The Effectiveness of The Dual Language Program in North Grade Elementary

THE EFFECTIVENESS OF THE DUAL LANGUAGE PROGRAM IN NORTHGRADE ELEMENTARY
By: Maria Sumner
4/30/2012
An outcome based evaluation

This is an evaluation geared for practitioners, researchers and families
The Effectiveness of the Dual Language Program in NorthGrade Elementary
who would like to understand more about the effects of the Dual Language Program. Through this project evaluation, I hope to be able to show the importance and the need for bilingual education.
TABLE OF CONTENTS
Introduction to the Dual Language Program and North Grade Elementary...2
NorthGrade and the Choice Program........3
Non negotiable in the Dual Language Program.........4
Research says.........5
Purpose of the evaluation.....5
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Indicators to measure the effectiveness of the Dual Language Program......6
Student outcome and observations.....11
Recommendations...27
Conclusion...30
Appendix...31
References..38

AN OUTCOME BASED EVALUATION
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NTRODUCTION TO THE DUAL LANGUAGE PROGRAM A dual language program is a bilingual education where half of the students are Native English speakers while the other half is students who are Native Spanish speakers. In this program, the English and the Spanish are integrated into the daily curriculum. This is called a two way immersion program. In 1963, Coral Way Elementary was the first school to implement a bilingual program. Today, the school is called Coral Way Bilingual K-8 Center. This school is world renowned for its two way dual language bilingual education. Today, there are numerous schools following the steps of Coral Way Bilingual K-8 Center. In Palm Beach County alone, twenty two schools offer the Dual Language Program. NorthGrade Elementary is one of these schools. Located in Lake Worth, Florida, NorthGrade Elementary is considered a choice school. The Palm Beach County School District believes in offering students resources in order for students to maximize their talents and interests and this is the reason why the district opened up the choice program. The choice program allows students and parents to pick a school of their choice based on the students strengths
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and interests. Many families interested in the bilingual education bring their children to NorthGrade Elementary because of the Dual Language Program. The ultimate goal of all Dual Language Program is for students to ultimately become biliterate and bicultural. According to the book Dual Language Instruction: A Handbook for Enriched Education Dual Language is referred to as an Enriched Education. The book states that Enrich Education is any educational programs that emphasize challenging standards in the core curriculum domains while enriching students development in both their first and a second language. These programs aim for full proficiency in two languages, an understanding and appreciation of the cultures associated with those languages and high levels of achievement in all core academic domains. NorthGrade Elementary makes an effort to create an authentic dual language program. Due to the area where NorthGrade is located, the students who live in the zone are predominantly Spanish. The enrollment is made up of 52% of the students are of Hispanic origin, 16% African American, 26% Caucasian, and 6% other. This makes it difficult to get the balance that the Dual Language Program requires which is
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50% English speakers and 50% Spanish speakers. This is a fact that the school is aware of and is trying to get resolved for the school years to come.
NORTHGRADE AND THE CHOICE PROGRAM
Palm Beach County School District offers the choice program where families can chose the schools that best fit their childrens interest. The opportunity for students to venture into different fields based on their interest is a wonderful way for students to broaden the different career paths for their future. NorthGrade Elementary is one of the choice schools which specializes in the dual language program. Numerous students who attend NorthGrade do not live in the schools zone but instead they applied to the school through the choice and career options. In order to show the number of students taking advantage of this program, refer to figure 1.1. Students from all over the country apply to NorthGrade starting in the spring. From there, a lottery will find out which students will attend their school choice or their assigned school. It is obvious that the parents who choose NorthGrade Elementary are very
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much involved in their childrens academic careers. A huge part of the Dual Language parents make up the PTO organization and the SAC committee.
Figure 1.1
Students enrolled in NorthGrade Elementary through Choice School Program and Student Reassignment
