Dual Language Program Addresses the Need to Develop Multilingual Skills Necessary to Fully Participate and Compete in an Increasingly Globalized World

Purpose

The BCPS Dual Language Program addresses the need to develop multilingual skills necessary to fully participate and compete in an increasingly globalized world. Learning a second or third language improves the student’s opportunities to compete in today’s job market. The District’s Dual Language strategy makes the most of the critical language-learning period during primary and intermediate grades. By deepening fluency in two languages and across multiple subject areas, Dual Language students will complete elementary school prepared to enter world language curriculum pathways for native speakers in secondary school.

The Dual Language Program offers a school-within-a-school approach to second language acquisition. The program’s goal is to provide students the opportunity to become fully bilingual and biliterate by teaching listening, speaking, reading and writing skills in both English and the target language. Dual Language or Two-Way-Immersion (TWI) Programs are those in which two languages are used for instruction: English and another language. The program adheres to the State of Florida’s high expectations and standards for all students, while providing standards-based instruction, in both English and the second language, for both English-speaking students and students whose native language is other than English.

Based on language acquisition research, the District recommends students start the program in Kindergarten or first grade. Students who participate in the program for one year will continue in the next grade level. Through coordination with school administrators and ongoing professional development for dual language teachers, the District plans to expand the availability of these programs by five elementary schools per year, starting with Kindergarten classrooms, expanding by one grade per year at each school. Upon successful completion of the program in 5th grade and demonstration of native language proficiency, students can continue with world language classes for native speakers in middle school and beyond. In the long term, students in the Dual Language Program are on a Pathway to Biliteracy, with the goal of attaining the Florida State Seal of Biliteracy at graduation.

Needs Assessment

Currently, Dual Language Programs are available in English and Spanish at 41 elementary schools and in English and French at one elementary school. The number of schools has increased each year, from 35 last year to 41 this year, with an additional five schools projected for next year. The number of schools over time and corresponding numbers of teaching teams and students are listed in Table 1, below.

Table 1. Number 2015-2016 2016 – 2017 – 2018- 2019- of Dual Language 2017 2018 2019 2020 Schools, Teaching Teams, and Students, 2015 – 2020 Schools 26 35 36 37 44 Dual Teams 61 97 132 163 191 Students (est.) 2,106 3,198 4,770 5,570 5,870

The District coordinates with school administrators to introduce Dual Language Programs in Pre- Kindergarten, Kindergarten, or 1st Grade classrooms, conduct professional development activities for teachers, model best practices for instruction, and provide continuous support. As students complete each year of study and advance to the next grade, additional teaching teams need to be prepared to continue their dual language instruction. See Table 2 below for numbers of teaching teams by grade level for the past two years, and the projected need for the 2017 – 2018 school year.

Table 2. Dual 2015 – 2016 2016 – 2017 2017 – 2018 2018-2019 2019-2020 Language Teaching Teams, 2015 – 2020 Grade Levels Pre-K* 3 3 3 4 4 Kindergarten 26 36 36 37 38 First Grade 18 26 32 36 37 Second Grade 11 18 26 32 36 Third Grade 3 11 18 26 29 Fourth Grade – 3 11 13 18 Fifth Grade – – 3 9 18 Sixth Grade – – 1 2 5 Seventh Grade – – – 1 2 Eighth Grade – – – – 1 Imagine Charter – – – 3 3 Grades K-5 Total 61 97 132 166 191

The Dual Language Program supports current teachers and prepares additional teachers to establish new DL classrooms through workshops, follow-up support, and assistance with the establishment of Professional Learning Communities. Each year, the program partners with other PD Providers to plan and conduct four days of workshops during the District’s summer professional development institute, Seasons of Learning. Participants used a scale of 1 to 5 to rate their agreement with prompts starting with, “As a result of this activity, I am better able to implement standards-based strategies to promote….” Teacher enrollment and average survey responses are reported in Table 3, below

