1. DUAL LANGUAGE PROGRAM
East Elementary

2. Dual Language Program The aim of the Jenks Public Schools Dual Language Program is to provide an academically and culturally enriched environment that will develop bilingual and biliterate students. Learning opportunities will be provided to meet the cognitive, social, emotional, physical and cultural needs of the students, and will foster respect and appreciation for diversity within the school and the broader community.

3. . . . “Dual language education is a program that has the potential to promote the multilingual and multicultural competencies necessary for the new global business job market while eradicating the significant achievement gap between language minority and language majority students. The appeal of dual language programs is that they combine successful education models in an integrated classroom composed of both language majority and language minority students with the goals of full bilingualism and biliteracy, academic excellence for both groups, and multicultural competencies.”
(Lindholm-Leary, Kathryn. (2000). Biliteracy for a Global Society: An Idea Book on Dual Language Education. Washington, D.C.: The George Washington University.

4. GOALS OF THE DUAL LANGUAGE PROGRAM
Students will be able to read, write and converse on or above grade level in English and Spanish by the end of 4th grade.
Students will demonstrate increased academic achievement through ongoing formal and informal assessments in English and Spanish.
Students will recognize, appreciate, celebrate and promote cultural similarities and differences throughout the school and community.

5. GOALS OF THE DUAL LANGUAGE PROGRAM
The program will provide an environment where all children have an equal opportunity to learn.
The parents/guardians will partner with students and staff to ensure success of the program.

6. FORMAT OF THE PROGRAM
Students are expected to remain in the program through fourth grade.
The teachers are Oklahoma certified and fluent in English and Spanish.
Students spend 50% of their day in English and 50% of their day in Spanish.
Instructional delivery is monolingual at all times, teachers do not use translations for comprehension.

7. English Language Development
CURRICULUM
The Jenks Public Schools district curriculum standards and objectives are the foundation for instruction.
Literacy
Mathematics
Science
Social Studies
English Language Development

8. Curriculum Kindergarten and First Grade
Reading, Language Arts, Spelling and Handwriting will be taught in Spanish
Math, Science, Social Studies and Media will be taught in English
First Grade Specials will also be taught in English

9. Curriculum Second Grade through Fourth Grade
Reading, Language Arts, Science, Social Studies and Math will be taught throughout the year in both languages
Specials and Media will be taught in English.

10. The Jenks Public Schools kindergarten program offers:
A developmentally appropriate environment.
Units/themes of interest that are relevant to children’s life experiences in which all core areas of the curriculum are integrated.
A balance of teacher-directed and child initiated activities in whole group, small group and individual learning activities.
Instruction designed to develop their creative, academic, social and motor skills.
The dual language program will also afford children the opportunity to become bilingual, biliterate and bicultural.

11. ASSESSMENT
Multiple ongoing assessments are administered to monitor student progress and to plan appropriate instruction.

12. Assessment Plan Kindergarten ESGI software - ongoing
STAR assessment for Reading
ELLOPA
Spanish Running Records
Teacher Checklist - Reading Series – ongoing
First Grade
District Post Tests

13. Assessment Plan Second Grade STAR assessment for Reading ELLOPA
*Running Records
Teacher Checklist - Reading Series – ongoing
District Post Tests
Third Grade
OCCT- English – Spring
*Beginning in 2nd grade students are taught in both languages all academic content*

14. Assessment Plan Fourth Grade
STAR assessment for Reading – Fall and Spring
ELLOPA
Running Records
Teacher Checklist - Reading Series – ongoing
OCCT- English - Spring

15. Participation in the school volunteer program
PARENTAL INVOLVEMENT
Parental involvement and collaboration are necessary for the success of the student. Parents are expected to participate in activities throughout the school year. Opportunities are offered to provide strategies for parents to support the development of their child’s language skills.
Participation in the school volunteer program
Participation in PTA
Other Program Events

16. Home-School Connection
Participation in the school volunteer program
Participation in PTA
Meet the Teacher
Back to School Night
Attendance for Fall and Spring Conferences

17. Participate in Dual Language Social Gatherings Volunteer in Classroom
Support your child’s language and literacy development in both languages, as well as their emerging cross-cultural appreciation.

18. How can I help my child?
Provide your child with the right environment and tools to get homework done.
Ask questions about homework in language spoken at home.
Expose your child to books and movies in both languages.
Attend cultural festivities.
Provide opportunities for authentic language exchanges.
Attend “teacher teach” workshops.

19. How can I help my child? Focus on forming letters correctly
Pencil grip and using lines to form letters
Color, Cutting, and Gluing
Tying shoes
Buttoning and zipping

20. Commitment of Program
Students and families are expected to make a minimum 5 year commitment to the Dual Language Program.
How will the opening of NW Elementary Affect me?
Volunteer in activities to promote program and attend Dual Language functions.
Work with children at home.
Encourage your child’s 2nd language efforts.
Provide reading materials in both languages at home.
Raz Kids, Tumblebooks, Bookflix, Scholastic Book Fair, Scholastic Book Clubs, Leveled readers

21. STUDENT BENEFITS
Students have the opportunity to become bilingual, biliterate and bicultural.
Students will develop oral, reading, and writing proficiency in two languages.
The Dual Language Program fosters respect and appreciation for cultural diversity.
Literacy skills are enhanced through interaction and instruction in both languages.

22. Future benefits 6th Grade- 1st high school credit
7th Grade – 2nd High School Credit
8th Grade – 3rd High School Credit
9th Grade – 4th Year or take AP Spanish at High School
After AP exam students have the opportunity to earn up to 18 hours of college credit.
Score of 5 – 18 hours college credits
Score of 4 – 16 hours of college credit
Score of 3 – hours of college credit

23. What are characteristics of students who are successful in a DLP?
''Successful'' Immersion Student
Is verbal
Imitates Easily
Self corrects
Experiments without fear of making mistakes
Is exposed to many models of good modeling
Readily accepts the challenge
Shows strengths in first language
Trusts
Is usually attentive and focused
Is willing
Has a good auditory discrimination
Has good memory and metacognitive awareness
Has determined parent support and convinced parents
''Unsuccessful'' Immersion Student
Is often a reluctant speaker
Imitates with difficulty
Doesn't notice errors
Often fears making mistakes
Poor modeling environment
Has a defeatist attitude
Often has poor first language skills
Mistrusts
Is often inattentive and unfocused
Is often unwilling
Has poor auditory discrimination
Has poor memory and poor metacognitive awareness
Often has unconvinced parents who are unprepared or unwilling to help
(Qtd. in Struggling Learners and Language Immersion Education, Fortune 2010.)

24. Selection Process for the Dual Language Program
Each class consists of approximately 50% native Spanish speaking students and 50% native English speaking students.
The class will be balanced between males and females.
Those interested will submit applications by May 25th.
Applications will be drawn in a lottery system