3/24/2017
Teach me to Read, Write and Speak Spanish!
Creating a Kindergarten Program that teaches native English speakers to become bi‐literate (fluent Spanish speakers, readers and writers)!
Innovations in District Management
S O U T H K I N G S TO W N S C H O O L CO M M I T T E E
N S B A P R E S E N TAT I O N DENVER S AT U R D AY, M A R C H 2 5 , 2 0 1 7
3:45PM‐5:00PM
ROOM 301
S O U T H K I N G S T O W N S C H O O L S , WA K E F I E L D R H O D E I S L A N D
Abstract
What if you could design an instructional program for monolingual English Only speaking kindergarteners that would transform them into bi‐literate English and Spanish speakers, readers and writers with a cost neutral budget?
Join us for this thought provoking, interactive session and learn how you as school board members, working in collaboration with the superintendent, principal, families and teachers created this program in suburban Rhode Island. Learn how to repurpose dollars and reallocate staff to create this innovative program while also meeting lofty student achievement goals. Be innovative! Be competitive! This program is a game‐changer for children; we will show you how.
75 minute presentation
Topic
Presenter
TIMER
Session Introduction
Superintendent Stringfellow
1‐2 minutes
Panel Member Introduction
School Committee
1‐2 minutes
1. Background information & Research
Superintendent Stringfellow
14‐15 minutes
Clarification/audience engagement
All panel
13 minutes
2. Designing the Program
Superintendent Stringfellow
5 minutes
Clarification/audience engagement
All panel
13 minutes
3. RESULTS
Superintendent Stringfellow
8‐10 minutes
Clarification/audience engagement
All panel
13 minutes
1
3/24/2017
Panel
Ms. Myrna Bizer was elected to serve the community in 2014. Myrna is Managing Director of Development for the Academic Health Collaborative at the University of Rhode Island. For the past 25 years she has served in diverse roles within higher education philanthropy and non‐profit administration. Myrna has led the school board’s Professional Development Sub‐
committee. Myrna has a son who is a South Kingstown High School graduate and another son who is a current high school student. She brings the perspective of high net‐worth fundraiser and volunteer management to our leadership team. Myrna’s husband Paul is the pastor of the Peace Dale Congregational Church and, as the pastor’s wife, she brings a unique skill set and knowledge of the community from a faith‐based organizational perspective. Ms. Bizer was elected vice‐chair of the School Committee in January 2017.
Ms. Michelle Brousseau was elected to serve the community in 2012. Michelle was a high school mathematics teacher and department chair for over 33 years and recently retired. She currently serves as an adjunct mathematics professor at the Community College of Rhode Island. Michelle’s children attended South Kingstown schools. She serves on negotiations teams, led the Accountability Sub‐Committee of the school board and is the legislative liaison to the General Assembly. She brings an analytical perspective to the table, as well as her experience as an educator.
Dr. Maureen Cotter has served the district for over 19 years as school board member. Maureen’s children attended South Kingstown schools. She served as chair from 2010‐2014. A board governance consultant and former educator, Maureen has an extensive background in school governance and has used high leverage policy to frame and structure the budget and student achievement discussions at the boardroom level. Maureen brings the perspective of experience in policy and governance to the table. Maureen was recently honored by NSBA with the Distinguished Service Award for her outstanding service to public education through school board leadership and service.
Ms. Raissa Mosher has served as a South Kingstown board member since November 2010. She served in the capacity of vice chair of the board from 2012 to 2014 and served as chair until November 2016. A former corporate manager, Raissa’s
daughter graduated this year from South Kingstown High school and she has a son in middle school. Raissa maintains a strong voice for students and the community. She owns and operates an interior design business. Raissa was a very active community member during the tumultuous budget of 2010 and sought to work for a change in practice. She brings the perspectives of the parental community and experience in corporate and small business to the table. She has expertise in communications and community engagement.
