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Directory ofDual Language Programs

in Texas

Compiled 1996

Version: December 15, 1996

Southwest Educational Development LaboratoryMultifunctional Resource Center

Directory ofDual Language Programs

in Texas

Compiled 1996Version: December 15, 1996

Dr. Betty Mace-MatluckCris Garza

Suzanne Ashby

Southwest Educational Development LaboratoryMultifunctional Resource Center

211 East 7th StreetAustin, Texas 78701

(512) 476-6861FAX (512) 476-2286

Preface

The Southwest Educational Development Laboratory's Multifunctional Resource Center(SEDL/MRC) has facilitated a Dual Language Networking Conference annually over the past twoyears. At the request of the four Title VII dual language programs that existed in Texas in the1994-1995 school year, the first networking conference was convened at SEDL headquarters inAustin on January 27, 1995. The purpose was for program staff (such as administrators, teachers,and instructional aides) to get acquainted, share information, and possibly plan for a secondconference. By popular demand, a second conference was held in Austin, January 26, 1996.Participants included staff members from districts funded by Title VII and by local resources.Represented were schools with well-established programs, schools with new programs, andschools who were planning for implementation in the near future.

The Directory of Dual Language Programs in Texas was compiled at the request of theparticipants from the two networking conferences. The purpose of the directory is to provideinformation on the variety of programs that exist in Texas. It is anticipated that such informationwill be useful to school personnel who want to expand/improve their programs, to start a program,or to help refine their programs to help children in Texas grow in the use of two languages.Program information was provided by each school district represented. This volume contains 17program descriptions (33 schools), a listing of 5 schools who have programs (descriptions notavailable), and a listing of 16 schools in the planning phase of implementation.

We appreciate the many schools and school districts who provided information in response to ourmany phone calls and inquiries. We also want to thank Donna Christian and Anna Whitcher fromthe Center for Applied Linguistics, who along with the National Center for Research on CulturalDiversity and Second Language Learning, for providing us with the Directory of Two WayBilingual Programs in the United States. We drew upon the information in that directory for bothformat and content for the program descriptions.

We hope you will find the directory to be a valuable tool as you continue your networkingactivities.

Criselda (Cris) Garza, SEDLSuzanne Ashby, SEDL

Contents

Program DescriptionsBaytown .......................................................................................................................1

Goose Creek Consolidated Independent School District Crockett Elementary Lorenzo DeZavala Elementary

Dallas.............................................................................................................................9Dallas Independent School District Ignacio Zaragoza Elementary

Del Rio.........................................................................................................................15San Felipe/Del Rio Consolidated Independent School District Austin Elementary Calderon Elementary Chavira Elementary East Side Elementary Garfield Elementary Lamar Elementary North Heights Elementary Sam Houston Elementary Travis Elementary

El Paso .......................................................................................................................19El Paso Independent School District Rivera Elementary Rusk ElementaryYsleta Independent School District Alicia Chacon International School Eastwood Heights Elementary

Houston .....................................................................................................................35Houston Independent School District Herod ElementarySpring Branch Independent School District Hollibrook Elementary

Jacksonville.................................................................................................................43Jacksonville Independent School District Westside Kindergarten Joe Wright Elementary

Lufkin .........................................................................................................................47Lufkin Independent School District Slack Elementary

McAllen.......................................................................................................................51McAllen Independent School District Wilson Elementary School

Pearsall .......................................................................................................................55Pearsall Independent School District Ted Torres Kindergarten Westside Elementary Intermediate School

San Antonio ...............................................................................................................59Edgewood Independent School District Burleson ElementarySan Antonio Independent School District Pauline Nelson ElementarySouthwest Independent School District

Other Dual Language Programs .....................................................................................71

Programs in Planning Phase ...........................................................................................73

Goose Creek Consolidated Independent School DistrictBaytown, Texas

Friends Living and Learning TogetherAmigos Viviendo y Aprendiendo Juntos

Schools:Crockett Elementary4500 Barkaloo RoadBaytown, TX 77521(713) 420-4645FAX (713) 420-4649

Contact persons:Wynona Montgomery, Principal Karen Thomas/Amparo MartinezCrockett Elementary Crockett Elementary4500 Barkaloo Road 4500 Barkaloo RoadBaytown, TX 77521 Baytown, TX 77521(713) 420-4645 (713) 420-4645

BACKGROUND INFORMATION

Languages used in the program: Grade level(s) of the program:Spanish/English K

Year program began: Grade level increases planned:1992 (Uncertain)

Ethnic/racial breakdown of school: Program size:56% White; 36% Hispanic; 8% Black Grade Level # of classes Class Size

K 2 22Criteria for selecting and acceptingstudents: Funding sources:Spanish speakers: District fundsNoneEnglish speakers: Program materials available to others:None None

Recruitment procedures:None

*Based on information provided in 1995.

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Program Objectives:

• The students will develop an understanding and appreciation of a culture other than their own• The students will develop an interest in learning another language• The students will learn basic school-related and life skill vocabulary in a second language• The students will develop skills in working and playing cooperatively with each other

INSTRUCTIONAL DESIGN AND PROGRAM STAFFING

Percent of time Spanish Instructional grouping:is used for instruction: LEP and EP students are integrated for oneK(Bilingual) 75% and a half hours a day and are separatedK(Mainstream) 20% for Language Arts instruction.

Method of separating languages Percent of program teachersfor instruction: proficient in both languages:By block of time, subject, day 50%

Languages used for content area subjects Percent of program staffand electives: proficient in both languages:K-Spanish instruction: 50%Language Arts, Math, Social Studies,Science, Art, Music, P.E. Additional program staff:K-English instruction: •1 part time bilingual aideLanguage Arts, Math, Social Studies, •1 part time monolingual (English) aideScience, Art, Music, P.E.

Computer use:Language of initial reading instruction: In English-mostly Math and someSpanish speakers: Language ArtsSpanishEnglish speakers: Curriculum/materials development:English None

PROGRAM EVALUATION

Evaluator:In-house evaluations at this time conducted by principal and assistant principal.

