Starting Your Two-Way Bilingual Immersion Program - DOC

Document Sample
Starting Your Two-Way Bilingual Immersion Program - DOC Powered By Docstoc
					                                         QuickTime™ and a
                                          decompressor
                                  are neede d to see this picture.




  Starting Your Two-Way Bilingual Immersion (TWBI)
    Program: Planning, Implementing & Monitoring

                             A Checklist
                 Developed by Marcia Vargas, Two-Way CABE
                  Edited by Rosa G. Molina, Two-Way CABE
                               twowaycabe.org



I. Identify and involve key stakeholders who are already
supportive of the idea and philosophy of bilingualism and
biliteracy.
____ School Board Members
      _________________________________________________________________

      _______________________________________________ __________________
____District Administrators
      _________________________________________________________________

      _________________________________________________________________
____Principal, Assistant Principal
      _________________________________________________________________

____Key Teachers
      Bilingual__________________________________________________________

       Monolingual_______________________________________________________

____Resource Staff
      _________________________________________________________________

____Key Parents of English Learners
      _________________________________________________________________



2-Way CABE                              Page 1                       10/4/2010
____Key Parents of English Proficient Students
      _________________________________________________________________
      _________________________________________________________________

____Classified Staff
      _________________________________________________________________


Establish a leadership team from the above and begin…
($ signifies need for additional funding)


II. Planning
       Program Visits

             Visit existing experienced programs (minimum of 4 years implementation)
                o 90:10
                o 50:50
                o Whole school program
                o Strand within a school program
                o National directory of TWBI programs – www.cal.org
                o California directory of TWBI programs – www.cde.ca.gov/el/twoway


       Research

             Present and discuss the research
                o Collier & Thomas
                o Lindholm-Leary
                o Christian
                o Howard
                o Cummins
                o Krashen
                o Other
                o www.cal.org
                o www.nabe.org
                o www.bilingualeducation.org
                o www.ncela.gwu.edu/library/twoway.htm
                o www.crede.ucsc.edu/research/llaa/1.1_final.html
                o www.nflrc.msu.edu/index.html
                o www.californiatomorrow.org

       Professional Development


2-Way CABE                                  Page 2                             10/4/2010
                Invite consultants who are knowledgeable in two-way bilingual immersion
                education $
                    o Two-Way CABE network – write: twbirosa@aol.com

                Conference opportunities $
                       2-Way CABE National Two-Way Bilingual Immersion Program
                       Summer Conference – www.bilingualeducation.org
                   o La Cosecha – www.duallanguagenm.org
                   o National Association for Bilingual Education (NABE) –
                       www.nabe.org
                   o California Association for Bilingual Education (CABE) –
                       www.bilingualeducation.org


       Action Plan

             Develop an action plan, short term and long term, to include the following:
                o Hire TWBI resource teacher $
                o Based on the research, decide which model, 90:10 or 50:50 or ?, will
                   meet the needs of your community
                        Note: Assure absolute minimum of 50 % of instruction in the
                           target language
                o Create a schema for your model that explicitly says what will be
                   taught in which language at each grade level
                o Develop Brochure/information literature explaining the basic tenants
                   of the program in English and the target language of your program
                o Disseminate the Brochure/program information $
                        Pre-schools
                        Public Libraries
                        Churches
                        Other community organizations, i.e. YMCA
                o Facilitate meetings to explain the program
                o If there are not qualified bilingual teachers at all grade levels, develop
                   a plan for hiring bilingual staff so that teachers will be in place and
                   trained when the TWBI program reaches their grade levels
                        Note: It is recommended that qualified bilingual teachers be in
                           place for grades K-2 minimally to begin implementation
                o Articulate with a middle school in order to continue the program since
                   research shows that the students don’t really reach grade level until 6th
                   grade in their second language
                o Institutionalize the program within the school, district and community
                o Apply for supplemental funding
                        Title III

       Assessment & Evaluation


2-Way CABE                                  Page 3                                   10/4/2010
             Develop an evaluation plan
                o Outside Evaluator $
                o Oral Language Assessment in English and the target language $
                o Reading & Language Arts achievement in English and the target
                   language $
                o Content subject achievement in English and the target language $
                o Measure attitudes aligned with the goals of TWBI through surveys and
                   interviews with
                        Teachers
                        Students
                        Parents


III. Implementation

             Grow the program
             o Begin with a minimum of two Kinder classes
             o Add two more classes each year until there is a complete K-5/6 program

             Ideal classroom composition: 50% English speaking students and 50% non-
             English speaking or target language students
             o 33% English speakers; 33% Target language speakers; 33% Bilingual
                 speakers
             o Never less than one-third of either linguistic group



       Parents & Community

             Invite interested community members and facilitate meetings to explain the
             two-way bilingual immersion program

             Facilitate meetings in the target language for prospective parents of English
             learners

             Facilitate meetings in English for prospective parents of English proficient
             students

             Develop a contract to be signed by parents of all students in order for their
             children to participate in the two-way bilingual immersion program and to
             ensure understanding of the 5-year commitment to the program $

             (California) Parents of English learners must sign a waiver in order to have
             their children participate in the two-way bilingual immersion program