Mr. S. Scott Mueller has served the South Kingstown district as a school board member for 25 years, and was formerly the chair. Scott’s children attended South Kingstown schools. Scott previously served on the Board of Directors of the NSBA as the Regional Director of the Northeast Region since 2007. He has served on the Board of RIASC (RI Association of School Committees) since 1994. He is a professor of social work at Rhode Island College and brings the perspectives of community, higher education, and national and state school board experience to the table. Scott was recently honored by NSBA with the Distinguished Service Award for his outstanding service to public education through school board leadership and service.
Dr. Kristen Stringfellow has been the superintendent of the South Kingstown School District since 2009. Prior to this work she was an elementary teacher (grades 1‐5), elementary principal and assistant superintendent. She has experience as a Reading (Title I) Coordinator, ESL Director, Director of Gifted and Talented and as a college level Mathematics instructor. She was also
the principal of an urban alternative high school. Kristen has been an educator since 1988. In addition to her work as a superintendent, she serves as an adjunct professor at Providence College teaching school finance in the master’s level administrator preparation program. Her areas of expertise are School Finance, Instructional Leadership and Personnel/Supervision . Kristen serves as the President‐Elect of the Rhode Island Superintendent’s Association (RISSA). Kristen and her husband have 4 children. Her eldest children are both teachers and her younger children are in college. Kristen is the Rhode Island (2017) Superintendent of the year.
Mr. Roland Benjamin is the newest member of our School Committee (appointed in January 2017). Roland is a Rhode Island Business owner and father of 3. He has been involved in School Committee sub‐committees and volunteer work in the schools for over 10 years.
Background
2
3/24/2017
Our story…
March 2013, the University of Rhode Island invited Superintendents to an informational session‐bringing a Dual Language Immersion (DLI) program from Utah to RI public schools.
April 2013, three RI Superintendents met with the Commissioner, representatives from higher education, the Governor’s Office and the 10 largest business owners in our state to discuss DLI and the positive economic impact it will have on our state. They asked us to consider “growing” Spanish speaking students so that a number of future jobs would not need to be outsourced out of our state and country.
June 2013, Superintendent Stringfellow visits Utah with representatives of the University of Rhode Island.
2013‐2014 School Year—debriefing and planning meetings throughout the state of Rhode Island.
July 2014, West Kingston Elementary Principal and Elementary Teacher/Union Leader visit Utah
Summer/Fall 2014 South Kingstown district committee assembled (meeting twice monthly) to plan our new program, we created a partnership with the International Charter School in Pawtucket, RI who has been involved in this work for over 10 years. We also created partnerships with URI, RI Foreign Language Association, MABE (Massachusetts Association of Bilingual Educators and the Rhode Island Department of Education.
Fall 2014 District level community conversation, school board and town council meetings and budget hearings.
Fall 2015 we launched DLI programs in 2 of our elementary schools, serving approximately 80‐90 kindergarten students.
What to Expect in a DLI Program
Dual Immersion offers a rich bilingual experience for young learners when their minds are developmentally best able to acquire a second language. Instruction is divided between two high quality, creative classrooms: one English and one Spanish.
The Spanish teacher speaks only in Spanish and communicates using a range of engaging strategies including pictures, songs, games, body language, expressions, pantomime, drama, etc.
The English teacher speaks only in English in the same manner. Children at this age are adept at picking up language in meaningful contexts. After a brief period at the beginning of the year, students too will speak only in Spanish during Spanish class. It is amazing how quickly children become comfortable and competent Spanish speakers. Children have this capacity, as their brains are ripe to learn language.
Why Immersion?
More than forty years of research consistently documents the power of immersion programs to help students attain high levels of second language proficiency. No other type of instruction, short of living in a second‐language environment, is as successful.
Young children especially thrive in this type of instructional environment. Happily, language immersion is also the least expensive way to deliver second language instruction.