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency LAS-O

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English language proficiency LAS

Academic achievement in target language Teacher-made tests

Academic achievement in English Teacher-made tests

COMMUNITY SUPPORT AND VIEWPOINT

Parent involvement:• Classroom assistance

Community responses to the program:• Spanish-speaking parents are encouraged that their children have learned so much English• English-speaking parents have been impressed with the spirit of cooperation among all children

Advice to start-up programs:• Involve parents from the beginning of preparation; get their enthusiasm to work for you• Teaching reading in the student's native tongue is very important to the success of the program

Most important feature of the program:• Motivation of the teachers and cooperation among them

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Goose Creek Consolidated Independent School DistrictBaytown, Texas

Dual Language Program

School:Lorenzo DeZavala Elementary305 Tri-City Beach Rd.Baytown, TX 77520(713) 420-4920FAX (713) 420-4916

Contact persons:Sharron Carroll Patricia GonzalezTeacher, K-Gifted and Talented Teacher K-Bilingual-Gifted and Talented305 Tri-City Beach Rd. 305 Tri-City Beach Rd.Baytown, TX 77520 Baytown, TX 77520(713) 420-4920 (713) 420-4920


Languages used in the program: Grade level(s) of the program:Spanish/English K-1

Year program began: Grade level increases planned:1993 (None until program is evaluated)

Ethnic/racial breakdown of school: Program size:47% White; 46% Hispanic; 7% Black Grade Level # of classes Class Size

K-1 2 40Criteria for selecting and acceptingstudents: Funding sources:Spanish speakers: District fundsPre-LASEnglish speakers: Program materials available to others:Qualification for Gifted Kindergarten None

Recruitment procedures:None

Program Objectives:

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• To utilize a dual language model to produce a bilingual, biliterate population


Percent of time Spanish Instructional grouping:is used for instruction: LEP and EP students are integrated theK-1 50% entire day except for Reading and Math

Method of separating languages Percent of program teachersfor instruction: proficient in both languages:By block of time, subject, and day 50%

Languages used for content area subjects Percent of program staffand electives: proficient in both languages:K-1 Spanish instruction: 50%Spanish Speakers, Language Arts, with Math,Science, Social Studies, and the Calendar Additional program staff: on alternate days •1 part time bilingual aideK-1 English instruction: •1 part time monolingual (English) aideEnglish Speakers, Language Arts, with Math,Social Studies, Science, and the Calendar Computer use:on alternate days In English-mostly Math and some

Language ArtsLanguage of initial reading instruction:Spanish speakers: Curriculum/materials development:Spanish NoneEnglish speakers:English

PROGRAM EVALUATION

Evaluator:In-house evaluations at this time conducted by principal and assistant principal.

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency Pre-LAS

English language proficiency Pre-LAS

Academic achievement in target language NAPT (Spanish) La Prueba

Reading ability in English and Spanish MacMillan/MacGraw Reading Test

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Parent involvement:• School visitations• Classroom assistance (e.g., help with material preparation and directing learning centers)

Advice to start-up programs:• Involve parents from the beginning of preparation; get their enthusiasm to work for you• Teaching reading in the student's native tongue is very important to the success of the program

Most important feature of the program:• Motivation of the teachers and cooperation among them

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Dallas Independent School DistrictDallas, Texas

"Unidos Podemos/Together We Can"A Dual Language/Share Teaching Pilot Program

School:Ignacio Zaragoza Elementary4550 WorthDallas, Texas 75246(214) 841-5260FAX (214) 841-5258

Contact persons:William Martinez, Director Ramon Guerrero, PrincipalBilingual Education/ESL Department Ignacio Zaragosa ElementaryDallas Independent School District 4550 WorthLincoln Instructional Center Dallas, Texas 752465000 S. Oakland Avenue (214) 841-5260Dallas, Texas 75215 FAX (214) 841-5258(214) 426-3234 Ext. 521 or 432


Languages used in the program: Grade level(s) of the program:Spanish/English PK-1

Year program began: Grade Level increases planned:1993 1994: PK-2

1995: PK-3Ethnic/Racial breakdown of school: 1996: PK-479% Hispanic; 6% Anglo; 8% 1997: PK-5African American; 5% Asian; 1998: PK-62% Native American Program Size: Grade level # of classes Class size

Pre-K 4 22K 2 221 2 2

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Criteria for selecting andaccepting students: None Funding sources:Spanish speakers State, LocalPK All students eligible for the program. (Students identified as Recruitment procedures:limited English proficient by the Students were not recruited.LPAC as well as non-LEP Spanish Cross grade-level parent/teacherspeakers) meetings, discussions, newsletters,K-1 Students identified as limited as on-going venues of communicationEnglish proficient by the LPAC only between school and home are used to (due to space limitations) keep parents informed. Parent interest, English speakers: support and desire for their child'sPK All students eligible for the continuation in the program wasprogram. surveyed at the end of the year.K-1 LEP and non LEP students forwhom Spanish may or may not be Program materials availablespoken in the home to others:

Program brochure being developedOther non-native English speakers Handouts provided at on-site visit visitin the program: Workshop presentations of pilotCambodian, Native American, program by team membersVietnamese Staff development presentations

on components or strategies

Program objectives:

• To increase the academic achievement of LEP and non LEP students participating in the duallanguage program• To provide opportunities to linguistic integrated groups of students in order to maintain orincrease linguistic competency in two languages in order to compete in a global economy andinterdependent world• To increase measured proficiency in the acquisition of a second (or third) language through adevelopmental natural approach in an optimum learning environment• To utilize effective whole language teaching practices which will result in the development ofcomprehension of concepts in both languages• To develop and utilize a continuum to monitor the continuous progress of children participatingin the program• To assure that students participate in activities in which they will demonstrate equitable treatmentof individual differences


Percent of time Spanish is Instructional grouping:used for instruction: All students participate in dual languagePre-K: 25% instruction during mini-lessons. (1-3

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K: 40% depending on grade level.) These mini-1: 60% lessons, with both groups present, serve

as the initial introduction of concepts,key vocabulary, and skills which are

Method of separating integrated and never taught in isolation.languages for instruction: Extension and learning center activitiesSeparated by teacher. are provided in the individual teachers'Dual language instruction classrooms.(Spanish by Bil. Ed. teacherthen English by the ESL Percent of program teachersteacher) is provided through proficient in both languages:literature based, thematic 50%mini-lessons to both groupstogether. All students are Additional program staff:guided to say the words, phrases, Pre-K: 2 bilingual teacher assistantsand sentences in target language K-1: bilingual teacher assistantof the lesson. Responses are (scheduled 30 minutes 3 times a week)acknowledged and validated butmodeled in the target language Computer use:of the lesson. In Spanish and English

