Part Three
Programs for Students
Classified as
Independent in English
PART THREE
PROGRAMS FOR STUDENTS CLASSIFIED AS INDEPENDENT IN ENGLISH
Introduction
By School Board rule, all students shall have the opportunity and shall be strongly urged to
participate in programs designed to enable them to communicate and function successfully in an
environment where Spanish or a language other than English is used.
Elementary Programs
Two elementary programs of Spanish are offered for students who are classified as independent in
English:
1.
World Language B Spanish, for English language origin students and others in grades 2-5
who wish to learn Spanish as a second language, and
2.
Spanish for Spanish Speakers, for Spanish language origin students and others in grades K-5
who are sufficiently fluent in Spanish to profit from the program.
For purposes of providing instruction in Spanish for Spanish Speakers, no distinction is made in
scheduling for Spanish language origin students classified as independent in English and Spanish
language origin students classified as limited English proficient. They may be served in a common
program, the Spanish-S Program, which facilitates the organization and delivery of the instruction.
WORLD LANGUAGES B SPANISH
Program Definition
This specially designed program takes into account the unique perceptual and conceptual growth
stages of students and is based on their various developmental phases. One marked advantage for
the students in this program is that they will relate better to and interact with their Spanish-speaking
classmates, since they are introduced to enriching activities designed to develop their view of the
world in much the same way Spanish-speaking children do. World Language B Spanish is offered in
grades K-5 in selected schools where resources permit, including Bilingual School Organization
(BISO) schools and special language centers. See Part Four, Special Organizations for Program
Delivery.
In the early stages of the program the activities emphasize oral language development and are
designed to help children build concepts in the new language through formal and informal language
experiences. These activities give children the opportunity to actively participate in meaningful
contexts and thus associate the language with their general experiences. The program provides for
the systematic development of all four skill areas in language learning: listening, speaking, reading,
- 64 -
and writing. These skills lead not only to the reinforcement of cognitive and affective skills but also
to the building of an awareness and an understanding of Spanish-speaking cultures.
Requirement Status
World Languages B Spanish is a voluntary program offered in grades 2-5 in all schools where
sufficient numbers of parent(s)/guardian(s) have requested the program offering. The program is
also offered in grades K-5 in selected schools where resources permit, including BISO schools and
special centers. In order to participate in the World Languages B Spanish program, a student must
have a signed authorization from his or her parent(s)/guardian(s) on file in the school (for a sample
letter, see pages 59-64). The initial authorization is sufficient to ensure the student=s continued
participation in the elementary school program as long as he/she meets the standards for the
appropriate grade or level.
All elementary schools are required to provide the opportunity for students to participate in the
program, and school administrators have the responsibility of: (1) communicating the availability of
the program to parent(s)/guardian(s) and students enrolled in the designated entry or re-entry grades
(see page 52), and (2) ensuring that such instruction is provided in a manner consistent with district
guidelines and supportive of goals established by School Board rule. The responsibility for ensuring
internal planning (e.g., scheduling, housing, monitoring) and proper support for the program delivery
rests with the school=s administration.
Program Goal
The goal of elementary World Languages B Spanish is to help participants develop a functional use
of the language and to enable them to communicate and interact in Spanish with Spanish-speaking
students and others of the community at various levels of proficiency, as determined by length of
time and achievement in the program.
World Languages B Spanish is geared to the maturity and the conceptual and interest levels of young
children, for whom grammatical theory is of little immediate interest of value. It strives to provide a
structured approach to the acquisition of communicative competency in an articulated progression
from simple to complex and from concrete to abstract. The sequential progression is planned so as
to articulate with the secondary program of Spanish as a Foreign Language.
It is during the beginning stages of second language study when attitudes are formed and the
foundation is laid for the whole sequence of language study. Students who begin their study of
Spanish in the elementary grades have two distinct advantages at the oral level: (1) they will have
fewer difficulties in the areas of pronunciation, accent, and mastery of the sound system, and (2)
they will be less self-conscious, resulting in a greater confidence in the speaking of the language.
By the
end of elementary school, students who have successfully completed the program are able to
function in Spanish within immediate areas of needs and experiences.
- 65 -
Objectives
The structures and vocabulary presented begin with the basic salutations and expressions of
courtesy; identifying self and others; identifying colors, classroom objects and activities; and
expressing wants and needs relevant to the student and the immediate environment in the lower
grades. These concepts spiral upward and continue to develop on a level commensurable with the
grade level of the student, along with other concepts presented, such as telling time, articles of
clothing, weather expressions, shopping, ordering in a restaurant, transportation and travel, sports,
leisure and recreational activities.
Material or content presented in one level aurally/orally is reviewed and reintroduced in the
successive levels in the other skills areas of reading and writing.
The functional use of grammar rather than the study of it, especially in the beginning level, is a
primary concern. Once the student has internalized the basic structures, the study and application of
basic patterns is begun in order to guide the student to greater competency both orally and in reading
and writing. Basic literacy skills are developed systematically and refined in the latter part of the
program. Although grammar is an integral part of the language, current pedagogical trends clearly
indicate that it should only be taught within the context of communicative activities.
Language is the most central element of any culture, therefore, culture is an integral and natural part
of the program. Culture is one of the components of the World Languages B Spanish CompetencyBased Curriculum and serves as a springboard to most activities.
Care must be taken to adjust the program and its expectancies to the actual grade level in place in
each school: schools with a program in grades 2 to 5, and schools with a program in grades K to 5.
The elementary World Languages B Spanish component of the total school curriculum is designed so
that it addresses both the cognitive and the affective needs of the students. The curriculum
objectives enable the students to develop the ability to use the Spanish language functionally, both
orally and in writing, and, at the same time, reinforce students= broader understanding of the
phenomenon of language and communication, both in the native and in the second language.
Toward that end, outcomes and expectancies reflect realistic and attainable goals for each age
group/level and are stated in linguistic (vocabulary, grammar, fluency, and pronunciation), as well as
in communicative (function, content/context, and accuracy) terms. Effectively, student outcomes are
stated in terms of attitude toward speakers of the language and toward learning itself.
Time for Instruction
The schedule of instruction for elementary World Languages B Spanish provides for a minimum of
150 minutes weekly. In situations where World Languages B Spanish is provided through a pull-out
model, it is necessary to ensure that passing time of students be provided in addition to the actual
time for instruction. In situations where the Spanish teacher provides instruction in the student=s
regular classroom, it is necessary to plan the teacher=s schedule so as to include time for the teacher
to move from one classroom to another.
The delivery of World Languages B Spanish instruction is based on a sound and effective program
- 66 -
design. By having longer periods, more time is devoted to teaching and less time to organizational
activities. It is strongly recommended that schools block schedule the delivery of Spanish programs
using one of the following models:
a. fifty (50) minutes, three times a week;
b. sixty (60) minutes, two times a week, with an additional thirty (30) minutes a third day; and
c. sixty (60) minutes, two times a week , and sixty (60) minutes three times the following
week.
Organization
To the extent feasible within the constraints imposed by scheduling and availability of personnel,
students participating in elementary World Languages B Spanish should be grouped according to
grade level and their achievement in the second language.
Entry/Exit Procedures
Placement within the program is based on parental authorization only in the grades designated as
entry or re-entry grades by the school, within, the resources available for the program.