DLI is…
Learning academic content through another language
Language acquisition by encountering and using languages in multiple, meaningful contexts
The least expensive model that results in the highest level of proficiency
3
3/24/2017
Proven Benefits
Research on bilingualism shows that students with high levels of bilingual proficiency exhibit elevated levels of academic & cognitive functioning in
comparison to students with monolingual or low bilingual skills
Second Language Skills

Students achieve high proficiency levels in reading, writing, speaking and
comprehension in the both languages. They are able to compare or analyze languages
and capitalize on learned skills in both languages. Immersion students perform as
well as or better than non-immersion students on standardized tests of English and
math administered in English.
Enhanced Cognitive Skills
Immersion students typically develop greater cognitive flexibility, demonstrating
increased attention control, better memory, and superior problem solving skills as
well as an enhanced understanding of their primary language.

Increased Cultural Sensitivity
Immersion students are more aware of and show more positive attitudes towards other
Cultures and an appreciation of other people.

Long Term Benefits
Immersion students are better prepared for the global community and job markets
where a second language is an asset. There is a greater graduation rate for students in
Dual Immersion.

Research for Native English Speakers
20 years of program evaluations & research in the US and Canada
are consistent in demonstrating that results for English speakers:
English speakers develop proficiency in 2 languages.
English speakers score as well as or better than their English speaking non dual
language peers in English-only instruction on standardized tests of math &
language arts in English.
English speakers develop positive sense of self & multicultural competencies.
Utah Model
https://www.youtube.com/watch?v=hTG0YFU8vWA&t=62s
In 2008, the Utah Senate passed the International Initiatives(Senate Bill41), Governor Jon Huntsman Jr. initiated the Governor’s Language Summit and the Governor’s World Language Council, both with a goal to create a K‐12 language roadmap for Utah.
Their goal was to enroll 30,000 students by 2015.
Today, DLI in Utah enjoys unprecedented broad‐based, cross‐sectional support from our state community. Currently, there are 88 Spanish, 47 Chinese, 20 French, 2 German and 6 Portuguese programs serving over 30,000 students in 163 schools across dozens of school districts from every corner of Utah. Despite the rapid increase in programs, they fall short of meeting current demands, evidenced by the long wait lists that are common throughout the state. See more at: http://mappingthenation.net/state‐utah.html#sthash.fVENfhup.dpuf
“15 years from now Utah’s graduates will be the most economically hire‐able people internationally.”
Cultural literacy (i.e., current events, literature, music, politics, etc.) is just as important as language acquisition http://www.schools.utah.gov/curr/dualimmersion/
Gregg Roberts Interview on You Tube https://www.youtube.com/watch?v=iVMLHQrvFgU
4
3/24/2017
Achievement Data
http://www.carla.umn.edu/immersion/acie/vol11/BridgeNov07.pdf
Assessment of French Immersion Maryland Public Schools
Figure D: Comparison of Grade 5 Student Performance 120
100
80
Reading Fr imm
Math Fr Imm
60
Rdg State
40
Math State
20
0
2003
2004
2005
2006
5
3/24/2017
Questions about the Background???
Audience members please ask the School Committee member panel questions
13 minutes
Designing Our Program
Vision
In today's world, where increased conversations about globalization permeate discussions across all industry sectors, dual language immersion education is taking center stage as the most effective and efficient program for preparing linguistically and culturally competent students who can successfully compete in a complex global economy.
6
3/24/2017
Program Objectives
*Maximize students' second language proficiency
*Provide a rich academic environment in both first and second languages
*Develop students' abilities to work successfully in multiple cultural settings
*Offer a rich, culturally diverse experience for the entire school community
*To prepare linguistically and culturally competent students who can successfully compete in a complex global economy.
*Provide the educational, cognitive, socio‐cultural and economic benefits of being bilingual, bi‐
literate and multicultural
*Prepare students for their responsibilities as global citizens
*Prepare students for cross‐linguistic and cross‐cultural encounters
What have we learned?