(Sticky Bears, Millie's Math)Languages used for content area subjects Curriculum/Materials development:and electives: Grade level partners collaboratively planSpanish and English are used and develop the bilingual curriculumduring the mini-lessons which is literature-based and organizedContent areas are integrated into thematic units. The curriculum isin the interdisciplinary written so that mastery of the Texascurriculum. Essential Elements is ensured. It is designed to meet the needs of limitedLanguage of initial reading English proficient students and provideinstruction: Spanish as enrichment to other studentsSpanish speakers: Spanish (SSL). Second language instruction ofEnglish speakers: English sufficient quantity is made comprehensibleOther non English speakers: and relevant to the students' backgroundEnglish and culture. High standards are maintained

in language and cognitive development activities designed to produce desiredstudent outcomes of bilingual fluency,communication, and literacy. The"Yo Escribo" program is used as theapproach to writing. It is an emergentearly literacy project in which readingand writing are integrated intoone process. Curricular activities promote active, hands-on participationin a cooperative learning environment.Multicultural education is infused naturally into each thematic unit toprovide students opportunities to develop

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positive attitudes towards the twolanguages and the cultures of otherstudents in the program. Activitiesare written to help students developan understanding, appreciation, andhigh esteem of their culture andother cultures. Materials developedinclude: thematic teaching, bulletinboards, behavior folders, pictorialbehavior charts (assertive discipline),and a weekly parent's newsletter.

PROGRAM EVALUATION

Evaluator:Presently, no outside person(s) assigned.

Evaluation components and procedures:Items under assessment Procedures/InstrumentsEnglish proficiency: Pre-LAS

Spanish proficiency: Pre-LAS

Academic achievement in English: ITBS (Pre-K-1), Teacher observation

Academic achievement in Spanish: SABE (1st. Grade), Teacher observation

Teachers monitor student progress through observation, performance and portfolio assessment. Authentic assessment procedures are also included for the affective, linguistic, and cognitivecomponents.


Parent involvement:• Classroom visitations and assistance• Parent volunteers• Parent workshops

Community responses to the program:• Positive acceptance by parents of participating students as evidenced by results of survey at theend of the year.

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• Parent interest and support of the program demonstrated by frequent visits and interaction withthe teachers.

Advice to start up programs:• Don't sacrifice your vision even though some will question its validity. Remember, validationcomes from matching your ideas with the research.• A successful program is based on team work. Make sure all members of the team feel they haveownership in the program. Working and planning collaboratively is crucial to the successfulimplementation of the program.• Communicate with parents, your school staff, administrators before and during theimplementation of the program.• Find a mentor you can lean on for support.• Don't lose sight of the focus of the program: the children. They are the reason for the program,they are the benefactors, they reflect the success of your efforts.• Never give up.

Most important features of the program:• TEAMWORK: Working/thinking/sharing as a team• Mini-lessons• Cross grade level planning

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San Felipe Del Rio Consolidated Independent School DistrictDel Rio, Texas

ADAPT - A Developmentally Appropriate Program of Teaching

Schools:Austin Elementary (Pre-K) (210) 774-9446Sam Houston Elementary (K) (210) 774-9519Travis Elementary (K) (210) 774-9526Calderon Elementary (K-5) (210) 774-9968Chavira Elementary (1-5) (210) 774-9513East Side Elementary (1-5) (210) 774-9466Garfield Elementary (1-5) (210) 774-9476Lamar Elementary (1-5) (210) 774-9491North Heights Elementary (105) (210) 774-9501

Contact person:Al Cervantes, Bilingual Director

San Felipe Del Rio ISD205 Memorial DriveDel Rio, Texas 78840

(210) 774-9200FAX (210) 774-9828


Languages used in the program: Grade level(s) of the program:Spanish/English Pre-K-1

Year program began: Grade level increases planned:1994 To grade 2

Ethnic/racial breakdown of school: Program size:80% Hispanic; 20% White Grade Level # of classes Class Size

Pre-K 10 22/1Criteria for selecting and accepting K 23 22/1students: 1 12 22/1Spanish speakers: 2 1 22/1Volunteer (Parent Approval)

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English speakers: Funding sources:Volunteer (Parent Approval) Local

Recruitment procedures: Program materials available to others:Notices to parents, parent meetings, newspaper None at this time

Program Objectives:

• Ensure development of Spanish and English for participants• Ensure acquisition of concepts through developmentally appropriate teaching in both languages• Provide opportunities for participants to enjoy literature in Spanish and English


Percent of time Spanish Instructional grouping:is used for instruction: Heterogeneous grouping for SSL and ESLSpanish dominant children 100% teaching with language driven grouping forEnglish dominant children receive Spanish initial concept teaching. As proficiencyas a 2nd language that increases as ability develops in two languages heterogeneousincreases. grouping increases.

Method of separating languages Percent of program teachersfor instruction: proficient in both languages:Spanish dominant children receive Spanish 97%instruction with ESL instruction.English dominant children receive English Percent of program staffinstruction with SSL instruction. proficient in both languages:

97%Languages used for content area subjects and electives: Additional program staff:K-2 Spanish instruction: ConsultantsFor Spanish speakers with ESL instruction to develop English vocabulary related to concept Computer use:taught. In classroom and in campus labsK-2 English instruction:For English speakers with SSL instruction to Curriculum/materials development:develop Spanish vocabulary related to concept School district curriculum integratedtaught. with Montessori teaching approach.