In order to continue participation in the program of World Languages B Spanish, the student must
demonstrate satisfactory mastery of the competencies for his/her grade level each year. Students
who do not meet these competencies will be dropped from the program or, if scheduling and
resources within a given school permit, such students may repeat World Languages B Spanish with
an earlier grade level.
A student who is dropped from the program or who withdraws may, on parental request, re-enter the
program at the next entry level. Exceptions will be made through objective evaluation only.
Schools in which there is a very small World Languages B Spanish population (no more than five
students per grade level) may, with parental approval, place these students in the regular Spanish-S
classes starting in K. Additional assistance for these students to catch up linguistically may be
provided by parent/guardian volunteers. Those students who are able to continue successfully in
Spanish-S will do so. Those who experience difficulty may be grouped together and provided with
a modified World Languages B Spanish program in the upper grades. While attending Spanish-S
classes, these students should be reported under Program 6620 (World Languages-Spanish) for
allocation purposes.
Grading and Promotion
Guidelines for grading and student progress reporting for students in World Languages B Spanish are
primarily the responsibility of the principal, in accordance with the general promotion and placement
guidelines set forth in the Student Progression Plan. Students must meet minimum achievement
standards in order to continue in the program. For purposes of grading in elementary World
Languages B Spanish, assignment of grades and program continuation may be correlated as follows:
Grade levels utilizing E, S, N letter grades.
- 67 -
Kindergarten
A grade E or S. The student continues in the program.
A grade of N. the student is given probationary status, and the parent/guardian is advised that
unsatisfactory progress is being made. If the student does not meet minimum requirements by the
end of the year, he/she will have the opportunity to repeat the readiness program with another group,
if administratively feasible, or to re-enter the program at a later grade level.
Grade levels utilizing A-F letter grades:
First grade B fifth grade
A grade C or better. The student continues in the program.
A grade of D. The student is given a probatory status, the student and parent(s)/guardian(s) are
advised of possible failure in the program, and remediation is provided.
A grade of F. The student should be dropped from the program, with opportunity to repeat the
preceding year=s work with another group if administratively feasible, or with opportunity for reentry at a later grade level. Application of appropriate action for program discontinuation should
occur at the end of the school year.
Articulation
The curriculum of the elementary World Languages B Spanish is supportive of and provides literacy
base for the more formal secondary Spanish as a Foreign Language Program. Sixth grade students
housed in elementary or middle schools who have successfully completed the elementary program,
upon teacher recommendation, are eligible for Spanish FL I. Seventh grade students who
successfully completed Spanish FL I in sixth grade are eligible to continue with Spanish FL II. The
long-range goal of the complete program is to enable students to communicate and interact in
Spanish with Spanish-speaking peers and others in the community at various levels of proficiency,
as determined by the length of time and achievement in the program.
It is the responsibility of each Region Center administration to ensure that articulation procedures
are established and maintained within each feeder pattern so that relevant information on projected
enrollments and student achievement is transmitted to the receiving school(s).
Staffing
Program Delivery Responsibility. Delivery of World Languages B Spanish Program is primarily the
responsibility of certified teachers allocated under Program 6620. However, because of extensive
cross-programming of special bilingual personnel, elementary World Languages B Spanish may
become the responsibility of other specially-allocated qualified, certified personnel.
The allocation formula for generating teachers under Program 6620 may be found in the current
School Allocation Plan, Financial Affairs.
- 68 -
Use of Paraprofessionals. It is intended that the program of elementary World Languages B Spanish
be provided by certified teachers only. The use of paraprofessionals in this program is not
authorized, except in BISO schools, in which case paraprofessionals may support the program
within the constraints of State regulations and contractual obligations.
Qualification of Personnel. Personnel assigned to elementary World Languages B Spanish must be
State-certified in Spanish, or Elementary Education, with proficiency in Spanish.
- 69 -
SAMPLE LETTER OF PERMISSION
As indicated on page 55, in order to participate in the World Languages B Spanish Program, a
student must have a signed authorization on file from his/her parent(s) or guardian. A sample is
provided below:
Dear Parent(s) or Guardian:
The opportunity to study Spanish is provided in all elementary schools. Your child who is currently
in grade
Is eligible to study World Languages B Spanish. The program will begin on
September
,________.
The earlier students begin to study a language, the more time they will have to develop a working
ability in it. Since learning a language requires abundant practice, starting Spanish at an early age
will ensure that there is adequate time to progress.
If you want to assure an early start for the study of Spanish for your child, please fill out and sign the
form below. Detach and return it to school.
Details of eligibility are provided on the reverse side of this letter. Should you have any questions,
do not hesitate to contact us.
Sincerely,
___________________, Principal
B------------------------------------------------------------------------------------------------------------------Classroom Teacher=s Name ___________________________________ Grade ______________
NOTIFICATION TO PARENT(S)/GUARDIAN
PARTICIPATION IN WORLD LANGUAGES B SPANISH
Please complete all information requested, sign, and return this form to school. If you do not return
it, your child will not be allowed to enroll in World Languages B Spanish program.
I have been informed about the elementary World Languages B Spanish program and understand that
my child will have the opportunity to participate upon my request. Unless I otherwise indicate, I
hereby authorize my child to be re-enrolled each subsequent year, with the clear understanding that
he/she meets the program requirements.
I wish
Spanish program.
to participate in the elementary World Languages B
________________________________ ____________
Address
Date
- 70 -
WORLD LANGUAGES B SPANISH
(Reverse side of Letter of Permission)
Entry/Re-entry
Participation within the program is based on parental authorization, only in the grades designated as
entry or re-entry as indicated below:
Name of School*
Entry Grade*
Entry/Re-entry Grade*
In order to continue participation in the program of World Languages B Spanish, the student must
demonstrate satisfactory mastery of the standards for his/her grade level each year. A student who
does not meet these standards will be dropped from the program or, if scheduling and resources
within a given school permit, the student may repeat World Languages B Spanish with an earlier
grade level.
A student who is dropped from the program or who withdraws may, on parental request, re-enter the
program at the next entry level. Exceptions will be made through objective evaluation only.
Additional learning opportunities, such as a summer school Spanish immersion, may provide enough
evidence of additional growth in second language development to justify alternative placement.
Placement of students new to the Miami-Dade County Public Schools or of students granted an
exception at grade levels other than those included at the established entry points will be based on
the results of a placement evaluation.
*
Entry and re-entry to be determined by school based on available resources and program guidelines.
- 71 -
SAMPLE LETTER OF PERMISSION
(Spanish Version)
Para que un estudiante pueda participar en el Programa World Languages Spanish, se requiere que sus padres
o tutores firmen un documento de autorización que se mantendrá archivado en la escuela. A continuación se
ofrece un ejemplo:
Estimado (s) padre (s) o tutor (es):
En todas las escuelas primarias se ofrece la oportunidad de estudiar español como segunda lengua. Su hijo (a)
está cursando el _____ grado y es elegible para matricularse en World Languages-Spanish. El programa
comenzará el ___ de setiembre de ____.
Mientras más temprano un estudiante comienza a estudiar un idioma, más tiempo tendrá para desarrollar las
habilidades y destrezas necesarias en el mismo. El aprendizaje de un idioma requiere abundante práctica; por
tal razón comenzar a estudiar español a una edad temprana garantizará el progreso del estudiante.
Si usted está interesado (a) en que su hijo (a) comience a estudiar el idioma español, por favor, complete y
firme esta planilla y devuélvala a la escuela.