Brain research indicates DLI students transference learning better with CCSS b/c of flexibility of thinking
Our residents will be more likely to choose South Kingstown public schools
The majority of people in the world speak more than 1 language
Increase enrollment and teacher positions in South Kingstown (where enrollment has been declining)
DLI is a national need (we are a monolingual society)
Increase economic viability of town and the state
15K school districts in US implement DLI
Our students will be better prepared for college and the world of work
40K jobs in US Department of Defense require another lang. (25% cannot be filled today)
Learning another language expands pathways in the mind
This sort of effort in education is needed for world peace.
After picking up a 2nd language a 3rd language is easily acquired.
7
3/24/2017
Planning Considerations
Teacher Assistants also need to be Spanish speaking
Substitutes need to be Spanish speaking
Cohort survival (because you cannot add students after grade 1)
Budget impact (Teacher, TA, cohort inefficiency, materials, leader)…this project should be budget neutral Picking a teacher partner relationship that works is essential for success!
Concern‐Will this cause some sort of high level tracking?
Concern‐Teacher negotiations contract considerations?
Hope‐Will we qualify for additional federal Title 3 funding?
In RI these students will graduate with a Commissioner’s Seal of Biliteracy on their High School Diploma
Hope‐Business partner funding?
Professional development on bridging activities is essential
English side teachers need ESL certification in RI and need to be willing partners. Having an experienced partnership with a school or district already implementing DLI is essential
Spanish side teachers need Bilingual certification in RI
Hope‐Additional RI Department of Education funding?
Our Program Overview
ALL 50/50 One -Way Immersion Model
– most/all of the students are primarily
English speakers learning a second
language of Spanish
Literacy and content instruction through
two languages - Spanish and English
ALL of the curriculum is covered - NONE
of the curriculum is repeated
Questions about our DLI program???
Audience members please ask the School Committee member panel questions
13 minutes
8
3/24/2017
Results
Academic Success
Almost every student is reading, writing and doing mathematics at grade level benchmark by the end of the year in both English & Spanish!
By the end of Kindergarten it appears that students are native speakers!
Parents are thrilled with the program!
Teachers are excited by the innovation and partnership!
The demand for this program is growing every day!
Parental Involvement
Monthly Coffee Conversation Meetings
Walking parade to celebrate a cultural holiday
DLI field trip to the “Celebration of Cultures”
Event at Roger Williams Park
Approaching neighborhood shops to ask for books and
games in the Spanish Language
Summer social language group
Afterschool programs
Summer ramp up program
Summer socialize language program
Programs for siblings and parents (TBD)
9
3/24/2017
Reading, Writing, Math
Dual Language students apply through a lottery.
There is no criteria for application to the lottery other than being a South Kingstown resident age appropriate for Kindergarten.
ALL students are welcome to attend. We have a diverse group of students in both DLI and English only. Diverse by gender, poverty level, race, special education needs. If a student already speaks Spanish they are benefitting from a 2‐way program (meaning that they are learning English and growing more literate in their native Spanish language as English only students are learning Spanish).
If a student speaks a language other than English or Spanish, the family will meet with the ESL coordinator to determine if DLI or English pathway is preferred.
Video Journey of SK Students
http://www.skschools.net/teaching_and_learning/dual_language_immersion
You Tube
RI Foundation Supports partnership SK, Pawtucket & International Charter School
https://www.youtube.com/watch?v=buHpG2_
MBT
South Kingstown DLI Program Website link:
https://sites.google.com/a/sksd‐ri.net/dual‐language‐immersion/home
Resources
Websites
Rhode Island Department of Education ‐ Description of Dual Language Programs in Rhode Island and link to Dual Language Program Standards
The National Network for Early Language Learning ‐ Parent resources page that links to favorite apps and favorite websites
Online Games or Activities
BrainPop ‐ Content related academic activities in both English and Spanish for fun, interactive learning online
Dora the Explored on Nick Jr. ‐ Resource for beginning Spanish speakers who love Dora and Diego!