Language of initial reading instruction:Spanish speakers: SpanishEnglish speakers: English

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PROGRAM EVALUATION

Evaluator:

Jackson & AssociatesSan Antonio, Texas

Evaluation components and procedures:Items under assessment Procedures/InstrumentsOral Language - Spanish Bilingual Syntax Measure

Oral Language - English Bilingual Syntax Measure

Achievement - Spanish Brigance Screening Test

Achievement - English Brigance Screening Test


Parent involvement:• Monthly meeting for parents on status of program• Training on home help

Community responses to the program:• Good - something that is needed for a multi-ethnic, multi-cultural community

School Board's view of the program:• Unanimous approval of School Board• Has been locally funded for three years

Advice to start-up programs:• Keep it small - if possible, it should be in a campus that has Pre-K-5 grade levels.• Keep the program simple - do not attempt more than what is manageable

Most important features of the program:• Excellent materials• Excellent training for teachers

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El Paso Independent School DistrictEl Paso, Texas

Two-Way Bilingual Program*

Schools:Rivera Elementary6455 EscondidoEl Paso, TX 79912(915) 581-4448FAX (915) 585-2337

Contact persons:Argelia Carreon M.L. Lait, PrincipalDirector of Bilingual Education Rivera ElementaryEl Paso Independent School District 6445 Escondido6531 Boeing Drive El Paso, TX 79912El Paso, TX 79925 (915) 581-4448(915) 779-4139 FAX (915) 585-2337FAX (915) 779-4275


Languages used in the program: Grade level(s) of the program:Spanish/English 1-5

Year program began: Grade level increases planned:1992 Kindergarten

Ethnic/racial breakdown of school: Program size:57% Hispanic; 40% White; 3% Other Grade Level # of classes Class Size

1 1 30Criteria for selecting and accepting 2 1 30students: 3 1 30Spanish speakers: 4 1 30Due to low LEP enrollment, all LEP 5 1 30students are include in grades 1-5English speakers: Funding sources:50% of each class are English speakers; State bilingual funds; local fundsselection is based on application andteacher recommendation

*The program operates at two school sites. Each school has a separate entry.

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Recruitment procedures: Program materials available to others:• Parent meetings open to the whole • Brochure school • A video will accompany the brochure and

is presently in the editing process

Program Objectives:

• Students will attain high levels of academic achievement, enhanced interpersonal relationships across cultures, and acquire English and Spanish oral and written competency• Students will improve achievement in reading, writing, and mathematics• Students will acquire a second language and the intellectual benefits of bilingualism• Students will develop creative/critical learning/thinking strategies.• Students will enhance their self-esteem and educational aspirations


Percent of time Spanish Instructional grouping:is used for instruction: Teachers use cooperative learning with 1-5 50% integrated groups, peer tutoring, CIRC

and partner reading.Method of separating languagesfor instruction: Percent of program teachersTeacher determines choice of proficient in both languages:language for instruction 50%

Languages used for content area Percent of program staffsubjects and electives: proficient in both languages:1-5-Spanish instruction: 50%All subjects1-5-English instruction: Additional program staff:All subjects •1 full time program assistant

Language of initial reading Computer use:instruction: Programs in English and SpanishSpanish speakers:Spanish Curriculum/materials development:English speakers: Teachers have developed whole language English thematic units and an integrated curriculum

in English and Spanish.

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PROGRAM EVALUATION

Evaluator:School District Evaluator Five-Year StudyResearch & Evaluation CRESPAR6531 Boeing Drive Dr. Margarita Calderon, Research ScientistEl Paso, TX 79912 Johns Hopkins University(915) 779-4139 3001 Cabot Place

El Paso, TX 79935(915) 595-5971

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency IPT

Woodcock-Munoz Language SurveyEnglish language proficiency IPT

Woodcock-Munoz Language SurveyAcademic achievement in Spanish TASS, portfolio assessment

Academic achievement in English TASS, portfolio assessment

Self-esteem/competence CARE inventory

Attitudes CARE inventory


Parent involvement:• Parent councils, school visitations, and classroom assistance• Sessions on how parents can participate in the teaching and learning process are planned

Community responses to the program:• Very Positive• More students applied for the program than the project can accommodate at present• Educators in the area and throughout Texas continue to visit the program sites

School Board's view of the program:• The board has approved the budget to fund the project

Advice to start-up programs:

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• Include extensive teacher training • Have teachers meet almost daily at first to share and provide support for the effort• Consistent commitment of teachers, principals, and administrators is important

Most important feature of the program:• Team-teaching• Dual language instruction that is facilitated in cooperative groups• Strategies used in gifted programs• Peer-tutoring

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El Paso Independent School DistrictEl Paso, Texas

Two-Way Bilingual Program*

Schools:Rusk Elementary3601 North CopiaEl Paso, TX 79930(915) 565-9941FAX (915) 565-1666

Contact persons:Argelia Carreon Longino Gonzalez, PrincipalDirector of Bilingual Education Rusk ElementaryEl Paso Independent School District 3601 North CopiaEl Paso, TX 79925 El Paso, TX 79912(915) 779-4139 (915) 565-9941FAX (915) 779-4275


Languages used in the program: Grade level(s) of the program:Spanish/English 1-5

Year program began: Grade level increases planned:1992 Kindergarten

Ethnic/racial breakdown of school: Program size:96.4% Hispanic; <1% Black; 3.4% White; Grade Level # of classes Class Size<1% Asian 1 1 30

2 1 30Criteria for selecting and accepting 3 1 30students: 4 1 30Spanish speakers: 5 1 3015 students are selected by a drawingEnglish speakers: Funding sources:15 students are selected by a drawing State bilingual funds; local funds

* The program operates at two school sites. Each school has a separate entry.

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Recruitment procedures: Program materials available to others:• Non-LEP students volunteer • Program description brochure• LEP students are recruited • A video will accompany the brochure and is

presently in the editing process

Program Objectives:

• Students will attain high levels of academic achievement, enhanced interpersonal relationshipsacross cultures, and acquire English and Spanish oral and written competency• Students will improve achievement in reading, writing, and mathematics• Students will acquire a second language and the intellectual benefits of bilingualism• Students will develop creative/critical learning/thinking strategies.• Students will enhance their self-esteem and educational aspirations


Percent of time Spanish Instructional grouping:is used for instruction: Students work in cooperative learning1-5 50% groups and with partners

Method of separating languages Percent of program teachersfor instruction: proficient in both languages:1-Spanish instruction: 50%Reading integrated with SocialStudies and Science Percent of program staff1-English instruction: proficient in both languages:Math, Science, Reading, Social 50%Studies, Art, Music, Language Arts2-Spanish instruction: Additional program staff:Reading integrated with Social • 1 full time program assistantStudies and Science2-English instruction: Computer use:Math, Science, Reading, Social Reading to Write, Writing to Read, andStudies, Music, Language Arts VALE in English and Spanish3-Spanish instruction:Reading, Social Studies Curriculum/materials development:3-English instruction: Teachers have developed thematic unitsMath, Science, Music, Reading,Art, P.E.4-5-Spanish instruction:Reading4-5-English instruction:Math, Science, Reading, SocialStudies, Language Arts