Grade Level Kindergarten DLE 12 out of 42 students (29% of the students) 1st Grade 12 out of 46 students (26% of the students) 2nd Grade 10 out of 31 students (32% of the students) 3rd Grade 11 out of 46 students (24% of the students) DLS 9 out of 42 students (21% of the students) 17 out of 49 students (35% of the students) 9 out of 46 students (20% of the students) 6 out of 28 students (21% of the students) 1 out of 47 students (2% of the students) 2 out of 31 students (6% of the students) 0 out of 21 students Regular 0 out of 24 students
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4th Grade
16 out of 33 students (48% of the students)
NON NEGOTIABLES IN THE DUAL LANGUAGE PROGRAM In Palm Beach County, the Multicultural Department takes pride in the Dual Language Program. They consistently monitor the schools that implement the program to make sure that the program is being used with fidelity. As the Multicultural Department Team walks through the schools and performs their regular meetings with the Dual Language teachers, they give feedback to questions and concerns that teachers may or have experienced. In these meetings, the Multicultural Department Team keeps the teachers on up to date studies, articles and research on the program. The team also makes an effort to view and observe the classroom setting. Some of the non negotiable that the team looks for are: 1) students are receiving 50% of the instruction in Spanish and 50% of the instruction in English. This is called the 50:50 model. In the 50:50 model, language arts need to be taught in both languages. 2)
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Both the English and the Spanish are taught separately. A Spanish classroom may not have any English writings, books, or language spoken at all times. English classrooms may not have any Spanish writings, books, or language. This non negotiable may be different for all students especially the English Language Learners (ELL) since the teachers need to follow the students ELL plans and strategies. 3) Students need to meet grade level expectations in all their subject areas and 4) Formative and summative assessments are necessary in both languages in order to assess the students progress.
RESEARCH SAYS Students sense of self-awareness is enhanced through the exposure to crosscultural perspectives. Research performed by Cummins, Lambert, Genesse, Holobow & Chartrand stated that students who gained proficiency in a second language usually experience cognitive and linguistic languages when compared to students who did not acquire a second language. Lambert performed observed a study in Montreal where English
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speaking students were practically taught all their instructions from Kindergarten to 6th Grade in French. He noticed that these students outperformed the control students in all-English schools in a variety of English language tests-reading, writing, listening, etc. .
PURPOSE OF THE EVALUATION
According to research, the students enrolled in the Dual Language Program shows more academic success than the students who are not enrolled in the program. This evaluation will show the effectiveness of the dual language program for the students academically and socially. Through the information gathered from this paper, the readers could get insight on the importance of the dual language program when creating bilingual, bicultural students. The implementation of the program also results in good classroom teaching evidences.
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INDICATORS TO MEASURE THE EFFECTIVENESS OF THE DUAL LANGUAGE PROGRAM The Fountas and Pinnell Reading Running Records, The FCAT math and reading results, the reading and math diagnostics results and the EDW behavior results for attendance and behavior are the indicators that were used in this program evaluation to find the effectiveness of the dual language program.
Fountas and Pinnell Reading Running Record Fountas and Pinnell is a supplementary instructional system that is used by Palm Beach County School District to help reduce the reading gaps of all students from Kindergarten through 5th Grade. In NorthGrade Elementary, the Reading Running Records is required for students in grades K-2. Since the school uses the FAIR test, students in Grades 3-5 are not required to use the Reading Running Record unless they feel the need. The reading program designed by Irene Fountas and Gay Su Pinnell starts outs with the Reading Running Record. The Reading Running Record is a continuous assessment designed to track the development of the students foundational skills in reading. The foundational skills included in this program
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evaluation are oral language, early literacy, and letter recognition in lower case and upper case, initial sounds, phonic blends and phonic segmenting (figure 1.2). High frequency words, phonological assessments, word writing, instant retelling are some other foundational skills that are included in the assessment but were not included in this program evaluation data. When the students literacy assessment is completed, the teacher would then be able to refer to the continuum model which shows the teacher the skills to target and the behaviors necessary to master these skills.