Los detalles acerca de la elegibilidad de los estudiantes con respecto al programa, aparecen al dorso de esta
página. Si usted tiene alguna pregunta, sírvase en llamarnos y con gusto le atenderemos.
Atentamente,
___________________, Director (a)
Nombre del maestro (a) ___________________________ Grado _______
B------------------------------------------------------------------------------------------------------------------Notificación a los padres o tutores
Participación en el Programa World Languages-Spanish
Por favor, ofresca toda la información que se le solicita en esta planilla, fírmela y devuélvala a la escuela. De
no ser devuelta a tiempo, su hijo (a) no podrá participar en el Programa World Languages-Spanish.
Se me ha informado acerca del Programa World Languages-Spanish y entiendo que mi hijo (a) tendrá la
oportunidad de participar con mi autorización.
Al menos que en el futuro yo indicara lo contrario, autorizo por este medio que mi hijo (a) ingrese al
Programa World Languages-Spanish si cumple con los requisitos del mismo y que se mantenga en él durante
los cursos que éste comprenda.
Yo autorizo que ____________________________ ingrese en el Programa World Language-Spanish de la
escuela primaria.
___________________________________
Dirección
_____________
Fecha
- 72 -
Dorso de la carta de autorización
(Reverse side of Letter of Permission)
Ingreso/Reingreso
La participación en el programa requiere de la autorización de los padres o tutores solamente en los
grados designados para el ingreso o reingreso como aparecen a continuación.
Nombre de la escuela*
Grado de ingreso*
Ingreso/Grado de reingreso*
Para continuar en el programa de World Languages-Spanish, el estudiante debe demostrar un dominio satisfactorio de los
estándares del mismo a su nivel de grado en cada curso escolar.
El estudiante que no pueda vencer los estándares del programa no podrá continuar en el mismo o, si los
recursos y horarios de la escuela lo permiten, podrá repetir el nivel no vencido.
El estudiante que se dé de baja del programa puede, no obstante, reingresar mediante una solicitud de los
padres o tutores en el próximo grado de reingreso establecido.
Algunas excepciones pueden hacerse basadas en evaluaciones hechas con este propósito.
La participación de los estudiantes nuevos al Sistema Escolar Público de Miami-Dade County o de aquellos
estudiantes a los que se les conceda una excepción a nivel de grado, que no sea la establecida en los grados
designados como de ingreso o reingreso, estará basada en los resultados de un examen de ubicación.
* El ingreso y reingreso lo determinará la escuela basado en las directrices y recursos del programa.
- 73 -
SAMPLE LETTER OF PERMISSION
(Haitian Creole Version)
Jan nou te eksplike nan paj 59 la, yon elèv ki vle patisipe nan pwogram Panyòl la fèt pou li gen otorizasyon ki
gen fòm yon lèt paran an oswa moun ki reskonsab elèv la nan dosye li. Men yon echantiyon lèt la anba a:
Chè paran oswa gadyen:
Nou ofri opòtinite pou etidye Panyòl nan tout lekòl primè yo. Pitit ou ki nan ___________ klas elijib pou
etidye lang Panyòl la. Pwogram lan pral koumanse nan mwa septanm nan______________________.
Pi bonè yon elèv koumanse aprann yon lang, se plis tan l ap genyen pou l devlope yon abilte ladann. Kòm
aprann yon lang mande anpil pratik, koumanse aprann Panyòl nan yon laj jenn petèt kab bay pitit ou tan pou l
fè plis pwogrè.
Si ou ta renmen asire yon bon kòmansman bone bonè nan etid Panyòl pou pitit ou, tanpri ranpli epi siyen fòm
sa anba a. Detache l epi retounen l lekòl la.
Nou mete tout detay sou kalifikasyon sou lòt bò lèt sa a. Si w gen plis kesyon pa ezite kontakte nou.
Ak tout respè,
____________, Direktè (tris)
Non pwofesè a________________________ Klas_____________________
B------------------------------------------------------------------------------------------------------------------Notifikasyon pou paran yo ak gadyen yo
Patisipasyon nan Pwogram Tout Lang Sou Latè - Panyòl
Tanpri ranpli tout enfòmasyon yo mande w, siyen, epi retounen fòm nan lekòl la. Si w pa retounen fòm sa a,
pitit ou pap kab enskri nan pwogram Panyòl la.
Mwen enfòme sou pwogram Panyòl ki fè pati nan Pwogram Tout Lang Sou Latè, e mwen konprann pitit
mwen kab gen opòtinite pou li patisipe si mwen mande sa. Mwen ap bay otorizasyon m pou pitit mwen
reenskri nan pwogram nan chak ane, men avèk kondisyon li ranpli obligasyon pwogram nan mande a.
Mwen vle_______________________patisipe nan pwogram Panyòl la, ki fè pati Pwogram Tout Lang
Sou Latè a.
_____________________________
Adrè
_________
Dat
- 74 -
Pwogram Tout Lang Sou Latè - Panyòl
(Reverse side of Letter of Permission)
Enskri/Re-enskri
Pou w antre nan pwogram sa a, se pou w gen otorizasyon paran w, men se sèlman nan klas ki deziye pou
enskri oswa re-enskri jan sa parèt anba la a:
Non Lekòl la*
Enskri Klas*
Enskri/ Re-Enskri*
Pou w kontinye patisipe nan Pwogram Tout Lang Sou Latè B Panyòl, elèv la dwe montre li metrize tout sa yo
aprann ni chak ane pou nivo klas li. Yon elèv ki pa metrize nivo klas li yo, y ap retire l nan pwogram nan.
Sèlman si orè li pèmèt sa, oswa gen resous ansanm ak yon pèmi lekòl la, petèt yo kab pèmèt li repete klas
Panyòl la nan yon klas kote nivo a pi ba.
Yon elèv yo mete deyò nan pwogram nan, oswa ki kite kab re-enskri nan pwogram nan pwochen nivo klas
antre a, si paran an fè demann nan. N ap fè eksepsyon lè nou fin fè yon evalyasyon ki objektif.
Lè pou nou plase elèv ki nouvo yo nan sistèm Lekòl Leta Mayami Ded Konti, oswa elèv ki resevwa yon
eksepsyon nan nivo klas ki pa enkli nan pwen antre ki te deja etabli yo, sa a pral baze sou rezilta evalyasyon
pou plase elèv la.
* Enskri epi re-enskri pral detèmine sou baz resous ki la deja oswa gid etabli pwogram.
- 75 -
ELEMENTARY SPANISH FOR SPANISH SPEAKERS (SPANISH-S)
Program Definition
Spanish for Spanish Speakers is a full language arts program which enables students of Spanish
language origin, and others whose proficiency in Spanish allows them to benefit from the program to
become functionally literate in Spanish by reinforcing and acquiring skills in listening, speaking,
viewing, reading, comprehension, and writing. The program stresses critical and creative thinking
and is designed to be relevant to all students. It provides for the needs of students with a wide range
of abilities and interests. It is comprehensive, sequential, and spiral, designed to develop functional
proficiencies in all language skills. The program is planned to be relevant to all students and to
reflect present day Hispanic societies and cultural values.
