native Spanish speakers. This ratio enables students to be language models for one another. All students learn to read, write, listen, and speak two languages proficiently.

• The dual language model creates an additive bilingual environment, which allows students to acquire a second language while maintaining and developing their native language. The curriculum of the program is the same as in the general education program.

Dual Immersion

Misconceptions

• The brain doesn’t have the capacity to learn two languages at once.

• Native Spanish Speakers will have to participate in this program model.

What’s True

• Research shows there are many brain benefits to being bilingual and biliterate.

• The program will be an option for EVERY ECASD student enrolling in Kindergarten. Enrollment will be a lottery system.

Why?

Research has found a meaningful connection between dual language immersion programs and academic success —regardless of a student’s native language. Results indicated that students randomly assigned to dual language immersion programs outperformed their peers in reading in English by seven months in grade five and by nine months in grade eight. That amounts to almost a year ahead in reading level by the eighth grade compared with their non-immersion peers. Four-year comprehensive study of these programs in the Portland Public Schools District of Oregon

Why?

Academic skills are actually enhanced. Studies consistently show that immersion students do as well as or better than comparable non-immersion students in English language skills, math, science, and social studies. Increasingly, research has also demonstrated connections between math, music, and language skills. Center for Advanced Research on Language Acquisition

Why?

Dual language immersion can offer public schools an opportunity to support historically underserved students while remaining an additive approach for all — offering every student an equal playing field to excel and to accrue the significant benefits of bilingualism. American Councils for International Education

Proposed Implementation Timeline

Program Models

50:50

• The partner language and English are used equally throughout the program

90:10

• The partner language is used most or all of the day in the primary grades and the partner language and English are used equally in the later grades

Location and Transportation

Currently there are two proposed elementary sites that have enough space to host a K-5 program.

• Longfellow Elementary

• Locust Lane Elementary

Transportation will follow a similar model to Chippewa Valley Montessori.***

***Working with Student Transit to navigate most efficient model for this type of program.

Estimated Budget Implications

• Criteria• Materials• Human Resources• Transportation• Professional Development

• Implementation Cost: 2018/2019• Implementation Costs: 2019/2020 – 2024/2025• Grant funding to support from Title II, III, and Bilingual Bicultural (about

10%) • The above cost will need to be a 6 year commitment as a grade level will

be added each year. The transportation component will not increase equally every year.

Research Reference: Driving Decision Making

• Center for Applied Linguistics: Guiding Principles for Dual Language Education

• Collier, V., & Thomas, W. (2004). The Astounding Effectiveness of Dual Language Education for All. NABE Journal of Research and Practice, 2(1) 1-20.

• Research Brief: Dual Language Immersion Programs (EAB)

• The Center for Advanced Research on Language Acquisition (CARLA)

Questions