2-Way CABE                                   Page 4                                    10/4/2010
       Curriculum

             Assess the availability of target language materials including textbooks,
             supplemental materials, and library books at all grade levels

             Order linguistically appropriate materials according to the needs established
             by the above analysis $

             Implement an articulated English Language Development ELD program

             Order needed English Language Development materials $

             Identify a team partner for the two-way bilingual immersion program teacher
             to provide the English language development (ELD) and be the English-
             speaking model for the two-way bilingual immersion class
             o Note: Gr. K-2 team partner should be bilingual; Gr. 3-5 team partner may
                 be monolingual English


       Assessment & Evaluation

             Develop observation checklists to use during classroom visits
             o Separation of languages for instruction
             o Cooperative learning strategies
             o Sheltered strategies
             o Negotiation of language
                    Teacher – student
                    Student – student

             Visit the two-way bilingual immersion classrooms frequently to observe
             teacher and student behaviors

             Observe student interaction during recess and other informal times for target
             language and English use and integration

             Gather baseline assessment data in English and the target language according
             to established Assessment & Evaluation Plan
             o Oral language
             o Reading & math achievement
             o Content subject achievement

             Measure attitudes toward bilingualism and the two-way bilingual immersion
             program through surveys and interviews
             o Students
             o Parents


2-Way CABE                                   Page 5                                      10/4/2010
             o Teachers
             o Site Staff


       Professional Development

             Educate the entire school faculty so everyone has an awareness level of the
             two-way bilingual immersion program

             Educate the entire classified staff so everyone has an awareness level of the
             two-way bilingual immersion program

             Provide pre-service and in-service release time for intense professional
             development for teachers who will be implementing the two-way bilingual
             immersion program $
             o Two-Way Bilingual Immersion Program Design
             o Biliteracy
             o Second Language Acquisition
             o Cultural Competence
             o Cooperative Learning

             Conference participation $
             o Two--Way CABE National Two-Way Bilingual Immersion Program
                Conference www.bilingualeducation.org
             o La Cosecha www.duallanguagenm.org
             o NABE Conference www.nabe.org
             o CABE Conference www.bilingualeducation.org
             o Others

             Opportunities to expand academic language in the target language
             o Formal classes $
                    Two-Way CABE www.bilingualeducation.org
             o In-service/meetings conducted in the target language

             Link with local University to establish “critical friend” relationship
             o Professional development
             o Evaluation
             o research

       School Environment

             Create a school-wide bilingual environment
             o Bilingual office staff
             o Signs
             o Field trips



2-Way CABE                                   Page 6                                   10/4/2010
             o Praise students for use of target language especially during non-
               instructional times (recess, lunch, etc)
             o Spanish club for TWBI students and others $

             Front office staff should be knowledgeable enough to answer general
             questions about the two-way bilingual immersion program in English and the
             target language

             Wait until at least the third month of implementation before inviting visitors to
             observe the two-way bilingual immersion classrooms



IV. Monitoring

             Monitor enrollment to assure minimum of one-third of either language group
             in each class


       Curriculum

             Continue ordering of linguistically appropriate materials


       School Environment

             School-wide bilingual environment


       Professional Development

             Provide time for monthly meetings with teachers to address their
             questions/concerns using data from ongoing classroom observations and other
             assessment practices

             Provide on-going professional development for TWBI teachers in two-way
             bilingual immersion program design $
             o Literacy
             o Language acquisition strategies appropriate to respective grade levels
             o Cooperative learning strategies
             o Sheltered strategies
             o Cultural competence/proficiency
             o Professional Book Club – discuss TWBI literature

             Identify and work with “critical friends” to get an outside perspective of the
             program $



2-Way CABE                                   Page 7                                    10/4/2010
             o Local university
             o Local organization
             o Outside evaluator


       Parents

             Facilitate monthly meetings with parents to address their questions and
             concerns and to provide education on the program design
             o Literacy/biliteracy
             o Homework
             o Second language acquisition
             o Cooperative learning

             Provide English language classes for parents of English learners $

             Provide Target language classes for parents of English proficient students $

             Facilitate formal and informal TWBI celebrations to showcase student work in
             two languages and to encourage parent interaction across languages and
             cultures


       PR/Marketing

             Invite school and community groups to visit the two-way bilingual immersion
             classes
             o School Board
             o District administrators and staff
             o Site staff
             o Local, state and federal elected officials
             o Chamber of Commerce and other community organizations

             Provide feedback on the implementation of the program to site staff, district
             administration and the school board at least once per year

             Update and disseminate brochure as needed

             Present at local and national conferences




       Assessment & Accountability




2-Way CABE                                  Page 8                                     10/4/2010
             Continue to assess all two-way bilingual immersion program students in both
             the target language and in English for language proficiency and academic
             achievement $

             Classroom observations two to three times per year

             Continue to assess attitudes aligned to the goals of TWBI
             o Students
             o Teachers
             o Parents

             Use data from assessments to make informed decisions for two-way bilingual
             program design and instruction – keep the data; share the data and ensure
             program existence!




2-Way CABE                                  Page 9                                10/4/2010