Table 3. Teacher Oral Language Mechanics of Creative Seasons of Participants Acquisition Reading Writing Learning – Dual Language Enrollment and Evaluation Results, 2019 Grade Level Kindergarten 11 4.3 4.4 4.4 Grade 1 14 4.1 4.2 4.0 Grade 2 15 4.0 3.9 4.0 Grades 3 – 4 19 4.3 4.3 4.4 Grades 5 – 6 9 4.2 4.0 4.4 Total/Averages 68 4.2 4.2 4.2 Professional Development Standards and Support Copyright © 2020 Broward County Public Schools

Starting in 3rd grade, Dual Language students take the same FSA ELA and FSA Math assessments as their peers in traditional classrooms. Data representing more than two years’ participation in Dual Language Programs are available for two elementary schools: Boulevard Heights and Eagle Point. Preliminary results show that Dual Language students scored considerably higher than students in traditional programs at the same schools, and higher than the District as a whole, for both assessments. These results are from the 38 schools with 3rd, 4th, and/or 5th grade during the 17-18 school year. We then looked at the scores 3 or above on the FSA and compared them to rest of the school’s population.

Dual Language Non-Dual Language

91.6%

83.1% 82.1% 81.4%

59.7% 55.9%

53.2% 52.2%

Percent of Proficient of Percent

868 tested 868

70 tested 70

83 tested 83 tested 301

1,961 tested 1,961

547 tested 547

361 tested 361 tested 1.215

03 04 05 06 Grade Level

These results are from the 40 schools with 3rd, 4th, and/or 5th grade during the 18-19 school year. We then looked at the scores 3 or above on the FSA and compared them to rest of the school’s population.

2019 Florida Standards Assessment English Language Arts

85.6% 82.7% 83.1% 79.2% 72.2% 66.7%

60.8% 59.8% 59.6% 58.7%

Percent of Proficient of Percent

DL DL

DL DL DL

(n=83) (n=21)

Non-DL Non-DL

(n=729) (n=605) (n=312) (n=972) (n=486)

Non-DL Non-DL Non-DL

(n=2,400) (n=1,742) (n=1,138) 03 04 05 06 07 Grade Level

Desired Outcomes and Performance Indicators 1.0 Teacher/Individual 1.1 Desired Outcome: Incorporates Standards-Based Instructional Planning Language Development standards are evident and selected based on student’s assessments. Performance Indicators Level 4 Level 3 Level 2 Level 1 Language Development Plans the year’s Demonstrates Is unable to plan to materials are used during instructional focus foundational use the Language posted instructional block based on state knowledge of the Arts Florida State (minimum of 90 minutes standards to ensure standards and is able Standards and the daily for 1½-hour model students are ready for to locate them to Next Generation schools and minimum of external assessments identify desired Sunshine State 120 minutes daily for 2½- that align the plan outcomes. Standards for Social hour model schools). with the District’s Plans daily lessons in Studies and Science. New vocabulary, strategic goals. direct alignment with Is unable to plan language forms and An instructional the textbook using effective functions are selected to theme is evident and suggested standards strategies to meet the support learning the links Language and curriculum. needs of various standards and Development with Displays an learners. development of the grade-level content awareness and use of instructional theme. standards. resources available at Supplemental Language Plans units of study the school level. Development materials using content Posts the main create a comprehensible standards, big ideas, learning objectives of context for new language and essential each lesson as and are appropriate for questions. directed by the school the Language Designs lessons and to inform students of Development level. activities based on learning expectations. Creates a well-developed learning outcomes. Demonstrates plan for the year tightly Designs lessons that willingness to aligned with state utilize core programs implement new standards/assessments as well as other classroom practices. and the District’s strategic research-based goals. curricular materials Designs lessons with available through the clear, measurable goals school, district, and closely aligned with related outside standards and based on organizations, when learning outcomes. appropriate, to Designs lessons using a support student variety of research-based learning. curriculum materials Provides students a including those available clear sense of through the school, the purpose by district, in the community, communicating the and through professional

organizations and essential questions universities that are and goals. aligned to the Language Seeks effective Arts Florida State teaching ideas from Standards and the Next colleagues and other Generation Sunshine professionals to meet State Standards for the diverse needs of Social Studies and learners. Science. Models for students exactly what is expected by communicating essential questions and posting goals, rubrics, and exemplars of proficient work. Actively seeks new ideas and engages in action research with colleagues.

