Dual Language Advisory Committee Meeting September 25, 2013 Dual Language at Monroe

Role of the Advisory Committee Advise: Provide input and suggestions on specific areas of the Title III program. Assist: Help to guide, develop, create, and implement initiatives or procedures to improve the Title III program. Support and advocate: Promote the Title III program throughout the schools and community.

Program of Work Community relations and parental involvement Community resources Curriculum reviews and updates Professional Dual Language organizations Staff development Procedures and guidance Program review

Sharing our Language – Sharing our World: ▫Empowering our future global leaders for an integrated world by fostering a multilingual community of lifelong learners. Program Vision

Developing fluency in communication and literacy in two languages, English and Spanish. Acquiring knowledge in all academic subjects as outlined in the Tulsa Public School’s district guidelines. Cultivating understanding and appreciation of other cultures, inspiring self-esteem, and strengthening positive attitudes among students, their families and communities. Providing parents the opportunity to become involved in their child’s school experience. Program Goals

What is Two-way Dual Language? A rigorous and structured academic program set in a language immersion framework Model for English-speakers and Spanish-speakers to develop proficiencies in grade-level academics and a new language Unique in that it provides an authentic learning environment due to the mixed language population An educational opportunity for students to develop positive cross-cultural attitudes and biculturalism

Benefits of Bilingualism for ALL Children Parent support of children through home-school collaboration. Learning advantages for future academic success. Value and respect of one’s language and other languages and cultures.

Dual Language Immersion The number one predictor for long-term academic achievement in English is the extent and quality of L1 schooling. (Thomas & Collier, 2002)

Models for Educating English Language Learners (Thomas & Collier, 2002)

Research Evidence for Native English- Speakers in Dual Language 20 years of program evaluations & research consistently demonstrate that outcomes for Native English-speakers are similar in one-way & two-way dual language immersion: ▫NES develop proficiency in 2 languages ▫NES scores as well as or better than NES peers in EO instruction in Math and English Language Arts ▫ES develop positive sense of self & multicultural competencies (Lindholm & Leary, 2007)

Instructional Program Content AreaKinder - 1 st Grade 2 nd – 5 th Grades Reading/Language ArtsNative LanguageSpanish & English ScienceSpanish Social StudiesSpanish MathEnglish

Implementation & Training Ongoing: ▫SIOP Saturdays ▫WIDA Weekends ▫Technical assistance from University of Central Oklahoma ▫Technical assistance from Intercultural Development & Research Association ▫State & national conferences: La Cosecha, NABE, OABE, OKTESOL, MEI ▫Embedded PD from the Dual Language Specialist

Implementation & Training New for School Year : ▫3-day Dual Language Training Institute for all staff ▫Technical assistance from Drs. Gómez & Gómez ▫Classroom observations for fidelity with Drs. Gómez & Gómez scheduled for November ▫Weekly site-based PLCs ▫Monthly district-based PLCs