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Language of initial reading instruction:Spanish speakers:SpanishEnglish speakers:English

PROGRAM EVALUATION

Evaluator:School District Evaluator Five-Year StudyResearch & Evaluation CRESPAR6531 Boeing Drive Dr. Margarita Calderon, Research ScientistEl Paso, TX 79912 Johns Hopkins University(915) 779-4139 3001 Cabot Place

El Paso, TX 79935(915) 595-5971


Woodcock-Munoz Language SurveyEnglish language proficiency IPT

Woodcock-Munoz Language SurveyAcademic achievement in Spanish TASS, portfolio assessment

Academic achievement in English TASS, portfolio assessment

Self-esteem/competence CARE inventory

Attitudes CARE inventory


Parent involvement:•School visits•Presentations to parents

Community responses to the program:• Very positive• More students applied for the program than the project can accommodate at present• Educators in the area and throughout Texas continue to visit the program sites

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School Board's view of the program:• Favorable

Advice to start-up programs:• Focus on creativity, sharing, and team teaching

Most important feature of the program:• The focus on problem solving and socialization• Development of higher order thinking skills

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Ysleta Independent School DistrictEl Paso, Texas

Multilingual Magnet School

School:Alicia Chacon International School221 PradoEl Paso, TX 79907(915) 860-7480FAX (915) 859-2131

Contact persons:Bob Schulte, Principal Irma Trujillo221 Prado Bilingual DirectorEl Paso, TX 79907 9600 Sims(915) 860-7480 El Paso, TX 79925FAX (915) 859-2131 (915) 595-5500

FAX (915) 595-6813


Languages used in the program: Grade level(s) of the program:Spanish/English/third language K-3a choice of Chinese, Japanese,Russian, and German Grade level increases planned:

one grade per year to 6Year program began:1995 Program size:

Grade Level # of classes Class SizeEthnic/racial breakdown of school: K 4 225% White; 90% Hispanic; 4% Black 1 4 221% other 2/3 6 22

Criteria for selecting and accepting Funding sources:students: State bilingual and state fundsSpanish speakers:Home Language Survey, Pre-LAS, live in district Program materials available to othersEnglish speakers: Brochure, video, program highlightsHome Language Survey, live in district

*Revised 4/15/96

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Other non-native speakersin the program:One of target language(German, Japanese, Russian, Chinese)

Recruitment procedures:Parental meetings open to everyone

Program Objectives:

•Multilingual students who are bicognizant in English and Spanish and fluent in a third language(Chinese, Japanese, German, or Russian)


Percent of time Spanish Instructional grouping:is used for instruction: Students are integrated all day inK 80% cooperative groups, centers used for 1 80% instruction, individual and whole groups.2/3 80%

Percent of program teachersproficient in both languages:100%

Method of separating languagesfor instruction: Percent of program staffTeam teaching, switch teachers proficient in both languages:

100%Languages used for content area subjectsand electives: Additional program staff:*K-2-Spanish instruction: •Ballet Instructor •Librarian75-80% •Karate Instructor •P.E. InstructorK-2-English instruction: •Kung Fu Instructor15-10%K-3-Third Language: Computer Use:10% Four available in each classroom

Language of initial reading instruction: Curriculum/materials development:Spanish speakers: Thematic Units prepared by teachers;Spanish based on TAAS objectives.

English speakers: *All faculty and staff are fluent in bothSpanish English and Spanish.

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PROGRAM EVALUATION

Evaluator:Rosa Molina and Lucille HousenRiver Glen Elementary1610 Bird AvenueSan Jose, CA 95125(408) 283-0434FAX (408) 298-8377

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency PreLAS, LAS

English language proficiency PreLAS, LAS

Academic achievement in target language Spanish TAAS

Academic achievement in English TAAS


Parent involvement:• Each family signs contract to fulfill four hours of volunteerism per month

Community responses to the program:• Very positive• Board very positive

Advice to start-up programs:• Research! • Have a mentor school, such as River Glen is for Chacon International• Have support of school and community

Most important feature of the program:• Student success in two-way

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Ysleta Independent School DistrictEl Paso, Texas

Eastwood Heights Elementary Dual Language Program

School:Eastwood Heights Elementary10530 JanwayEl Paso, TX 79925(915) 598-5469FAX (915) 591-8960

Contact persons:Margaret Bustamante, Principal Maria L. Oliva, Lead TeacherEastwood Heights Elementary Eastwood Heights Elementary10530 Janway 10530 JanwayEl Paso, TX 79225 El Paso, TX 79925(915) 598-5469 (915) 598-5469FAX (915) 591-8960 FAX (915) 591-8960



Year program began: Grade level increases planned:1993 One grade level per year to grade 5.

Ethnic/racial breakdown of school: Program size:80% Hispanic; 20% White Grade Level # of classes Class Size

Pre-K 1 18Criteria for selecting and accepting K 1 22students: 1 1 22Spanish speakers: 2 1 22Home Language Survey, Pre-LAS, in school district, qualify for Bilingual Program Funding sources:English speakers: State bilingual funds; technologyHome Language Survey, Pre-LAS, area grantsof residence, entry of level may come atPK, K, or begining 1st grade *revised 4/15/96

Recruitment procedures: Program materials available to others:Parental meetings open to everyone, • BrochureSiblings of children in the program

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Program Objectives:

• To provide instructional equity in both English and Spanish to integrated groups of nativeSpanish and native English speakers• To honor the linguistic rights of children so that they maintain their native language while theyenrich their educational experience by learning a second language• To challenge students so that they strive for academic excellence in both English and Spanish


Percent of time Spanish Instructional grouping:is used for instruction: Students are integrated all day Pre-K-K 90%1 80% Percent of program teachers2 80% proficient in both languages:

100%Method of separating languagesfor instruction: Percent of program staffPeriod of instruction (each teacher is a proficient in both languages:monolingual Spanish teacher in her own class 30%and an English Exchange teacher in another)