Figure 1.2
Foundational Skill Total Possible Points Mastery (80%)
Early Literacy
10
Letter Recognition (upper case)
26
20.8
Letter Recognition (lower
26
20.8
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case)
Beginning Sound Recognition
19
15.2
Phonic Blend
10
Phonic Segmenting
10
FCAT (Grades 3-5) The Florida Comprehensive Assessment Test is an assessment given to all public school students in grades 3-12. This is a criterion referenced assessment that was developed in 1998 in order to raise the standards in Florida schools. FCAT tests four subjects which are Reading, Math, Science and Writing. All students take the Reading and the Math, Science is taken by students in 5th, 8th and 11th grade. Writing is taken by students in 4th, 8th and 10th grade. This program evaluation only focuses on the NorthGrade reading and math scores since writing and science are not tested on a yearly basis. FCAT scores in reading and math are presented using levels where
level 1 being the lowest and level 5 being the highest score. The levels are
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determined based on the developmental scale scores or DSS scores as seen on figure 2.1 and 2.2.
Figure 2.1
FCAT Reading Developmental Scale Scores
Grade 3 4 5 Level 1 86 - 1045 295 - 1314 474 - 1341 Level 2 1046 - 1197 1315 - 1455 1342 - 1509 Level 3 1198 - 1488 1456 - 1689 1510 - 1761 Level 4 1489 - 1865 1690 - 1964 1762 - 2058 Level 5 1866 - 2514 1965 - 2638 2059 - 2713
Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Figure 2.2
FCAT Mathematics Developmental Scale Scores
Grade 3 4 5 Level 1 375 - 1078 581 - 1276 569 - 1451 Level 2 1079 - 1268 1277 - 1443 1452 - 1631 Level 3 1269 - 1508 1444 - 1657 1632 - 1768 Level 4 1509 - 1749 1658 - 1862 1769 - 1956 Level 5 1750 - 2225 1863 - 2330 1957 - 2456
Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf
Diagnostics Diagnostics is the School Districts assessment tool. The Diagnostics is given to students in 2nd through 5th Grade. This assessment is given twice a year usually in the fall and in the winter to monitor growth and to strategize instruction. The diagnostic covers reading, math, and science. Diagnostic scores are translated in
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Item Response Theory or IRT. IRT scores focuses on the students ability rather than the number of right or wrong answers. This type of scoring shows the difference between the students that answered the questions correctly and incorrectly. The first digit predicts the students FCAT level then the next 3 digits would be the IRT score. For the purpose of this program evaluation, only 3rd through 5th grade data was used.
Figure 3.1
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Retrieved from http://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdf
EDW Results for behavior records (referrals, suspensions) The Educational Data Warehouse is a data storage that allows administrators and teachers to pull reports of numerous sorts depending on the purpose of the report.
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Some of the reports that administrators and teachers may access are assessment results in Early Literacy, Diagnostic Reports, FCAT scores, students demographics even Scholastic Reading Inventory. For the purpose of this program evaluation, the EDW was used in order to access the absences, referrals and suspensions in Kindergarten through 5th Grade.
Best Practices teachers are using through the Marzano Teacher Evaluation The Marzano teacher evaluation is the newest teacher evaluation that started in the 2011-2012 school year. The School District of Palm Beach County only focuses on Domain one for its first year in to the system. Domain one focuses on classroom strategies and behaviors. Under domain one, there are three lesson segments. The three lesson segments are 1) involving routine events, 2) addressing content, and 3) enacted on the spot. Involving routine events have two design questions: communicating learning goals and feedback and establishing rules and procedures. Addressing content has three design questions which are: helping students interact
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with new knowledge, helping students practice and deepen new knowledge, and helping students generate and test hypotheses. The last lesson segment which is enacted on the spot has four design questions: engaging students, recognizing adherence to rules and procedures, establishing and maintaining effective relationships with students, and communicating high expectations for all students. This evaluation system focuses on the 41 elements that Dr. Robert Marzano feels makes up an effective teacher.
STUDENT OUTCOMES AND OBSERVATIONS (DATA) Data was collected in order to show the difference between the regular classrooms compared to the dual language classrooms in the areas of reading, math, attendance,
