International Spanish Academies - mecd.gob.es · dual-language partial immersion program. Immersion at Wakefield is designed to continue and expand on the study of Spanish language
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Seminario
para
Directores
de International Spanish Academies
VI SeminarioComillas Espantildea621‐624 ‐
2010
Dr Marjorie L Myers Principal of Key E S
Seminario de Directores
Location
Arlington is across the
Potomac River from
Washington DC
Two miles from the Capitol
Building
APS has had a long relationship with the Embajada
de Espantildea
APS TWI Program Design
Two-Way Program Model
Balanced groups of students Spanish- dominant and English-dominant
50 of instructional time dedicated to each language
Literacy instruction in each language is provided
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Seminario de Directores
Location
Arlington is across the
Potomac River from
Washington DC
Two miles from the Capitol
Building
APS has had a long relationship with the Embajada
de Espantildea
APS TWI Program Design
Two-Way Program Model
Balanced groups of students Spanish- dominant and English-dominant
50 of instructional time dedicated to each language
Literacy instruction in each language is provided
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Location
Arlington is across the
Potomac River from
Washington DC
Two miles from the Capitol
Building
APS has had a long relationship with the Embajada
de Espantildea
APS TWI Program Design
Two-Way Program Model
Balanced groups of students Spanish- dominant and English-dominant
50 of instructional time dedicated to each language
Literacy instruction in each language is provided
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
APS has had a long relationship with the Embajada
de Espantildea
APS TWI Program Design
Two-Way Program Model
Balanced groups of students Spanish- dominant and English-dominant
50 of instructional time dedicated to each language
Literacy instruction in each language is provided
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
APS TWI Program Design
Two-Way Program Model
Balanced groups of students Spanish- dominant and English-dominant
50 of instructional time dedicated to each language
Literacy instruction in each language is provided
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Started as program within school in 1986
Key became an all-Immersion school in September of 1995
Principal Dr Marjorie L Myers
Total student population 623
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
24 years as a Spanish Immersion school
Team teaching in Key
School
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
DELE test for 5th graders
Selection Criteria
In immersion since kinder or first
grade
5 native Spanish Speakers
5 native English Speakers
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Process
Office of Planning and Evaluation
Did the ldquorandom samplerdquo of students at Key and
Claremont who met the criteria
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
ProcessReading and Writing administered
at Key by Rosa Lopez Boullon
amp Marleny
came on Monday to
administerListening and SpeakingRosa Lopez Boullon
gave the
interviews on TuesMarleny
Perdomo
helped
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Tests Given
Comprension
Escrita
Reading 20
Expresion
Escrita
Writing 25
Comprension
auditiva Listening
25
Expresion
Oral
Speaking 30
TOTAL Points
100
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
English Dominant ‐ Key
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
English Speakers ‐ Key
0
5
10
15
20
25
30
AA XD CK EO DS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Spanish Dominant ‐ Key
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Spanish dominant ‐ Key
0
5
10
15
20
25
30
AA MC KC AH JB
Writing 25Reading 20Listening 25Speaking 30
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Totals KEY
0
10
20
30
40
50
60
70
80
90
100
AA XD CK EO DS AA MC KC AH JB
English TotalSpanish Total
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Key Totals
English
Dominant
77
Spanish Dominant
86
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Key School Demographics
19981998
Total Enrollment Total Enrollment
KK--5 5 544544
Ethnic Ethnic
Hispanic Hispanic --
5959
White White --
3535
Black Black --
66
Asian Asian --
00
Free and Reduced Free and Reduced
Lunch Lunch --
5353
Mobility Mobility --
high high
61720106172010
Total Enrollment Total Enrollment
pKpK--5 6235 623
Ethnic Ethnic
Hispanic Hispanic --275275--441441
White White ndashndash
279 279 --448448
Black Black --
3333--
5353
Asian Asian --
26 26 --
4242
ELL ELL --191 191 --
31 31
GT GT ndashndash
71 71 --
114114
SpEdSpEd
ndashndash
77 77 --
124124
Free and ReducedFree and Reduced
Lunch Lunch --
35 35
Mobility Mobility --
high high
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Claremont Immersion Elementary School CIS
Claremont we live our motto Strive for the highest and work to create a better world
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Claremont Immersion ES