Additional program staff:Languages used for content area •1 full time bilingual aidesubjects and electives: •1 full time speech teacherPre-2-Spanish instruction: •2 full time resource specialistLanguage Arts, Content Area, •4 full time P.E. instructorsElectives •1 full time Fine Arts instructorPre-2-English instruction: •1 full time librarianP.E., Fine Arts, ESL

Computer use:Language of initial reading instruction: VALE K-1 (Spanish); EarlySpanish speakers: Language Connections PreK-2 (in SpanishSpanish English)English speakers:Spanish Curriculum/material development:

The Spanish Language Arts program isthematic/literature based program which isimplemented using active learning, hands-onexperienced based activities. El TallerPreescolar de Scholastic, Estrellitas SpanishReading Program (1st grade), andCuentamundos de MacMillan are the currentadoptions along with many supplementaryinterdisciplinary reading materials.The curriculum meets the needs of studentswho have been identified as limited English

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proficient.The dual language curriculum providesEnglish speakers with the unique opportunityto acquire Spanish and to become bilingual inearly childhood.

PROGRAM EVALUATION

Evaluator:Margaret Bustamante10530 JanwayEl Paso, TX 79925(915) 595-5469FAX (915) 591-8960

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency Pre-LAS, LAS

English language proficiency TAAS (Grades 3-6)

Academics in Spanish and English Checklists and Observations,and English Teacher Tests, Workfolders,

TAAS


Parent involvement:• School visits and classroom assistance

Community responses to the program:• The community is supportive once the program is explained (no trouble recruiting students)

School Board's view of the program:• Supportive; interested in the development of the program

Advice to start-up programs:• Find a Two-way Language Immersion consultant

Most important feature of the program:• Teachers, parents, and students believe that literacy in two languages is desirable and attainable

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Houston Independent School DistrictHouston, Texas

Compartiendo Culturas/Sharing Cultures

School:Herod Elementary School5627 JasonHouston, TX 77096(713) 778-3315FAX (713) 778-3317

Contact persons:Frances M. McArthur Maria Brewer Nancy NicholsDual Language Coordinator Herod Elementary School PrincipalHerod Elementary School 5627 Jason Herod Elementary School5627 Jason Houston, TX 77096 5627 JasonHouston, TX 77096 (713) 778-3315 Houston, TX 77096(713) 778-3315 (713) 778-3315



Year program began: Grade level increases planned:1994 One grade level per year to grade 5

Ethnic/racial breakdown of school: Program size:25% Hispanic; 20% Black; 48% White; Grade Level # of classes Class Size6% Asian K 1 22

1 1 22Criteria for selecting and accepting 2 1 22students: 3 1 22Spanish speakers:All Spanish-speaking students participate Funding sources:English speakers: Title VII GrantFirst-come, first-served; parental commitment

Recruitment procedures: Program materials available to others:•Brochures •Video brochures•Community and parental meeting •Program guidelines

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•Mailings •Newsletter

Program Objectives:

•Students will acquire basic communicative skills in the second language •Students will attain mastery in all academic areas•Students will develop cross-cultural attitudes•Staff will improve the quality of instruction by participating in staff development•Parents will gain understanding of the program


Percent of time Spanish Instructional grouping:is used for instruction: Students are integrated the entire day for K-3 50% content areas and special classes. They are

separated 45 minutes daily for LanguageMethod of separating languages for Arts in their dominant language.instruction:By theme: language use alternates every Percent of program teachers five days, completely in Spanish or English. proficient in both languages

100%Languages used for content area subjectsand electives: Percent of program staff K-3 Spanish instruction: proficient in both languages:Language Arts for LEPs, Social Studies, 100%Science, Math (by theme)K-3-English instruction: Additional program staff:Language Arts for FEPs, Social Studies, •3 full time bilingual aidesMath (by theme), Art, P.E., Music, •1 full time dual language coordinatorComputer, Library

Computer use:Language of initial reading instruction: Computer use in English and Spanish:Spanish speakers: Bilingual Writing Center, Claris Works,Spanish Living Books, Kid PixEnglish speakers:English Curriculum/materials development:

Coordinator and teachers are currently developing curricula in both Spanish and English.

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PROGRAM EVALUATION

Evaluator:Daniel Luna3830 Richmond AvenueHouston, TX 77027

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency LAS

English language proficiency LAS

Academic achievement in non-English language TAAS

Academic achievement in English TAAS

Self-esteem/competence Survey

Attitudes Survey


Parent involvement:• Parents councils, classroom assistance, parent language classes• English (ESL) offered to Spanish-speaking parents• Spanish lessons offered to English-speaking parents• Parenting classes and "Make and Take" classes offered to both groups

Community responses to the program:• Very positive

School Board's view of the program:• Very positive

Advice to start-up programs:• Take a year to plan

Most important feature of the program:• Technology in the classroom• Strong parental involvement

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Spring Branch Independent School DistrictHouston, Texas

Two-Way Developmental Bilingual Program at Hollibrook

Schools:Hollibrook Elementary3602 HollisterHouston, TX 77080(713) 329-6430FAX (713) 329-6440

Contact persons:LaVerie Wise Agelia DurandAssistant Principal Bilingual/ESL ConsultantHollibrook Elementary Hollibrook Elementary3602 Hollister 3602 HollisterHouston, TX 77080 Houston, TX 77080(713) 329-6430 (713) 329-6430



Year program began: Grade level increases planned:1991 One grade per level per year to grade 5

Ethnic/racial breakdown of school: Program size:83% Hispanic; 1% Black; 12% White; Grade Level # of classes Class Size3% Asian K 2 22

1 2 19Criteria for selecting and accepting 2 2 18students: 3 2 18Spanish speakers:No criteria: Funding sources:English speakers: Special funding has not been used, but a No criteria committee hopes to write a grant to

address this issue.

*Based on information provided in 1994.