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behaviors, and teacher effectiveness. The following data is a brief overview of what performances look like in the classrooms. There could have been much more components added to this observation but due to the amount of time the evaluation was performed, this brief overview is just a glimpse of the whole program. Program evaluations that take several years to complete would be a better indicator of the difference between the regular classrooms compared to the dual language classroom. Nonetheless, this program evaluation is still informative and hopefully a useful tool.
Fountas and Pinnell Reading Running Records for Kindergarten-2nd Grade Students Kindergarten: Dual Language English and Spanish classrooms combined average Regular classrooms combined average
Early literacy :
8.9
7.2
Upper case Lower case Initial sounds
23.6 22.8 15
21.5 19.9 11.6
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Blending Segmenting
4.1 3.3
3.4 .65
According to the data of the Reading Running Records data, the students in the Dual Language Program in both English and Spanish scored much higher than the students in the regular classrooms in all the foundational skills necessary to become a fluent reader.
1st Grade:
Dual Language English and Spanish classrooms combined average
Regular classrooms combined average
Early literacy :
9.6
10
Upper case Lower case Initial sounds Blending Segmenting
25.6 25.7 18.7 9.4 8.7
25.8 25.8 11.7 8.1 8.5
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The first grade results were interesting since the students in the regular classrooms scored higher on the early literacy, upper case and lower case recognition. When the students are performing actual sounding of letters and reading words, the students in the dual language classrooms achieved a higher score. The students in the dual language programs show that they can take the basic skills and quickly transfer these skills to the next level of reading.
2nd Grade: Dual Language English and Spanish classrooms combined average Regular classrooms combined average
Early literacy :
9.8
8.4
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Upper case Lower case Initial sounds Blending Segmenting
25 25 18.5 9.5 9.4
25.8 25 18.1 9.4 8.9
The second grade results show similar data with the first grade data. The basic skills are mastered more by the regular classroom students but when its time to use the basic skills and start putting sounds together in order to read, the dual language students shows higher results.
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Figure 4.1
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FCAT results from spring 2011 It is evident in the FCAT spring 2011 results that the students in the dual language program scored higher in both reading and math. Due to the time constraints of this project evaluation, the FCAT spring 2012 results will not be available to make comparisons. Once the FCAT 2012 spring results comes in, it would be very interesting to find out how the students scored in a two year time frame. The developmental scale score (DSS) will show us the growth that the students would have had.
In third grade, there were no retainees in the dual language program so there were no comparisons to be made in the in the DSS scores. In fourth grade, the average DSS score in reading in the dual language program was1467 compared to 1273 from that of the regular classrooms. The math scores in the dual language program were 1532 compared to 1356, which is the average of the regular classrooms. In fifth grade reading, the average score of the dual language classrooms were 1580. The regular classrooms scored an average of 1573. The math showed an even greater difference.
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Dual language classrooms scored a 1665 and the regular classrooms averaged a 1553 DSS score.
figure 4.2
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Diagnostics from fall 2011 and winter 2012 3rd Grade data: Dual Language English and Spanish classrooms combined IRT average Regular classrooms combined IRT average
Fall Diagnostics Reading Fall Diagnostics Math Winter Diagnostics Reading Winter Diagnostics Math
3147 3125 3369 3015
2381 2307 2423 2204
4th Grade data: Dual Language English and Spanish classrooms combined IRT average Regular classrooms combined IRT average
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3625 3538 3605 3329
2813 2938 3096 2927
5th Grade data: Dual Language English and Spanish classrooms combined IRT average Regular classrooms combined IRT average
3401 3584 3566 3234
3174 3032 2978 2474
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The charts show that the average scores in all of the diagnostics test results. The data shows that the students in the dual language program exceed the scores of the students in the regular classrooms in all grade levels, in all the tests. The impressive results in the diagnostics clearly shows that the dual language classrooms are performing at a higher level than the regular classrooms since the diagnostics test assesses a majority of moderate and higher level complexity questions.
Figure 4.3
