Naperville Community Unit School District 203 Spanish-English Dual Language Program

1. Naperville Community Unit School District 203 Spanish-English Dual Language Program February 2011

2. Agenda • Dual Language video • Parent input • Dual Language Program Outlined • Questions/Answers Thank you for your interest in Dual Language

4. Why Dual Language? • Dual Language promotes cross-cultural understanding and acceptance. • Students develop high levels of bilingualism and biliteracy usually not attained through other programs. • Students achieve high academic performance.

5. Planning Steps • Community Committee • Program Development Planning • Site Visits • DUAL U conference for Administrators and teachers provided by the Illinois Resource Center • Professional Reading • Implementation planning with Dual Language Consultant, Sonia Soltero

6. Planning Steps, continued Designed according to research-based best practice • 2008-2009: Implementation of Kindergarten and First Grade at Beebe and Maplebrook • 2009-2010: Implementation of Kindergarten, First and Second Grade at Beebe and Maplebrook as well as planning or implementation of Kindergarten at Mill Street • 2010 -2011: Implementation of Kindergarten at Mill Street as well as Third Grade classes at Beebe and Maplebrook • Continued professional development provided by the Illinois Resource Center

7. Dual Language Program Philosophy • The second language is the medium for content instruction rather than the subject of instruction. • Grades K-2- Spanish is predominantly used for content-area instruction. Grades 3-5- content-area instruction is allocated. • Only one language used during each period of instruction; languages are not used simultaneously.

8. Study of English Language Learner Achievement on Standardized English Reading Tests~ Thomas and Collier 2002 70 60 50 40 30 20 10 Program 1: Two-way developmental bilingual education (Dual Language) Program 2: Late-exit bilingual education and ESL taught through academic content Program 3: Early-exit bilingual education and ESL taught through academic content Program 4: Early-exit bilingual education and ESL taught traditionally Program 5: ESL taught through academic content using current approaches Program 6: ESL Pull-out taught traditionally 1 2 Average performance of native-English speakers making one year’s progress in each consecutive grade. 3 4 5 6 1 3 5 7 9 11 GRADE

9. Dual Language Instruction • All content area information is initially taught in Spanish; time is allocated to “bridge” information between Spanish and English • Equal status is given to both languages • Dual language students learn using the same curriculum objectives as monolingual students. • Students are expected to meet the same high academic standards as the monolingual classes.

10. LEARNING COMPONENTS OF DUAL LANGUAGE LANGUAGE DEVELOPMENT L1 L2 L1 L2 CONTENT AREAS LITERACY DEVELOPMENT L1 L2 MULTICULTURAL CURRICULUM L2 L1

11. Three Sites Magnet Program – Maplebrook • Magnet Program is available to students throughout the district, except Beebe and Mill St. • Transportation is provided. Site-based Program – Beebe • Program is available to Beebe students. Site-based Program – Mill Street • Program is available to Mill Street students.

12. 2011-2012 Spanish-English Dual Language Program • Population = Kindergarten, first, second, third and fourth grades • Enrollment = Approximately 28 students in each classroom • Target population per class • 14 dominant English speaking students • 14 dominant Spanish speaking students • Gender balanced population

13. Language Allocation • Grades K-1= 80/20 80% of day in Spanish 20% of day in English • Grade 2 = 70/30 • Grade 3 = 60/40 • Grades 4 and 5 = 50/50

14. Program Features • Students remain with same group of classmates while in the program. • Students will have contact with “peers” in monolingual classrooms. • When parents are monolingual, they need to continue to use the L1 at home as a way to support their children’s L2 development.

15. Program Guidelines • offered for at least 6 years • both cultures and languages hold equal status in the school • equal representation of students from both languages • integrates students from both language groups for all or most of instruction

16. Program Guidelines • based on active learning and collaborative work • content area instruction and literacy development happen in both languages • students attain bilingual, biliterate, academic and multicultural proficiencies • the second language is used in meaningful situations, to learn and to communicate socially and academically

17. SUPPORTING THE 2ND LANGUAGE AT HOME • Read, talk, share experiences in the native language • Help your child make connections between the first and second languages (cognates:brilliant-brillante, animal-animal, order-orden)

18. SUPPORTING THE 2ND LANGUAGE AT HOME • Encourage children to teach the second language to siblings and parents. • Have children read or sing to people in the family in the second language. • Have children translate the second language to the first language.

19. Registration Information • Registration form provided this evening • Completed forms should be returned by Friday, March 4th • Lottery completed week of March 7th • Parent notification - approximately one week after lottery is conducted • Julie Knight, Dual Language Coordinator, jknight@naperville203.org or (630) 579-7130