1.2 Desired Outcome: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Performance Indicators Level 4 Level 3 Level 2 Level 1 Analyzes student Bases instructional Utilizes assessment Is unable to gather, needs based on decisions on student results when making analyze, or use quantitative and needs and instructional relevant data to qualitative assessment data. decisions. measure student assessment data to Utilizes traditional Aligns assessment academic progress, make instructional formative and results with decisions plan instructional decisions that align summative being made but may practices, or provide assessment assessments to not be able to explain feedback to both resources to desired gauge student why a specific parents and students. learning outcomes. mastery and learning assessment resource Explains how and gains. is appropriate for why a particular Reviews student measuring the assessment resource performance data to desired learning aligns with a desired evaluate the outcomes. learning outcome. effectiveness of Utilizes assessment Evaluates the quality instructional resources provided by of authentic strategies. the textbook or as assessment Reflects on initial part of the curriculum resources based on teaching strategies resources and reliability, objectivity, and student occasionally modifies and validity. assessment data. them to better align Utilizes various Reflects on with desired learning authentic formative instructional practice outcomes. and summative and revises Identifies when an assessments to accordingly. instructional strategy collect data about Identifies possible is not effective but student mastery, instructional may not know how to learning gains, and interventions for select appropriate social growth. groups and/or instructional Analyzes student individual students. interventions. performance data to Requests feedback evaluate the and guidance from effectiveness of colleagues. instructional Provides specific strategies in order to feedback resources to revise initial strategies both students and and/or identify parents in a timely appropriate fashion throughout instructional the school year. interventions for a

group or individual students. Regularly shares practice with colleagues, seeking feedback and revising practice through interactive dialogue. Provides specific feedback and recommended resources to both students and parents in a timely fashion throughout the school year.

1.3 Desired Outcome: Monitors Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Performance Indicators Level 4 Level 3 Level 2 Level 1 Ensures challenging Includes some Uses assessments Limited use of yet appropriate rigor moderate to high- that require students assessments. when designing level cognitive to remember, recall, Assessments formative and processes in daily or process classified as low summative classroom activities information at the complexity. assessments based and assessments. lower end of Webb’s Limited collaboration on Webb’s Depth of Collaborates within Depth of Knowledge. within Professional Knowledge. Professional Learning Develops Learning Supports peers Communities to assessments aligned Communities to (mentoring, lesson develop common to the Language Arts develop creation, professional assessments aligned Florida State assessments. learning) in to the Language Arts Standards and the Limited use of collaborating within Florida State Next Generation formative Professional Learning Standards and the Sunshine State assessment. Communities to Next Generation Standards for Social develop common Sunshine State Studies and Science. assessments aligned Standards for Social Uses one type of to the Language Arts Studies and Science. formative assessment Florida State Uses various and differentiates Standards and the formative instruction based on Next Generation assessments the results of the Sunshine State throughout assessment. Standards for Social instruction, analyzes Studies and Science. the data, and Supports peers differentiates (mentoring, lesson instruction based on creation, professional the results of the learning) in using assessments. various formative assessments throughout instruction, analyzing the data, and differentiating instruction based on the results of the assessments.

Data Collection Plan Level of Measurement Instrument/Data Type Frequency Person Responsible for Collecting Data 1. Participants’ Specialized Feedback 1x/workshop School‐based Reactions Form in MLP Administrators and District Personnel 2. Participants’ Performance-based 1x/workshop Workshop facilitators Learning and written assessments embedded into workshops 3. Organization District enrollment 1x/year District personnel Support & Change records Needs assessment survey for teachers 4. Participant Use of Completion Reports 1x/workshop School‐based New Knowledge and Performance Rubrics Administrators and Skills Meeting District Personnel Agendas/Presentation Products developed by teams Program Implementation Plans Lesson Plans 5. Student Learning Student Work 1x/year School‐based Outcomes Samples Administrators FSA ELA &/or Math BAS/SEL Primary Reading Tests End-of-Year Course Assessment