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EDW results on attendance Attendance is a crucial part of every students academic success. According to www.greatschools.org Attendance contributes to a students long term success as well. A 2008 study conducted by the Rodel Community Scholars at Arizona State University that tracked students from kindergarten through high school found that dropout patterns were linked with poor attendance, beginning in kindergarten. Gregory Hickman, director of the Rodel Community Scholars program and former director of the Arizona Dropout Initiative, notes they discovered that as early as kindergarten, behavioral differences are apparent between those who go on to graduate and those who drop out, with dropouts missing an average of 124 days by eighth grade.
The EDW results show that except in Kindergarten and 5th Grade, the students in the dual language program show less absences than the students in the regular classrooms.
Attendance:
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Average days missed by students in the Dual Language Program
Average days missed by students in the regular classroom
Kindergarten
7.5
5.6
1st Grade
4.6
2nd Grade
4.8
7.5
3rd Grade
4.1
6.1
4th Grade
4.7
7.5
5th Grade
4.5
4.3
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EDW results on in school and out of school suspensions NorthGrade Elementary has a very positive school climate, and it is evident once one visits the campus. The school has guidelines for success that all students value and live by. Students are safe, responsible and respectful. Unfortunately, there are times when students veer away from the guidelines and as a result receive in school or out of school suspension.
Combined incident numbers of In School and Out of School Suspensions in the Dual language English and Spanish classes Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 1 0 0 9 1
Combined incidents numbers of in school and out of school suspension in the dual language e
1 1 0 31 2
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5th Grade
11
Teacher observations Teacher observations are a great to get to see how the classrooms are run and it especially shows how the teachers respond to the needs of their students. According to Marzano research, Marzano (2009) has noted that a teacher who is classified as most effective (i.e., at the 98th percentile in terms of his or her pedagogical skill) will be expected to produce student achievement that is 54 percentile points higher than the achievement produced by a teacher who is classified as least effective (i.e.,
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at the 2nd percentile in terms of his or her pedagogical skill). (www.marzanoresearch.com)
Kindergarten Observation:
The Kindergarten observation consisted of a DLE and a DLS. Both Groups showed Kindergarteners in small groups (centers) during literacy block. Classrooms had established classroom routines, the physical layout of the classroom for learning was effective, and the students were organized in groups to process the new information. The students were also engaged due to the academic games that were available for them. There was a lively pace and high intensity and enthusiasm in the classrooms. In one of the regular classrooms, the classroom routines were not evident. There were students that knew the routines but chose not to follow them. The students were organized in groups for cognitively complex tasts.
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1st Grade Observation:
In the first grade classrooms, I observed the DLE and the regular classrooms which consistently used shared reading, technology and manipulative. The students were engaged in both classrooms and the students had established classroom routines. The layout of the classrooms were very organized and the students were placed in groups to process new information. These first graders practiced their skills, strategies and processes. They were provided resource and guidance when necessary. The students were using academic games and the pace was lively. The teacher demonstrated intensity and enthusiasm. It was also evident that the teachers used verbal and nonverbal behaviors that indicate affection for the students.
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2nd Grade Observation:
The second grade observations showed very structured classrooms in the dual language classes. The students were provided their learning goals and their successes were definitely celebrated. The physical layout of the classroom was conducive to the student learning. The students were able to use the new knowledge and interact with the new knowledge though the use of technology and hands on activities. The lessons were also chunked in digestible bites. This is something that I did not see in the regular classroom. I heard levels of questioning in moderate and high complexities in the dual language classrooms compared to the regular classrooms. The physical layout and the physical movement were conducive to the students learning in both dual language and regular classroom.
3rd Grade Observation:
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In this grade level, the dual language classroom showed greater classroom routines. The dual language classrooms demonstrated high intensity and enthusiasm. The students were provided the opportunities for students to talk about themselves and they used academic games. The third grade classrooms I observed provided the clear learning goals and scales to the students which helped the students comprehend how the lessons previously learned fits the new lessons. I did not get to observe the students in the regular classrooms to organize the students into groups so they may practice and deepen the knowledge that they have learned. There was impressive evidence in a regular classroom where the teacher elaborated on the new information by using their own experiences. I would have loved to have seen this element in the dual language classroom.
4th Grade Observation:
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In this grade level, I observed the DLS and a regular classroom. The teacher approaches were very different but both very effective. The DLS classroom and the regular classroom had established classroom routines. A student was used to model the information and the classroom was very well organized for the learning. The teacher identified the critical information and chunked the lesson into digestible bites. The teacher elaborated on the new information and examined similarities and differences. The classroom was engaged, it had a lively pace and the teacher demonstrated withitness. In the regular classroom, the teacher was working on vocabulary words for science. The students were recording and representing their knowledge and they were examining similarities and differences.
5th Grade Observation:
The classrooms that were observed in the dual language program were very different. One of the classrooms had an established classroom routine structured, chunked the information into digestible bites and were effective in consistently checking for
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comprehension. The classrooms also showed the students working in small groups. Although the regular classroom had similar features, the regular classroom allowed for more humor in the classroom. I did notice that the regular classroom had a more effective system in grouping students. In the regular classroom, the students had just taken apart owl pellets and the students were so engaged in trying to figure out what the owls had eaten. The students were organized to practice and deepen their new knowledge. They were examining similarities and differences and they were organized to work in the cognitively complex tasks. The students and teacher were demonstrating intensity and enthusiasm but still acknowledged adherence to rules and procedures. The other dual language classroom showed more of teacher directed instruction, very little evidence of classroom routines and the students were not grouped accordingly. The students needed to be exposed to higher level questioning. .
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Within the Dual Language classrooms, I used the Dual Language Observation Sheet ( figure ) to see how the teachers were staying true to the dual language program. The teachers in the dual language program pretty much stayed true to the non negotiable that the district has suggested. The two categories that needed more reinforcements were the features of the program and assessments. For the features of the program, I did notice that English was spoken more than Spanish. I also noticed that in the assessment category, the students could become more exposed to assessments that are much more suited for the dual language students.
RECOMMENDATIONS
Recommendation #1
Professional Development for teachers and support staff
The dual language teachers and students would benefit from up to date news and
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research on the dual language program. This could be a learning team meeting at least once a month or every other month to keep the teachers and the support staff up to date on the new ideas and strategies that would be beneficial in the field. This would also give the dual language teachers a chance to collaborate and plan to enhance the dual language program. The strategies that the teachers could learn from each other could be effective. A lesson study in the dual language area would help this collaboration.
Recommendation #2
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More resources for DLS classrooms
I noticed that the teachers are doing the best they can with the resources that they have but there just isnt enough variety for students to broaden their knowledge in different subject areas. http://www.sepiensa.org.mx/sepiensa2009/nyn.html is a great resource for students to read and play in Spanish. In this website, the students are able to read what other students have to say about different areas in their lives such as their community, their roles and traditions. The students would enjoy reading and learning about other kids lives all around the world. There is also a need for much more Spanish books in all subject areas. Language lizard is also a helpful tool which categorizes hundereds of books in different languages based on the students reading level. There are even support articles in there with FAQs for dual language teachers. American Reading Company also has thematic books categorized by grade levels for Science. The company even offers SchoolPace which allows the school to monitor the students progress through the web. It is an achievement dashboard that allows educators to find strengths and weaknesses of the students in