A second all-Immersion school Claremont opened in 2004
Modeled after Key Elementary School
Principal Cintia
Z Johnson
Current Claremont Population 505 students
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
English Dominant ‐ Claremont
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
English Dominant ‐ CIS
0
5
10
15
20
25
WF EH AC MA LS
Reading 25Writing 20Listening 25Speaking 30
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Spanish Dominant ‐ Claremont
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Spanish Dominant ‐ CIS
0
5
10
15
20
25
30
JU EG AP TB SB
Reading 25Writing 20Listening 25Speaking 30
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Total ‐ CIS
0
10
20
30
40
50
60
70
80
90
WF EH AC MA LS JU AP TB SB EG
English TotalSpanish Totalx
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Claremont Totals
Spanish Dominant
79English
Dominant
75
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Immersion in Arlington
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Gunston
Middle School
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Wakefield HS
Wakefield ranks in the top one-half percent of the nation for 2009
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Principal Doris Jackson describes Wakefield High Schools programs and student successes to US Secretary of Education Arne Duncan and Arlington School Superintendent Robert Smith during Duncans visit to the school on Feb 10 2009 (Photo by Brian Trompeter)
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Immersion ProgramWakefield serves as the home for the countys high school level of Spanish dual-language partial immersion program Immersion at Wakefield is designed to continue and expand on the study of Spanish language and culture begun in middle school and increase the study of Spanish literature The program will be adjusted to meet the needs of individual students and will culminate in the study of Advanced Placement Spanish Language and Literature Students who attend Wakefield as part of the Immersion Program are entitled to bus transportation from throughout the county
Grades 9 amp 10 SPANISH IMMERSION LANGUAGE AND LITERATURECreated especially for Immersion students courses will focus on continued development of oral reading writing and grammar skills and teach literature in preparation for students taking either the Advanced Placement Spanish Language exam or the Advanced Placement Spanish Literature exams
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Language Goals for immersion Students
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Proficiency Goals
Immersion Goals for Spanish proficiencyImmersion Goals for Spanish proficiency
End of 3rd gradeEnd of 3rd grade Junior Novice Mid Junior Novice Mid
End of 5th gradeEnd of 5th grade Junior Intermediate Low Junior Intermediate Low
DELE A1DELE A1
End of 8th gradeEnd of 8th grade Junior Advanced Low Junior Advanced Low
9th 9th ndashndash
12th grade12th grade Advanced Low to Advanced High Advanced Low to Advanced High
Proficiency expectations for elementary and middle school are baProficiency expectations for elementary and middle school are based on the Center sed on the Center for Applied Linguistics COPE and SOPA rating scale 2003for Applied Linguistics COPE and SOPA rating scale 2003
Proficiency expectations for High School are based on American CProficiency expectations for High School are based on American Council on the ouncil on the Teaching of Foreign languages (ACTFL) performance guidelines 1Teaching of Foreign languages (ACTFL) performance guidelines 1999999
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
What are the Major Levels How are They Defined
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Research Findings
Language and Literacy bull
Spanish speakers tend to be more balanced bilinguals than English speakers
bull
Students rated as balanced bilinguals with high levels of proficiency in both languages tend to outperform other students
bull
There is some indication of transfer of literacy skills across languages when orthographies are similar
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Effective
evaluation
processes
Use of
National
Standards for
DLE
Use of
district‐wide
evaluation
process
and
input
from
‐Parent
Teacher
Association
(PTA)
‐Citizensrsquo
Advisory
Committee
‐SIPNet
(Spanish Immersion Parent Network)
‐Teacher
satisfaction
surveys
‐Parent
satisfaction
surveys
‐Student
self‐assessments
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
1) Implementation-
Lessons learned
1)
Implement consistently
2)
Re-examine program model adjust according to changes in population language proficiency academic achievement
3)
Create a long-term plan that responds to specific recommendations from program evaluations
4)
Keep the dialogue about Immersion alive (monthly discussions between Immersion principals and central office)
5)
Keep constant communication with other curricular areas (Lang Arts Connection)
6)