Inasmuch as the goals and objectives of elementary Spanish for Spanish Speakers are the same as
those of Home Language Arts for Spanish language origin students, this section also serves to
describe the Home Language Arts portion of Basic Skills in the Home Language for LEP students of
Hispanic origin. Although the development of literacy skills forms a major portion of the program,
significant attention is also devoted to growth in the language, in order to extend the language of the
home and neighborhood to a level of maximum usefulness in the world of work.
Requirement Status
Elementary Spanish-S is voluntary at all levels. Spanish speaking students are automatically placed
in the program. All elementary schools are required to provide the opportunity for students to
participate in the program. School administrators have the responsibility for ensuring that such
instruction is provided in a manner consistent with district guidelines and supportive of goals
established by School Board rule. The responsibility for ensuring internal planning (i.e., scheduling,
housing, monitoring) and proper support for program delivery rests with the school=s administration.
Program Goal and Objectives
The goal of elementary Spanish-S is to enable participants to become functionally literate in
Spanish, to facilitate the participant=s acquisition and reinforcement of skills, abilities, and concepts
that are part of the English Language Arts curriculum, and to aid the participants in developing an
awareness of and an appreciation for Hispanic cultures.
The Spanish-S Competency-Based Curriculum provides the types of objectives and competencies
consistent with a first language approach to instruction and supports the basic principles of the
Language Arts/Reading Program. All the components of the curriculum are linked. Listening,
speaking, viewing, reading, comprehension, and writing are viewed as interrelated processes. The
premises that support the Spanish-S Curriculum are as follows:
C Students are actively involved in the learning process and progress is based on demonstrated
achievement. Students learn by doing and by talking rather than through passive listening.
C Cultural diversity, self-pride, better mutual understanding and mutual respect enhance literacy
- 76 -
development and students= interest for graduation.
C A whole language approach enables students to learn to read and write by engaging in
experiences with authentic literature and real writing.
C Oral language development plays a crucial role in the Spanish-S curriculum. A variety of
activities, such as informal class discussions, brainstorming sessions, poetry readings, formal
speeches, and debates are provided to improve oral communication and comprehension.
C Reading is an interactive process that involves structured and unstructured experiences for
developing decoding skills, skills of comprehension, and interpretation.
C Literature enriches the curriculum and adds a touch of multicultural understanding in the
classroom atmosphere. It encourages the development of habits for life-long reading. The
Spanish-S curriculum provides rich experiences with authentic literature: folkloric, traditional,
classic and modern selections.
C Writing is a forceful persuader for developing higher thinking skills. The writing process enables
students to create their own topics, learn from their mistakes, correct themselves, and ultimately
improve their communication with others.
C Flexible grouping and cooperative learning strategies play an important role in developing
problem solving and communication skills as well as self and peer assessment techniques.
C Assessment and instruction are consistently intertwined. Evaluation stimulates students= progress
and assists teachers in making instructional decisions. Assessment involves a variety of
techniques such as, teacher observation, self and peer evaluation, alternate means of assessment,
as well as competency-based evaluation.
C Bilingual, biliterate, and bicultural students are better prepared to function in today=s competitive
job market.
In essence, these principles have been integrated into a K-12 grade Spanish-S Competency-Based
Curriculum that is relevant and effective in meeting the multicultural needs of the participating
students.
Time for Instruction
The schedule of instruction for elementary Spanish-S provides a minimum of 150 minutes weekly.
In situations where Spanish-S is provided through a pull-out model, it is necessary to ensure that
passing time of students be provided in addition to the actual time for instruction in the students=
regular classroom, it is necessary to plan the teacher=s schedule so as include time for the teacher to
move from one classroom to another.
The delivery of the elementary Spanish-S program is based on a sound and effective program
delivery design. By having longer periods more time is devoted to teaching and less to passing and
- 77 -
organizational activities. It is strongly recommended that schools block schedule the delivery of
Spanish programs using one of the following models:
C fifty (50) minutes, three times a week;
C sixty (60) minutes, two times a week, with an additional thirty (30) minutes a third day;
C sixty (60) minutes, two times a week and sixty (60) minutes three times the following week.
These models also assist in reducing the fragmentation of the school day.
Organization
To the extent feasible within the constraints imposed by scheduling and availability of personnel,
students participating in elementary Spanish-S should be grouped according to their achievement of
grade level competencies.
Entry/Exit Procedures
Initial placement within the elementary Spanish-S program is automatic, but parent(s)/guardian(s) of
independent students may withdraw their children from the program if they choose to do so. Past
practice, which left with the parent(s)/guardian(s) of LEP students the decision of student
participation in the Home Language Arts has been superceded by the Consent Decree and Florida
Board of Education rules, which place such decisions in the hand of the LEP Committee.
Entry Grade
All Schools
*
Re-entry Grade*
Automatic when pupil enters
Miami-Dade County Public Schools
To be determined by individual school.
Students classified as LEP need the recommendation of the LEP Committee to withdraw from the
Spanish-S program.
Regardless of the age of the learners or their grade level, placement within the program of
elementary Spanish-S is based on achievement with respect to program expectancies. Scores from
recommended placement tests or previous teacher recommendations are used for initial placement
pending re-evaluation.
As in English Language Arts, a range of achievement levels is expected in Spanish-S. The student
must demonstrate satisfactory mastery of the competencies for his/her grade or level each year in
order to continue participation in the program of Spanish-S. Students independent in English who
do not meet these competencies will be dropped from the program or, if scheduling and resources
within a given school permit, such students may repeat participation with an earlier grade/level. A
student who is dropped from the program may, on parental request, re-enter the program at the next
entry level. Placement of students new to Miami-Dade County Public Schools will be automatic, but
their program achievement level will be determined on an individual basis.
- 78 -
As LEP students of Spanish language origin gain independence in English, they may continue to
participate in Spanish-S on the same basis as other Spanish language origin students. Students of
other language origins whose control of Spanish is sufficient to profit from the program may also
participate.
Schools in which there is a very small Spanish-S population (no more than five students per grade
level) may, with parental approval, place these students in the World Languages-Spanish classes.
While attending World Languages-Spanish classes, these students should be reported under Program
6610 (Spanish-S) for allocation purposes.
Grading and Promotion
Guidelines for grading and student progress reports in Spanish-S are primarily the responsibility of
the individual school=s professional staff, with final decision being the responsibility of the principal
in accordance with the general promotion and placement guidelines set forth in the Student
Progression Plan.
LEP students in grades 1-5 who are functioning below grade level in Home Language Arts, i.e.,
Spanish-S or Haitian Creole Language Arts, will receive the appropriate letter grade(s). For such
students, the teacher must bubble #1 in the column marked LEVEL, which result in the notation
ABelow Grade Level@ appearing directly beneath the academic grade on the student report card.
Students who are independent in English must meet minimum achievement competencies in order to
continue in the program.
The program of elementary Spanish-S has the provision for repeating, as well as two other
provisions: students enter the program when they enter Miami-Dade County Public Schools, or
student may re-enter the program if they have discontinued the study of Spanish at an earlier grade
level.
Kindergarten
A grade of E, S. or N is to be given which reflects the student=s progress in oral communication, prereading, reading, and writing skills developed in the home language.
Grades 1-5
Letter grades A-F are to be given which reflect the student=s progress in oral communication,
reading, and writing skills developed in the home language.