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the dual language program.
Recommendation #3 Community involvement
Since NorthGrade Elementary is located in a predominantly Hispanic area, it would be beneficial to have business partners with the local Spanish organizations. There are supermarkets, Spanish salseros and latin dance groups, the cafeterias and local government where the students could visit and learn more about the different roles, traditions, contributions, etc that these local businesses do for the community. The
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students in the dual language program would understand the importance of the program and how the dual language program can affect the community, the country and the world. The community involvement would also hopefully bring some of these business partners to support the dual language program financially for the resources needed.
Recommendation #4
Develop stronger oral language skills for the students
NorthGrade presently uses SUBE to strengthen the students oral language skills. Even though the SUBE is effective, it is not enough to develop the students dual language. I noticed that the English speakers can very well understand Spanish but they speak very little of it. The Spanish speakers are developing the English language pretty quickly. Enhanced shared reading, enhanced vocabulary instructions and fluency checkups would be some good strategies to start as a dual language team
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school wide.
Conclusion NorthGrades dual language program is raising bi literate, bilingual, and bicultural students. Its an effective program as seen through the data presented in this program evaluation. The students enrolled in the Dual Language English and the Dual Language Spanish programs are being challenged and have the opportunity to learn about the world around them through the literatures and background knowledge that the students are consistently sharing with their class. It is a program that allows students to think outside the box and broaden their knowledge and understanding. Every dual language program is different and NorthGrade as a school supports the program and is very proud of the strides that the program contributes. Although the program is effective, as always, there is still room for improvement. These students are working with very dedicated, hard working educators. They are passionate for
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what they do on an everyday basis. With the combinations of great parental support, wonderful teachers, and enthusiastic students, the data can exceed expectations beyond the norm. These changes can take years to accomplish but every little step helps the students grow academically, culturally and personally. The dual language is a program that should not be seen in some districtsit should be in all districts. This country we live in is so culturally diverse and the more we know about each other, the more we are aware of each other, the better this world can become. NorthGrade is starting early. The school is molding children who will go out into the workforce and succeed. The students love diversity, they respect other cultures and they see the importance to the program. NorthGrade understands that the best place to start is with our children.
Appendix A
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The Effectiveness of the Dual Language Program in North Grade Elementary Critical Features of Effective Enriched Education
Features Parent Involvement is Integral to program success Effective Programs have high standards Strong leadership is critical for effective programs Effective instruction is student centered Language instruction is integrated with challenging academic instruction Teachers in effective Enriched Education are #1 #2 #3 #4
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reflective Effective Enriched Education programs are integrated with other school programs and schools Effective Enriched Education programs aim for additive bilingualism
(1)-Applies to NorthGrade Elementary (2)-Moderately applies to NorthGrade Elementary (3)-Does not apply to North Grade Elementary
Appendix B
TEACHER QUESTIONNAIRE
1. Please list the effectiveness of the Dual Language Program. __________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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___________________________________________________________________ 2. If you could change some things about the Dual Language Program, what might they be and why? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3. Additional comments and recommendations for the Dual Language Program. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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Appendix C
NORTHGRADE ELEMENTARY DUAL LANGUAGE OBSERVATION SHEET