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Recruitment procedures: Program materials available to others:Students are not recruited; parents •Staff and students interviewed on nightlyinformed through discussions and are newsreceptive and supportive of the program. •School has been featured in local

newspaper•Students filmed for PBS documentary on education that appeared in the spring of 1993

Program Objectives

• To have biliterate and bilingual students when they leave the program


Percent of time Spanish Instructional grouping:is used for instruction: Students work in centers where twoK-1 80% bilingual students are paired with two2 70% monolingual students. Peer tutoring takes3 20% place on a weekly basis. Students from all

from all grades are grouped to work andMethod of separating languages tutor each other. Teachers also conductfor instruction: whole group activities.By teacher: students and teachers arehoused together where core subjects are Percent of program teacherstaught in the student's dominant language proficient in both languages:by the corresponding teacher. Students 63%from both language groups then work incenters or groups to accomplish Percent of program staff the same task. proficient in both languages: 59%Languages used for content area subjectsand electives: Additional program staff:K-Spanish instruction: •1 part time bilingual aideLanguage Arts, Math, Art, Sustained Silent •2 full time health fitness aidesReading, Social Studies, and Science •1 full time counselor staff:K-English instruction: •1 full time ESL specialistMusic, Health Fitness, ESL •1 full time bilingual consultant1-Spanish instruction: •1 full time reading specialistLanguage Arts, Math, Art, Sustained Silent •2 full time resource teachersReading, Social Studies •1 full time speech therapist1-English instruction: •2 full time social workersMusic, Health Fitness, Science, Art, ESL •5 office staff

2-Spanish instruction: Computer use:Language Arts, Math, Science, social Studies Computer use in English and Spanish:2-English instruction: Tapestry, Bank Street Writer, Super

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Music, Language Arts, Math, Science, Social Print IIStudies3-Spanish instruction: Curriculum/materials development:Language Arts, Sustained Silent Reading Each grade level two-way bilingual team3-English instruction: develops its own curriculum in SpanishMusic, Language Arts, Math, Social Studies, and English based on Essential Elements,Sustained Silent Reading, Health Fitness needs of the students, and thematic units.


PROGRAM EVALUATION

Evaluator:Roy Ford, PrincipalLa Verie Wise & Susan Smith, Assistant PrincipalHollibrook Elementary3602 HollisterHouston, TX 77080(713) 329-6430


English language proficiency IPT

Academic achievement in Spanish SABE, BOEHM, kindergartendevelopment checklist

Academic achievement in English NAPT, TAAS BOEHM, SRA

Self-esteem/competence Teacher, parent, administrator observationsAttitudes

(Staff also use student portfolios, teacher observations, audio recording, and oral conversations toassess students' progress)

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Parent involvement:• School visitation, classroom assistance, and parent language classes• Very active parent involvement group including assistance from two social workers• School has implemented an after school program that involves parents as teachers in subjectssuch as dance, piano, crafts, and sports

Community responses to the program:• Parents love the program; they feel it is important for their children to learn two languages

Advice to start-up programs:• Willingness to be flexible and work together, commitment, and support from the start

Most important feature of the program:• Support of staff, parent, and administration • Program teachers are professional and highly committed to the success of their students• School is the recipient of the "A+ for Breaking the Mold" award from the U.S., EducationSecretary and of the "Texas Successful School Award, 1994"

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Jacksonville Independent School DistrictJacksonville, Texas

Jacksonville Dual Language Program

Schools:Westside Kindergarten Joe Wright Elementary1002 Sunset 215 KickapooJacksonville, TX 75766 Jacksonville, TX 75766(903) 586-5165 (903) 586-5286FAX (903) 586-3133 FAX (903) 586-3133

Contact person:Lezley LewisP.O. Box 631Jacksonville, TX 75766(903) 586-8955FAX (903) 586-3133



Year program began: Grade level increases planned:1995 One grade per year to grade 5

Ethnic/racial breakdown of school: Program size:49% White; 27% Hispanic; 21% Black Grade Level # of classes Class Size.2% Asian; .2% American Indian K 2 22

1 2 22Criteria for selecting and acceptingstudents: Funding Source:Spanish speakers: District, localStandardized assessment, all Spanishspeakers participate at elementary level Program materials available to others:English speakers: Cassette presentation, program Standardized assessment, Parental commitment guidelines, information packets

Recruitment procedures:Newspaper, media, brochures, community and parental meetings

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Program Objectives:

• Students will attain mastery in all academic areas.• Students will acquire basic communicative skills in the second language.• Students will develop cross-cultural attitudes.• Parents will have understanding of and input to program goals.• Training will be provided for all participating staff and parents to further the quality of instruction.


Percent of time Spanish Instructional grouping:is used for instruction: Students are integrated during the day for K-1 50% the entire day for all instruction.

Twelve (12) English dominant and ten (10)Method of separating languages Spanish dominant; half of the dayfor instruction: instruction alternating languagesTeacher and classroom change

Percent of program teachersLanguages used for content area subjects proficient in both languages:and electives 100%K-1 Spanish instruction:Integrated Language Arts, Social Studies, Percent of program staffScience, Math; All integrated developmentally proficient in both languages:appropriate and thematic; (Content areas 100%alternating each year)K-1 English instruction: Additional program staff:Integrated Language Arts, Social Studies, •1 District bilingual directorScience, Math; All integrated developmentally •1 Bilingual secretaryappropriate and thematic; (Content areasalternating each year) Computer use:

Spanish/English Language LearningLanguage of initial reading instruction: System (Apple); Living BooksSpanish speakers: (Spanish and English)Spanish/EnglishEnglish speakers: Curriculum/materials development:English/Spanish Project staff currently developing curricula

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PROGRAM EVALUATION

Evaluator:Dr. Jeff N. TurnerSuperintendentJacksonville ISDTroup Highway 35Jacksonville, TX 75766(903) 586-6511FAX (903) 586-3133

Evaluation components and procedures:

Longitudinal study of student progress

Surveys and parental evaluation

Standardized assessment


Parent involvement:• Very strong, positive and supportive• Provide program direction and foster community relations

Advice to start-up programs:• Study of community interest and support• Planning time for start-up and implementation

Most important feature of the program:• Instruction through identified strengths, meeting diverse language needs and mutual value ofcultures by participants

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Lufkin Independent School DistrictLufkin, Texas

Development Bilingual Education Program

Schools:Slack Elementary1305 Fuller Springs DriveLufkin, TX 75901(409) 633-6487FAX (409) 633-6488

Contact persons:Sylvia Eubanks Janice Compton, PrincipalBilingual Director Slack ElementarySlack Elementary 1305 Fuller Springs Drive1305 Fuller Springs Drive Lufkin, TX 75901Lufkin, TX 75901 (409) 633-6482(409) 639-2279 FAX (409) 633-6488FAX (409) 633-6488



Year program began: Grade level increases planned:1992 One grade level per year to grade 6.