Articulation
The curriculum of the elementary Spanish-S program provides a literacy base for the secondary
- 79 -
Spanish-S program. Students who have successfully completed the elementary program may
continue their studies without interruption in the secondary program. Elementary schools housing
6th grade students of Spanish-S should consult the suggested course sequence for middle schools in
order to determine student placement. (See page 74)
It is the responsibility of each Region Center administration to ensure that articulation procedures
are established and maintained within each feeder pattern so that relevant information on projected
enrollments and student achievement is transmitted to the receiving school(s).
Staffing
Program Delivery Responsibility
Delivery of elementary Spanish-S is primarily the responsibility of certified teachers allocated under
Program 6610. However, because of extensive cross-programming of special bilingual personnel in
the Spanish programs, elementary Spanish-S may become the responsibility of other speciallyallocated, qualified, certified personnel.
The allocation formula for generating teachers under Program 6610 may be found in the current
School Allocation Plan, Financial Affairs.
Use of Paraprofessionals
It is intended that the program of elementary Spanish-S be provided by certified teachers only. The
use of paraprofessionals in this program is not authorized.
Qualification of Personnel
Personnel assigned to elementary Spanish-S must be State-certified in Spanish, or in Elementary
Education, with proficiency in Spanish, and must meet all training requirements.
SECONDARY FOREIGN LANGUAGES PROGRAM
The growing interdependence among nations and the pluralistic nature of today=s society demand
that the United States develop citizens with a sound understanding of international and cross-cultural
issues and with the ability to communicate in more than one language. The study of one or more
languages in addition to English is an essential component in the total school curriculum. It is
responsive to the needs of the whole spectrum of the student population, it strengthens the
development of the basic skills of communication, and it provides a powerful experience in the
continuing development of the reasoning ability of the students. By studying another culture,
students not only broaden their awareness of the uniqueness of various societies, they also gain a
deeper understanding and appreciation of themselves and their own culture. The ability to
communicate in more than one language contributes to an enriched, responsible, and meaningful life.
The skill can enhance employment opportunities across a broad range of careers and reinforces
every other area of endeavor, both in school and beyond.
- 80 -
The secondary Foreign Languages Program is designed to address the National Standards for
Foreign Language Learning and the Florida Sunshine State Standards. The Competency-Based
Curriculum, Miami-Dade County=s official curricular document, is correlated to the state standards
and focuses on a broad view of foreign language study. The goal is to prepare students to use
language in meaningful ways and to demonstrate these competencies throughout the learning
process.
By following the five goal areas of Communication, Cultures, Connections, Comparisons, and
Communities outlined by the National Standards, the Secondary Foreign Languages Program
addresses both the cognitive and affective needs of the student. At each level of instruction, the
student will acquire linguistic skills and explore the cultural practices associated with that language
group. In addition, the student will learn to make connections with other academic areas, learn more
about his own language and about the nature of language itself, and create a life-long interest for that
language community.
At the secondary level, three different types of programs are offered under the general heading of
Secondary Foreign Languages: (1) modern foreign languages, such as French, German, Hebrew,
Japanese, Italian, Portuguese, and Spanish, (2) Spanish-S and (3) classical languages B Latin.
Program Definition
Secondary Modern Foreign Languages
The Secondary Modern Foreign Languages program is a uniform countywide program for all
secondary schools. The program consists of sequential language and culture components designed
for students who wish to acquire a new language.
The languages presented stress a functional communicative approach, emphasizing listening
comprehension and oral communication within contexts appropriate to the culture(s) of native
speakers of the languages. As the context is controlled and geared to functional communication
skills, reading, and writing at all levels of learning are presented sequentially.
Secondary Spanish for Spanish Speakers
Spanish for Spanish Speakers is a full language arts program which enables students of Spanish
language origin (and others whose proficiency in Spanish allows them to benefit from the program)
to reinforce their knowledge of the heritage language and to acquire new skills in oral expression,
reading, and writing. Emphasis is given to the grammatical system and conventions of oral and
written usage.
Secondary Latin
At the beginning levels, Secondary Latin is designed to present the principles and structures of the
Latin language necessary for reading simple stories concerning the Roman people and their
- 81 -
mythology. The program culminates in the reading of actual Latin literature at the more advanced
levels. Emphasis is placed on reading for meaning, although pronunciation is taught and some oral
work is used. Roman customs are studied through Latin stories, supplemented by material in
English and class lectures. Great emphasis is placed on building English vocabulary derived from
Latin roots.
Requirement Status
There are no State foreign language requirements for students with respect to graduation. The
programs are voluntary at all levels. However, for students who plan to enter the Florida State
University System, two years of a foreign language at the secondary level are required for
admission. School administrators have the responsibility of communicating the program offerings in
Foreign Languages to students and parent(s)/guardian(s) and making such instruction available in a
manner consistent with and supportive of goals established by School Board rule.
Program Goals
Secondary Modern Foreign Languages
The goal of the Secondary Modern Foreign Languages Program is to provide students with a
continuum of studies in various languages. The study of a language will enable the student to
communicate with speakers of that language and to gain an understanding of the target culture.
Within the continuum of program offerings in a given language, the Secondary Modern Foreign
Languages program has four major objectives: (1) the development of communication and learning
skills, (2) the development of appreciation for human achievement in the social sciences, the
humanities, and the arts, (3) cultural enrichment and awareness of today=s global society, and (4) the
extension of career opportunities.
Miami-Dade County strives to help students develop the functional use of a foreign language. The
degree of competence achieved by the student depends on the length of the instructional sequence
and the quality of instruction received. Individual achievement will vary in direct proportion to the
amount of time and effort that the student brings to the language learning process.
Secondary Spanish for Spanish Speakers (Spanish-S)
The goal of the Secondary Spanish-S program is to provide for the needs of students with a wide
range of abilities and interests. It is comprehensive, sequential and spiral, with functional
proficiencies in all language skills as its primary goal. The objectives of the program move from
simple to complex in a logical progression governed by the structures of the Spanish language. The
program is designed to be relevant to all students and to reflect the Hispanic world and its cultural
values. It is also designed to enable Hispanic students to understand their cultural heritage.
Secondary Latin
The goal of the Secondary Latin Program is to provide students with a continuum of study in Latin.
- 82 -
The study of this classical language will enable students to become familiar with the culture of the
Ancient World and to develop linguistic skills. In addition, the students will develop an
understanding of the nature of language through comparisons with their own.
Objectives/Expectancies
Intended minimum outcomes for each of the foreign language programs have been established on a
countywide basis and are available in the appropriate M-DCPS Competency-Based Curriculum.
These objectives/competencies are consistent with curriculum frameworks and student performance
standards established by the Florida Department of Education.
Time for Instruction
The schedule of instruction for foreign language courses in secondary schools provides for one
period of such instruction daily, or its weekly equivalent.
Organization
To ensure optimal program delivery, different course levels should not be combined. Emphasis is
placed on the use of the foreign language both in and outside the classroom in order to develop an
in-depth understanding of the language, its culture and its historical antecedents.
Secondary Foreign Language Courses
Secondary Foreign Languages encompasses instructional programs in a wide range of languages,
including French, German, Hebrew, Japanese, Italian, Latin, Portuguese, and Spanish. In the case
of Spanish, two distinct types of programs are offered: (1) Spanish as a Foreign Language (Spanish
FL), and (2) Spanish for Spanish Speakers.
The flexibility of the program allows entry or re-entry into the program every year. Students who
have initiated the study of a language in elementary school are afforded the opportunity to continue
at the level of their proficiency. A three year sequence is available for middle school students. In
addition, a full six-year high school credit sequence is available to all secondary students.