Teachers Name: ___________________ Grade: ________ Room: (circle one) DLE/DLS
Features of the program

The student receives 50% of instruction in Spanish and 50% of instruction in English
circle one: No Evidence/Limited Evidence/Some Evidence/Evident/NA
The teacher uses SUBE to assess the students oral language skills
Organization of the Classroom

Grade level standards are clear and visible Lesson plans are evident and includes and is written in the language taught
subject and language objectives

Standards are explained to the students

circle one: No Evidence/Limited Evidence/Some
Classroom policies and procedures are written in English or Spanish

circle one: No Evidence/Limited Evidence/Some
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Evidence/Evident/NA
Evidence/Evident/NA
Culturally relevant motivational posters

Print Rich Classroom

Anchor Charts/papers are displayed in the appropriate language

Materials selected support the language

Interactions and Connections

Students prior knowledge is activated
Hands on activities are used to achieve mastery in the subject area and to develop the language skills
Teacher refers to DLE/DLS word wall when necessary

Use of technology is integrated with the subject being taught and in the language of the classroom
New information is introduced in
Modeling is used consistently by the
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sequential order
teacher
Increase wait time

Variety of questioning techniques (low, moderate, high complexity questions)

Teacher stops frequently for comprehension checks

Teacher makes the lesson relevant to the students

Differentiated instruction is used by ESL level

Students are given the opportunity to clarify concepts in their home language
Assessments
Rubrics are used
Teachers allow for self/peer assessments

Assessment for content are is authentic and is designed to test content knowledge NOT English/Spanish skill
Teacher frequently checks for student engagement and uses this information to re teach/challenge
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Additional Comments: ________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Appendix D
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REFERENCES American Reading Company. Retrieved from http://www.americanreading.com/products/schoolpace/

Cloud,N. Genesee,F. Hamayan,E. Dual Language Instruction: A handbook for enriched
education (2000)Heinle & Heinle

Florida Department of Education Website. Bureau of K-12 Assessment. Retrieved from
http://fcat.fldoe.org/fcatpub3.asp. Genesee, F. Early Dual Language Learning. (2008) Retrieved from http://main.zerotothree.org/site/DocServer/29-1_Genesee.pdf Official website of Language Lizard. http://www.languagelizard.com/v/vspfiles/teachers.htm.
School Attendance: Issues to consider. Retrieved from

http://www.greatschools.org/parenting/behavior-discipline/644-school-attendanceissues.gs. Schooling, P. Toth, M. Marzano, R. Creating an Aligned System: to develop great
teachers within the federal race to the top initiative. Retrieved from
http://www.marzanoresearch.com/documents/RacetotheTopWhitepaper_Marzano.pdf . School District of Palm Beach County staff development. Retrieved from http://www.palmbeachschools.org/staffdev/documents/LessonSegmentsShortFormsRoutineEvents-AddressingContent-EnactedontheSpot.pdf.
The School District of Palm Beach County Website. Educational Data Warehouse. Retrieved from: www.palmbeachschools.org/edw/
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The Effectiveness of The Dual Language Program in North Grade Elementary

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THE EFFECTIVENESS OF THE DUAL LANGUAGE PROGRAM IN NORTHGRADE ELEMENTARY

By: Maria Sumner

An outcome based evaluation

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Introduction to the Dual Language Program and North Grade Elementary...2

NorthGrade and the Choice Program........3

Non negotiable in the Dual Language Program.........4

Purpose of the evaluation.....5

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Indicators to measure the effectiveness of the Dual Language Program......6

Student outcome and observations.....11

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

NORTHGRADE AND THE CHOICE PROGRAM

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

16 out of 33 students (48% of the students)

5 out of 18 students (28% of the students)

1 out of 29 students (3% of the students)

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

PURPOSE OF THE EVALUATION

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Letter Recognition (upper case)

Letter Recognition (lower

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Beginning Sound Recognition

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf

Retrieved from: http://fcat.fldoe.org/pdf/fcAchievementLevels.pdf

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Retrieved from http://palmbeachschools.org/dre/documents/A_and_S_February_8_2011_final.pdf

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Upper case Lower case Initial sounds

21.5 19.9 11.6

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Dual Language English and Spanish classrooms combined average

Regular classrooms combined average

Upper case Lower case Initial sounds Blending Segmenting

25.6 25.7 18.7 9.4 8.7

25.8 25.8 11.7 8.1 8.5

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

Upper case Lower case Initial sounds Blending Segmenting

25 25 18.5 9.5 9.4

25.8 25 18.1 9.4 8.9

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

The Effectiveness of the Dual Language Program in NorthGrade Elementary

3147 3125 3369 3015

2381 2307 2423 2204

The Effectiveness of the Dual Language Program in NorthGrade Elementary

3625 3538 3605 3329