Spanish for Kids ‐ A plethora of resources and links
French Spanish Online ‐ Practice basic Spanish with this easy to use online resource
Yabla Spanish ‐ A language immersion site where the whole family can practice Spanish
TumbleBook Library ‐ An online library of books available in both English and Spanish
Story Place ‐ The Children's Digital learning library: an online resource of books and activities in English and Spanish
10
3/24/2017
Future plan and challenges
School year 2016‐17 2 schools in grades K & 1 Approximately 180 students
CHALLENGES:
School year 2017‐18 K‐2 approximately 276 students
Challenge is finding certified high quality teachers in our area of RI.
School year 2018‐19 K‐3 approximately 368 students
Finding Spanish speaking teacher assistants
School year 2019‐20 K‐4 approximately 415 students
Finding Spanish speaking substitute teachers
School year 2020‐21 K‐5 approximately 450 students
Re‐writing the curriculum from English to Spanish
School year 2021‐22 grade 6 Spanish language only in 1 content on 1‐2 teams (or off team).
The worry of excellent monolingual staff losing their positions (being replaced).
Funding is the same (hire a bi‐lingual teacher in the place of a monolingual English speaking teacher).
Keeping up with the demand!
Purchase books in English and Spanish rather than just in English
The Press
Planning the middle school program and alignment with elementary.
SOUTH KINGSTOWN, R.I. — Step inside the kindergarten classroom
at West Kingston Elementary School and you see 20 5-year-olds counting in Spanish. Their
teacher, Sol Hernandez, speaks to the children in Spanish, using her hands to underscore her
instructions. When a student struggles to find the right Spanish word, Hernandez or her teaching
assistant whispers the answer or asks another child to help. A small group of kindergartners
plays hopscotch, throwing a bean bag on a number and then counting in Spanish. At another
table, children sort and count small groups of tiny plastic bears. In the hallways, the bathroom
signs are in Spanish.
So is the school's mission statement.
Students spend half of the day learning in Spanish and the other half in English. "This is not just about learning another language," said West Kingston Principal Kim Mather. "It's about multiculturalism. When our kids enter the world, whether it's high school or their careers, we want them to understand that the world is a tapestry. This program will give them a great step up in understanding how they fit into a global world.“
In South Kingstown, the program began this fall with a total of 40 kindergarten students at West
Kingston and Peace Dale elementary schools. The district will add a grade every year going
forward. "Our overall goal is that our dual language students will come out of the program
bilingual, bi-cultural and bi-literate," said Lindy Fregeolle, South Kingstown's dual language
coordinator. "This program offers our students a rich cultural experience. We're preparing
students to be successful in a global economy.“ Dual language immersion is part of the Rhode
Island Department of Education's five-year strategic plan. Former state education Commissioner
Deborah A. Gist promoted the idea during her last "state of public education" speech before the
General Assembly. Ray Lyons, whose 5-year-old son, Colton, attends West Kingston
Elementary, called the program "a dream come true. ""Every day my son comes home and tells
me a new word in Spanish," Lyons said. "The path they will be on, staying with it from
kindergarten through grade 12, is amazing. They will be bilingual in two or three years. In 10
years, this will be the norm. I'm so glad South Kingstown took the lead."
Contact Information
Contact information:
South Kingstown School Department
Wakefield RI
www.skschools.net
School Board Members:
Myrna Bizer
mbizer@sksd‐ri.net
Twitter @mkbizer1
Michelle Brousseau
mbrousseau@sksd‐ri.net
Twitter @Brousseau_SK
Maureen Cotter
mcotter@sksd‐ri.net
Twitter @skmaureen
Raissa Mosher
rmosher@sksd‐ri.net
Twitter @raissamosher
Scott Mueller
smueller@sksd‐ri.net
Roland Benjamin
rbenjamin@sksd‐ri.net
Kristen Stringfellow, Superintendent Facebook Kristen Stringfellow
kstringfellow@sksd‐ri.net
Twitter @kristenstring
Telephone
(401) 360‐1307
11
3/24/2017
Questions about our Results and any other questions???
Audience members please ask the School Committee member panel questions
13 minutes
Thank you for attending!
12