Three levels of Foreign Language instruction are available to students in grades 6-8. These Middle/
Junior (M/J) courses are offered in the following areas: French, German, Haitian Creole, Italian,
Spanish FL, and Spanish-S.
Beginning with Foreign Languages III and Spanish-S III, Honors courses offer an in-depth
curriculum for serious study above and beyond the early language courses. In addition, Advanced
Placement courses in Language and Literature are available for students who qualify.
Placement/Articulation Procedures
Students are placed in the foreign language program as beginners or in the corresponding level
according to previous course work. In the case of other learning experiences, teacher judgment may
- 83 -
determine placement.
Articulation Between Elementary and Middle School
Students who have participated in the elementary World Languages B Spanish or Spanish-S program
are eligible for placement beyond the first year of the corresponding program, subject to
demonstrated proficiency in grade level requirements of the elementary programs. It is the
responsibility of the World Languages B Spanish and Spanish-S teachers at the elementary level to
provide recommendations for appropriate placement of students moving to a middle school.
Provisions for Acceleration. Middle School Foreign Language teachers should also consult the
Suggested Course Sequence and Student Placement for Foreign/World Languages in order to ensure
the adequate placement of a student in the program (see Appendix M, page 155).
Staffing
The Secondary Foreign Languages Program is implemented by regularly allocated foreign language
teachers.
Recordkeeping
Grading and student progress reports in Secondary Foreign Languages are primarily the
responsibility of the individual school=s professional staff, with final decisions being the
responsibility of the principal, in accordance with the general promotion and placement guidelines
set forth in the Student Progression Plan.
- 84 -
Middle School
Suggested Course Sequence and Student Placement
World Languages and Spanish-S
Sequence I
Sequence II
No previous exposure to the Elementary School exposure
language
and/or
limited to the language, average
literacy skills.
grades in the subject.
World Languages/
Spanish-S
Sequence III
Elementary School exposure,
high grades in the subject,
strong language skills.
World Languages/
Spanish-S
World Languages/
Spanish-S
6th M/J Intermediate
6th M/J Advanced
7th M/J Intermediate
7th M/J Advanced
7th Level I
High School Course Code
8thM/J Level I
High School Course Code
8thM/J Level I
High School Course Code
8thM/J Level II
High School Course Code
6th M/J Beginning
Note: The suggested course sequence for middle school students is not exclusive. Placement should also take into
consideration individual student profiles, teacher recommendations, and; if necessary, proficiency testing.
Senior High School
Suggested Course Sequence and Student Placement
World Languages and Spanish-S
Sequence I
Sequence II
Sequence III
World Languages/Spanish-S
World Languages/Spanish-S
World Languages/Spanish-S
9th Level I
9th Level II
9th Level III
10th Level II
10th Level III
10th Level IV or
AP Language/Literature
11th Level III
11th Level IV or
AP Language/Literature
11th Level V or
AP Language/Literature
12th Level IV or
AP Language/Literature
12th Level V or
AP Language/Literature
12th Level VI
Note: The suggested course sequence for senior high school students is not exclusive. Placement should also take into
consideration individual student profiles, teacher recommendations, and; if necessary, proficiency testing.
- 85 -
Part Four
Special Organizations
For
Program Delivery
PART FOUR
SPECIAL ORGANIZATIONS FOR PROGRAM DELIVERY
Introduction
Miami-Dade County Public Schools utilizes different organizational models for delivery of dual
language programs. The elementary Bilingual School Organization (BISO), the Extended Foreign
Language (EFL) Program, and the International Studies Program (IS) provide instruction in a target
language and in English, whether participants are LEP, native English speakers, or independent
English speakers whose home language is a language other than English, are examples of
maintenance bilingual education programs. In contrast, the ESOL self-contained model and Project
New Beginning provide instruction in English and in a language other than English during the initial
stages of language acquisition and are examples of transitional programs. Once the students have
acquired a high intermediate level of English proficiency, they are grouped heterogeneously with
independent students, and ESOL instruction is provided according to one or more of the approved
models of instruction at each school site. Project New Beginning and the ESOL self-contained
models are designed to meet equal educational opportunity requirements for those participants who
may be of limited English proficiency.
ELEMENTARY BILINGUAL SCHOOL ORGANIZATION (BISO)
One effective means to attaining bilingualism and biculturalism in a school setting is through a
bilingual school organization in which two culture groups study one another=s native language and
cultural background, and demonstrate mutual respect for one another=s heritage. The elementary
BISO responds to a felt need and/or expressed wish of parent(s)/guardian(s), community, and school
staff.
Organizational Definition
BISO refers to a program delivery system offered at the elementary level which, in addition to the
regular instructional program in the English language, provides instruction in ESOL, and Language
Arts and selected content areas in the target languages, providing instruction of basic concepts and
skills in the student=s home language and reinforcement in the second language. Because of the
intensity in terms of time and scope in which the target language (i.e., Spanish/Portuguese) is offered
to English language origin students in this situation, a major objective pursued is to make the target
language a second language for these children.
Requirement Status
Participation in a BISO model is completely voluntary. Those pupils whose parent(s)/guardian(s)
prefer not to participate have the option of transferring to another school. This option is also offered
to children whose special needs involve Exceptional Student Education.
Conversely, parent(s)/guardian(s) wishing to have their children attend a school offering a BISO
program may request a curriculum transfer from the Region Center office in which the school is
located. Curriculum transfers are granted when administratively feasible, and depending on the
- 86 -
enrollment capacity of the specific school.
In schools where approximately equal time is devoted to instruction in English and in the target
language, students who enter before grade two are expected to achieve as much proficiency in their
second language as in their first language.
Organizational Goal and Objectives
A BISO model is designed to produce students who master listening, speaking, reading and writing
both in English and in the target language, that are commensurate with their experiential and
educational levels, ages, and interests, who can interact comfortably and effectively with members of
both cultures within the school and within the community. The end product will be prospective
secondary students and, further, future citizens who can compete with equal opportunities in the labor
market, in a bilingual, multicultural community that has become the passageway to North, Central,
and South America, as well as the Caribbean.
Time for Instruction
The time for instruction in the several areas of study follows the norms established for all elementary
schools, but with up to one hundred and twenty (120) minutes daily for instruction in the target
language.
Optimally BISO schools follow an instructional schedule where 60% of the day is devoted to
instruction in English and 40% of the day is devoted to instruction in or through the target language.
Organization
Although a number of patterns for presentation of a bilingual school organization are appropriate in
order to be defined as a BISO school, a school must meet the following criteria:
Students must participate in the following programs as applicable:
C Second-language classes (in the target language and/or ESOL).
C Language programs in English Language Arts and in the target language, which meet established
Competency-Based Curriculum criteria.
C Programmed introduction of learning activities in the target language in the following subject
areas in each of the two subject groups below:
$ Music, art, physical education
$ Social sciences, science, mathematics
Responsibility for meeting these criteria lies with the principal of the school or designee.
Patterns of Organization
- 87 -
A primary consideration for organizing instruction is the percentage of the teaching staff that is
bilingual in the target language and English. Sample organizational patterns follow:
I. Schools with proportionate number of bilingual teachers:
C Two groups of students are self-contained. A bilingual teacher and a monolingual teacher are
paired in a team teaching situation, with one teacher responsible for all the instruction in English
and the other responsible for all instruction in and through the target language.