Dual Language Activity Enrollment, 2018-2019

Activity Title Completed Attended Grand Total

Dual Language: Spanish Accents & Grammar (Winter 2019) 10 11 21

DL Spanish Accents & Grammar @Dolphin Bay (Spring 2019) 21 22 43

Dual Language Integration Strategies K-2 (Summer 2019) 38 41 79

Dual Language Integration Strategies 3-5 (Summer 2019) 19 20 39

SOLIV DL (SEL)AM2 (Fall 2019) 17 18 35

SOLIV DL (SEL)AM1 (Fall 2019) 18 18 36

Grand Total 123 130 253

2.0 School Administrator 2.1 Desired Outcome: Engages staff in effective Dual Language Development Actively creates a culture that ensures high-quality learning in the Dual Language classroom is maintained and extended. Performance Indicators Level 4 Level 3 Level 2 Level 1 Engages staff in Identifies instructional Identifies language Fails to identify effective strategies to support development language implementation of language practices. development instructional development Understands and practices. strategies and practices. communicates the Fails to understand language Engages in regular benefits of dual or communicate the development and inclusive language programs. benefits of dual practices. professional learning Supports regular, language programs. Engages in regular, among teachers in inclusive, and shared Fails to support inclusive, and shared both grade level professional learning regular professional professional learning (horizontal) and among teachers in learning among among teachers in cross-grade (vertical) grade level teachers. both grade level teams, and local dual (horizontal). Fails to identify (horizontal) and language neighboring Identifies and collects assessment and cross-grade (vertical) schools. assessment data to outcomes data. teams, internally, and Analyzes monitor individual Fails to discuss data between district-wide assessment data to student. with individual and local dual monitor individual Identifies and collects teachers. language neighboring student outcomes, student outcome data Fails to create schools. school-wide learning, to inform decisions partnerships with Coordinates planning and teaching about instructional district-wide and local with other schools in practices. strategies and dual language feeder pattern to Creates multiple learning environment. neighboring ensure smooth partnerships with Discusses data on transition to middle district or local dual instructional quality school dual language language schools. and effectiveness program. with individual Analyzes teachers. assessment data to Creates at least one monitor and improve partnership with a individual student district or local dual outcomes, school- language school. wide learning, and teaching practices.

Data Collection Plan Level of Instrument/Data Type Frequency Person Responsible Measurement for Collecting Data 1. Participants’ Specialized 1x/workshop District Personnel Reactions Feedback Form in MLP 2. Participants’ Meeting 1x/workshop Workshop facilitators Learning Agendas/Presentatio n 3. Organization District enrollment 1x/year District personnel Support & Change records Needs assessment survey for principals 4. Participant Use of Availability of dual 1x/workshop District Personnel New Knowledge and language classes Skills 5. Student Learning FSA ELA & Math 1x/year School‐based Outcomes BAS/SEL Administrators Primary Reading Tests

Mid-Year and End-of-Year Evaluation Plan Level 1. Participants’ Reaction Level of Impact Mid-Year Evaluation End-of-Year Evaluation Teacher Specialized Feedback Form Summary of MLP and LAB in MyLearningPlan Feedback Administrator Specialized Feedback Form Summary of MLP and LAB in MyLearningPlan Feedback Level 2. Participants’ Learning Level of Impact Mid-Year Evaluation End-of-Year Evaluation Teacher Performance-based and Summary of results of written assessments embedded assessments embedded into workshops Administrator Meeting Meeting Agendas/Presentation Agendas/Presentations Level 3. Organization Support & Change Level of Impact Mid-Year Evaluation End-of-Year Evaluation Teacher District enrollment records District enrollment records Needs assessment survey Summary of assessment for teachers survey for teachers Administrator District enrollment records District enrollment records Needs assessment survey Summary of needs for principals assessment Level 4. Participant Use of New Knowledge and Skills Level of Impact Mid-Year Evaluation End-of-Year Evaluation Teacher Meeting Completion Reports Agendas/Presentation Performance Rubrics Products developed by teams Program Implementation Plans Lesson Plans Administrator Availability of dual language Sustainability and growth of classes dual language program over time Level 5. Student Learning Outcomes Level of Impact Mid-Year Evaluation End-of-Year Evaluation Teacher BAS/SEL Student Work Samples FSA ELA &/or Math Primary Reading Tests End-of-Year Course Assessment Administrator BAS/SEL FSA ELA & Math