Partner with outside agencies (colleges research institutions)
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
2) Language Proficiency-
Lessons learned 1)
Address differences in achievement between elementary and middle school (articulation)
2)
Add or refine Spanish literacy component
3)
Find assessment tools that measure gains in both languages (NOELLA)
4)
Provide training on the teaching of Spanish as a first and a as second language
5)
Align English and Spanish language arts instruction
6)
Elevate the status of Spanish by promoting its use among staff and students inside and outside the school
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
4) Stakeholder Satisfaction -
Lessons learned
1)
Keep parents informed and engaged
2)
Respond to teachersrsquo
needs and requests include them
in the conversation about adjustments needed
3)
Survey students to learn how they feel about the program
4)
Promote program ldquotoot your own hornrdquo
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Keep the dream alivestay
focused on language
Language instruction must be optimal
Bilingualism needs to be celebrated
Target language outcomes must be measured against expected outcomes for students in regular foreign language classroom
Create incentive for students to stay in the program (foreign language seal high school credit at MS level)
Celebrate becoming bilingual
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
La Maja Gorda
ndash
Halloween 2007
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Arlington Public Schools (APS) Two-Way Immersion Program Overview
Total student population in Arlington 18779 students
Total Immersion Population 1209 students
Two elementary one middle one high school
Immersion Program coordinated through Foreign Language Office
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Feria de Sevilla
Gathering
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
APS-
Program Design ContinuedKinderKinder--5th grade5th grade
50 of the 50 of the ldquoldquoacademic dayacademic dayrdquordquo
in Spanishin Spanish
Specials (art music amp PE) in English amp SpanishSpecials (art music amp PE) in English amp Spanish
5050 make up of students in each class5050 make up of students in each class
Spanish Math Science amp Spanish Language Arts Spanish Math Science amp Spanish Language Arts
English Social Studies amp English Language ArtsEnglish Social Studies amp English Language Arts
Grades 6Grades 6--88
3 class periods in Spanish (Spanish Science Social 3 class periods in Spanish (Spanish Science Social Studies)Studies)
High SchoolHigh School
Spanish courses (I and II) specifically designed for Spanish courses (I and II) specifically designed for Immersion studentsImmersion students
IB and Fluent Speakers courses are alternativesIB and Fluent Speakers courses are alternatives
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Feria
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
APS-TWI Program Entrance criteria
None None ndashndash
based on where student livesbased on where student lives
After 2After 2ndnd
grade Englishgrade English--only speakers only speakers
admitted if they meet specific language admitted if they meet specific language proficiency criteriaproficiency criteria
Kindergarten is based on lottery but Kindergarten is based on lottery but priority categories existpriority categories exist
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
La dominicana y la gringa
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
Felicidad ndash
la profe
de la
aula espantildeola
- Slide Number 1
- Seminario de Directores
- Slide Number 3
- Location
- Slide Number 5
- APS has had a long relationship with the Embajada de Espantildea
- APS TWI Program Design
- Slide Number 8
- Slide Number 9
- 24 years as a Spanish Immersion school
- DELE test for 5th graders
- Process
- Process
- Tests Given
- English Dominant - Key
- English Speakers - Key
- Spanish Dominant - Key
- Spanish dominant - Key
- Totals KEY
- Key Totals
- Slide Number 21
- Slide Number 22
- Slide Number 23
- Key School Demographics
- Claremont Immersion Elementary SchoolCIS
- Claremont Immersion ES
- English Dominant - Claremont
- English Dominant - CIS
- Spanish Dominant - Claremont
- Spanish Dominant - CIS
- Total - CIS
- Claremont Totals
- Immersion in Arlington
- Gunston Middle School
- Wakefield HS
- Slide Number 36
- Slide Number 37
- Language Goals for immersion Students
- Proficiency Goals
- What are the Major LevelsHow are They Defined
- Research Findings
- Effective evaluation processes
- 1) Implementation- Lessons learned
- 2) Language Proficiency- Lessons learned
- 4) Stakeholder Satisfaction- Lessons learned
- Keep the dream alivestay focused on language
- La Maja Gorda ndash Halloween 2007
- Arlington Public Schools (APS)Two-Way Immersion Program Overview
- Feria de Sevilla Gathering
- APS- Program Design Continued
- Feria
- APS-TWI ProgramEntrance criteria
- La dominicana y la gringa
- Felicidad ndash la profe de la aula espantildeola
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