C Students are self-contained and the bilingual teacher is responsible for providing all instructions.
II. Schools with a small numbers of bilingual teachers:
C The monolingual teacher provides instruction in English, and the students may be resourced out
for language arts and content instruction in the target language.
The selection of the appropriate pattern will depend upon the composition of the school staff and
student body. A school may elect to use a combination of patterns.
Entry/Exit Procedures
Students who attend a school with a bilingual school organization have to participate in the BISO
program, and are expected to continue to participate through the last grade offered in the school.
Participation in each instructional component (i.e., Language Arts in English, ESOL, Language Arts
in the target language, etc.) must be in accordance with the established criteria for each individual
subject area.
Grading and Promotion
The following standards are to be observed for grading and promoting students:
C The same standards are to be observed for grading and promoting students as for any other type
school organization as established in the Student Progression Plan.
C Students who are receiving mathematics, science, or social sciences in a language other than their
native language must be given a grade that realistically reflects their achievement in each area
without interference from their lack of proficiency in the targeted second language.
C Report card Comment No. 25, ADual language instruction is provided in this subject@ should be
entered for each of the basic subject areas (social sciences, sciences, and mathematics) where
students are being instructed in both English and the target language.
C Promotion of students to the next higher grade level within elementary schools cannot be denied as
a result of a Asecond language barrier@ either for an English or other than English language origin
student.
Staffing
For that portion of an elementary bilingual school organization which is taught in the target language,
- 88 -
teachers with native proficiency in such language who are qualified to teach the various subject areas
are hired as part of the regular staff, and in the same ratio as other teachers. Bilingual
paraprofessionals assist the teachers in helping English language origin students to achieve the
proposed objectives in terms of the language and content skills developed in the target language.
Use of Paraprofessionals
Paraprofessionals assigned to support instruction in a bilingual school organization must be utilized
in full compliance with State regulations and with contractual obligations Miami-Dade County Public
Schools has with respect to the use of paraprofessionals.
Special care will be exercised to ensure that:
C No paraprofessional shall be assigned to support instruction in a bilingual school organization
unless he or she works under the immediate supervision of a linguistically-qualified, certified
teacher who is responsible for all instruction supported by the paraprofessional. The linguisticallyqualified, certified teacher may be specially allocated or may be a regularly allocated staff member
of the school.
C The initial presentation of any objective or skill, according to the internal organization of the
instructional program in use, shall be made by a certified teacher. Once the basic content
representing the substance of the follow-up activities has been presented by the certified teacher,
the follow-up activities may be carried out by the paraprofessional under the direction of the
certified teacher. Evaluation of student progress, however, mut be made by the certified teacher.
C A daily minimum of one-half hour of joint planning between the certified teacher and
paraprofessional(s) shall be provided to ensure appropriate determination of objectives, materials
to be presented, and student evaluation.
Allocation of Supplementary Personnel
Teachers for English for Speakers of Other Languages, Spanish for Spanish Speakers, Curriculum
Content in Spanish (Basic Skills in the Home Language), and World Languages B Spanish are
allocated using the same formulas applied to all schools offering bilingual programs, regardless of
their organization.
One World Languages B Spanish paraprofessional is allocated for each projected 200 weekly contact
hours with non-Spanish language origin students studying World Languages B Spanish and
curriculum content (i.e., social sciences, sciences, mathematics) in Spanish, for a minimum of one
such paraprofessional per school and a maximum of three such paraprofessionals per school. The
intent in allocating such units is to support second language development in Spanish and includes the
utilization of the paraprofessional units in World Languages B Spanish as well as in Curriculum
Content in Spanish.
Articulation
Articulation in BISO schools needs to occur in different settings and for different purposes.
- 89 -
Following are some of the major types of articulation associated with a Bilingual School
Organization:
Major Participants
Involved in
Articulation
Primary Purposes
of Articulation
Activities
Some Indicators
of Effective
Articulation
To plan with paraprofessionals
follow-up activities that support
concepts and skills previously
introduced
Evidence of cooperative planning as
reflected in lesson plans
Within the Same School
World Languages B Spanish teacher
supporting articulation with:
Curriculum Content in Spanish
teacher supporting articulation with:
To coordinate instruction on
linguistic concepts and skills in order
to
reinforce
structures
and
vocabulary needed for effective
participation in content subject areas
(e.g., language arts, social sciences,
science, and mathematics in Spanish)
Paraprofessional
To supervise follow-up activities
carried out by the paraprofessional
Curriculum Content in English
Teacher
To coordinate competencies taught
in each of the languages in the
different subject areas and to
consult/discuss student=s progress
Plans developed by a linguistically
qualified teacher for use by the
paraprofessional
Common planning time of teachers
and paraprofessionals responsible for
instruction to same group of students
Common planning time of teachers
and paraprofessionals responsible for
instruction to same group of students
Between Schools
Special Spanish-S and World
Languages B Spanish teachers in
sending
school
supporting
articulation with Foreign Language
Department staff in receiving school
To determine the correct course
placement of students wishing to
continue their Spanish language
study.
Evidence of articulation meeting or
transmittal of pertinent information
Recordkeeping
There are no special recordkeeping requirements in a BISO school other than those inherent in the
instructional components in which the students participate.
Procedures to Be Followed in Classification of a BISO
Request for classification of a school as a bilingual school organization may be initiated at the school
level, the Region Center or the district office. Schools wishing to be classified as a bilingual school
must include the following steps:
- 90 -
C Evidence of involvement and support of the school faculty, the school administration, the
community it serves, as well as the Region Center and district office administration.
C Analysis of the fiscal implication of the school and the source of funding.
C A longitudinal plan for the orderly phase-in of the bilingual school organization.
C A plan providing a reasonable alternative for students who do not wish to participate.
C Evidence of linguistically qualified teachers.
Request and plan must be approved by Region Center Superintendent and submitted to the Deputy
Superintendent of Curriculum and Instruction for review and transmitted to the Superintendent of
Schools.
Procedures to Be Followed in De-Classification of a BISO School
Request for de-classification of a school as a bilingual school organization will follow essentially the
same procedures as for classification, with involvement of school personnel, the community served
by the school, the Region Center administration, and the Deputy Superintendent of Curriculum and
Instruction.
Schools wishing to be de-classified as a bilingual school must follow the following steps:
C Submit evidence of involvement and support of the school faculty, the school administration,
the community it serves, as well as the Region Center Superintendent, and district office
administration.
C Submit a plan for phasing out the participation in Curriculum Content in the Home Language of
students who are of English language origin and others who are independent in English.
C Submit a plan for the re-assignment of any supplementary personnel.
C Submit a plan for an orderly return to their regular attendance schools of those students who
may be participating in the bilingual school organization as a result of a curriculum transfer.
Authorization to discontinue a bilingual school organization is contingent on approval of the Region
Center Superintendent, Deputy Superintendent of Curriculum and Instruction , and the
Superintendent of Schools.
The de-classification of a school as a bilingual organization in no way relieves the school of the
obligation to offer ESOL, CCHL for LEP students, and Spanish-S and World Languages B Spanish
for all eligible students.
EXTENDED FOREIGN LANGUAGE PROGRAM (EFL)
- 91 -
Organizational Definition
EFL refers to a program delivery system offered at the elementary, middle and senior high levels. At
the elementary level it follows the same organization as a BISO model except that it is only offered in
selected classes per grade level. The EFL Program emphasizes the teaching of language arts and
curriculum content in both English and another language (i.e., Spanish, French, Italian, and Haitian
Creole).
Requirement Status
Participation in the Extended Foreign Language Program is completely voluntary.
Organizational Goal and Objectives
Students in the EFL Program receive approximately 60% of their instruction in English and 40% in
the other-than-English language. The goal of the program is to produce students who master both
English and another language commensurate with their experiential and educational levels, ages, and
interests, who can function easily when learning subject matter in either language, and who can
interact effectively with members of both cultures.
Time for Instruction
The time for instruction in the several areas of study follows the norms established for all elementary
schools, with up to one hundred and twenty (120) minutes daily of instruction in the target language.
The amount of time devoted to instruction in social sciences, science, mathematics, and in the target
language will vary, depending on the model selected by each school site.
Organization
There are several possible models. These are based on the linguistic abilities of the staff at the school
and on the language origin of its students. The ultimate goal is that students would receive
approximately 60% of the instruction in English and 40% in the other than English language.
Following are brief descriptions of EFL program models: that are based on the teacher=s linguistic
ability.
- 92 -
Elementary School Instructional Models
Model A
One hour daily of instruction in a language other than English
Rotating team of two teachers:
C Teacher A: all subject areas in English to both classes
C Teacher B: one hour of Language Arts in selected second language to both classes
A bilingual teacher:
C all subject areas in English
C one hour of Language Arts in selected second language
Model B
One and one-half hours daily of instructional time in a language other than English
Rotating team of two teachers:
C Teacher A: all subject areas in English to both classes
C Teacher B: one hour of Language Arts in selected second language and one-half hour of a content
area in selected second language to both classes
A bilingual teacher:
C all subject areas in English
C one hour of Language Arts in selected second language
C one-half hour of a content area in selected second language
Model C
Two hours daily of instructional time in a language other than English
Rotating team of two teachers:
C Teacher A: all subject areas in English to both classes
C Teacher B: one hour of Language Arts, one-half hour of a content area, and one-half hour of
mathematics in selected second language to both classes.
A bilingual teacher:
C all subject areas in English
C one hour of Language Arts in selected second language
C one-half hour of a content area in selected second language
C one-half hour of Mathematics in selected second language
Schools may propose other models that would better serve the individual school=s population.
- 93 -
Middle School Instructional Models
Model A:
C
C
One period daily of foreign language instruction
One period daily of a content area course taught in the target language
The schools may choose a particular subject area sequence for all three grades. For example, Social
Sciences:
Social Sciences Sample
sixth grade
Geography
seventh grade
Civics
eighth grade
U.S. History
The schools may also choose to alternate the subject areas in the different grades.
Model B:
C
C
One period daily of foreign language instruction
Two periods daily of a content area course taught in the target language daily
The schools may choose a particular subject area sequence as cited in Model A. For example, a
Social Sciences sequence may be combined with another content area and/or an elective course.
Social Sciences/Content Area/Elective Sample
sixth grade
Geography
Science or Elective
seventh grade
Civics
Science or Elective
eighth grade
U.S. History
Science or Elective
- 94 -
Senior High School Instructional Models
Model A:
C
C
One period daily of foreign language instruction
One period daily of a content area course taught in the target language daily
The schools may choose any content area course for each grade level.
Sample
ninth grade
World History
tenth grade
Biology I or Elective
eleventh grade
American History
twelfth grade
Government/Economics
Model B:
C
C
One period daily of foreign language instruction
Two periods daily of a content area course taught in the target language daily
The school may choose any two content area courses for each grade level or a combination of
content area and an elective course.
Sample
ninth grade
World History
Science or Elective
tenth grade
Biology I or Elective
Business or Elective
eleventh grade
American History
Mathematics or Elective
twelfth grade
Government/Economics
Science or Elective
Entry/Exit Procedures
Starting in kindergarten, students who attend a school with an EFL Program are normally assigned
to participate in the program based on parental request and are expected to continue to participate
through the last grade offered in the school. The program is voluntary, and those students whose
parent(s)/guardian(s) prefer not to participate are assigned to a regular program within the same
school.
Participation in each instructional component (i.e., Language Arts in English, ESOL, Language Arts
in the target language, etc.) must be in accordance with the established Competency-Based
Curriculum criteria for each individual subject area.
- 95 -
Grading and Promotion
The following standards are to be observed for grading and promoting students:
C The same standards are to be observed for grading and promoting students as for any other type of
school organization as established in the Student Progression Plan.
C Report card Comment No. 25, ADual language instruction is provided in this subject@ should be
entered for each of the basic subject areas (social sciences, science, and mathematics) where
students are being instructed in both English and the target language.
C Grades entered on the report card in the basic subject areas of social sciences, science, and
mathematics should reflect mastery of concepts and skills in the student=s home language until the
student achieves an independent classification in his second language.
C Students who are receiving mathematics, science, or social sciences in a language other than their
native language must be given a grade that realistically reflects their achievement in each area
without interference from their lack of proficiency in the targeted second language.
C Promotion of students to the next higher grade level within elementary schools cannot be denied
as a result of a Asecond language barrier@ either for an English or other language than English
origin student.
Staffing
The EFL program will be implemented within the current level of allocation. Schools wishing to
participate will need to have sufficient linguistically qualified teachers (in the language other than
English).
Recordkeeping
There are no special recordkeeping requirements other than those inherent in the instructional
components in which the students participate.
Resources
The Division of Bilingual Education and World Languages will provide participating schools: (1)
teacher training, including substitute released time; (2) fiscal support subject to availability of funds
to purchase instructional materials in the language other than English; and (3) administrative support
in the form of follow-up and program monitoring.
The choice of language may require time and expertise for instructional material development since
there are few existing curricular materials in some languages, such as Haitian Creole.
Procedures to be followed for initiation of the EFL program
- 96 -
Schools that wish to implement the program must meet the following criteria:
C
C
C
C
C
C
Strong evidence of administrative and faculty support.
Strong evidence of community and parental support.
Selection of a language other than English which is reflective of community's language resources.
Evidence of teachers' willingness and commitment to participate in the program.
Commitment to continuation of the program.
Plan for expanding the program beyond the first year of implementation, including articulation
with middle and senior high school.
C Complete application submitted and approved by Region Center and Division of Bilingual
Education and World Languages administrations.
Procedures to be followed for termination of EFL program
Schools that wish to terminate the program must meet the following criteria:
C Memorandum describing reasons for termination of program must be submitted for approval to
the Region Center and Division of Bilingual Education and World Languages administrations.
C Evidence of faculty and parental support for termination of program.
C Written notification of program termination to parents of participating students.
International Studies Program
The International Studies (IS) program provides students with an international curriculum which
emphasizes study in a second language (French, German, or Spanish). Students increase their
language mastery as they study literature, mathematics, history, and geography in the language of
choice. IS students are often taught by instructors from France, Germany, and Spain, according to a
unique and cooperative agreement between M-DCPS and the governments of these countries.
Students participating in the IS program are encouraged to work at their highest level in non-IS
courses and commonly enroll in Honors and Advanced Placement (AP) level courses in English,
science, social sciences, and the arts. The IS program is offered to any student who attends or is
eligible to attend an M-DCPS school.
- 97 -