Ethnic/racial breakdown of school: Program size:51% White; 49% Hispanic Grade level # of classes Class Size

K 2 22Criteria for selecting and accepting 1 2 20students: 2 2 20Spanish speakers and English speakers: 3 2 20Area resident, oral language proficiencytest, Peabody test in native language, Funding sources:recommended by interviewer Title VII DBE Grant

Recruitment procedures: Program materials available to others:Newspaper announcement and parent/ • Video of programcommunity meetings • Brochures of program profile

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Program Objectives:

• The five major objectives of the dual language program are: academic curriculum; secondlanguage acquisition; positive instructional climate; home/school collaboration; and extendedduration of instruction.


Percent of time Spanish Instructional grouping:is used for instruction: Students are integrated the entire day.K-3 50%

Percent of program teachersMethod of separating languages proficient in both languages:for instruction: 67%All students switch teachers duringhalf of instructional day. Percent of program staff

proficient in both languages:Languages used for content area 100%subjects and electives:K-Spanish instruction: Additional program staff:Spanish Language Arts, Math •4 full time bilingual aidesK-English instruction: •1 full time curriculum specialistEnglish Language Arts, Social Studies, •1 Community liaisonScience, P.E., Music •1 Secretary1-Spanish instruction:Spanish Language Arts, Social Studies, Computer use:Science English and Spanish1-English instruction:English Language Arts, Math, P.E., Curriculum/materials development:English •Teaching guide in English2-Spanish instruction:Spanish Language Arts, Math2-English instruction:English Language Arts, Social Studies,Science, P.E., Music

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Languages used for content areasubjects and electives: (continued)3-Spanish instruction: Spanish Language Arts, Social Studies,Science, P.E., Music3-English instruction:English Language Arts, Math, Social Studies,Science, P.E., Music


PROGRAM EVALUATION

Evaluator:Paul Liberty7405 Berkman DriveAustin, TX 78752-2025(512) 451-2646


English language proficiency IPT

Academic achievement in target language La Prueba "Riverside"

Academic achievement in English ITBS, MAT-7


Parent involvement:• Parent councils, school visitations, classroom assistance, and parent language classes• In the Fall, a conversational Spanish class was started for English-only parents• Spanish-speaking parents are enrolled in ESL classes at an Adult Learning Center - SecondAnnual Parent Conference• Resource Library for parents to check out materials

Community responses to the program:

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•Favorable; the program has a waiting list of English only students for the 1995-96 school year

School Board's view of the program:• Supportive and favorable

Most important feature of the program:• Balanced 50%/50% curriculum instruction by role model teachers• Enthusiastic teacher commitment• Supportive parent commitment• Full time curriculum specialist

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McAllen Independent School DistrictMcAllen, Texas

Project Sol: Success Oriented Learning, and Accelerated DualLanguage Program

Schools:Wilson Elementary School Eva Hughes1200 Hackberry Bilingual DirectorMcAllen, TX 78501 McAllen ISD(210) 971-4525 200 North 23rd StreetFAX (210) 631-7206 McAllen, TX 78501

(210) 618-6055Contact persons: FAX (210) 631-7206Anne ManghamPrincipalWilson Elementary School McAllen, TX (210) 631-7206FAX (210) 631-7206



Year program began: Grade level increases planned:1993 one grade per year to 5

Ethnic/racial breakdown of school: Program size:96.5% Hispanic; 3.5% White and Other Grade Level # of classes Class Size

K 2 17Criteria for selecting and accepting 1 2 17students: 2 2 22Spanish speakers:None Funding sources:English speakers: Campus allocations only, no specialNone funding from district, state, or federal

programs

Recruitment procedures: Program materials available to others:•Parent meetings with written permission • Program Guidelines to enter the program

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Program Objectives:

•for students to become biliterate/bilingual in English and Spanish•to increase and accelerate student achievement•to increase comprehension of subject material in all disciplines•to develop critical thinking and problem solving•to develop cooperative social skills•to develop positive attitudes


Percent of time Spanish Instructional grouping:is used for instruction: Each student is paired with50% another student of the other

language.Method of separating languagesfor instruction: Percent of program teachersEach morning is spent on one language proficient in both languages:and each afternoon on the other 1995-96 99%

1996-97 100%Languages used for content areasubjects and electives: Percent of program staffK-2 Spanish instruction: proficient in both languages:Math, Language Arts, Social Studies, 100%Fine ArtsK-2 English instruction: Additional program staff:Science, Language Arts, Social Studies, NoneFine Arts

Computer use:Language of initial reading CCC Distributive Modeinstruction:Spanish speakers: Curriculum/materials development:Spanish and English Teachers have developed thematic unitsEnglish speakers: which enable each team to be on the sameEnglish and Spanish theme, but different materials are used to

avoid translation at any time.

PROGRAM EVALUATION

Evaluator:Dr. John York2000 North 23rd Street

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McAllen, TX 78501(210) 686-0515FAX (210) 631-7206

Evaluation components and procedures:Items under assessment Procedures/InstrumentsEnglish language proficiency LAS

Spanish language proficiency LAS

Academic achievement in Spanish Lectura/Escritura, SABE

Academic achievement in English English TAAS Boosters, ITBS


Parent involvement:• Parent meetings• Classroom participants and volunteers• Elected parent council• Accompany staff and faculty to on-site visitations and staff development

Community responses to the program:• Positive

Advice to start-up programs:• Plan! Plan! Plan! And stay current on all research involving how children learn, language acquisition, current and effective teaching strategies, cooperative learning strategies, and, in general, stay current on all educational reform issues, resolutions, problems, and solutions.

Most important feature of the program:• Student success!• Student motivation!• Parents are more involved and enthusiastic

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Pearsall Independent School DistrictPearsall, Texas

Pearsall Independent School DistrictDevelopment Program

Schools:Ted Flores Kindergarten Westside Elementary Intermediate School321 W. Peña 1005 N. Willow 523 E. FloridaPearsall, TX 78061 Pearsall, TX 78061 Pearsall, TX 78061(210) 334-3649 (210) 334-4108 (210) 334-3316FAX (210) 334-3628 FAX (210) 334-5047 FAX (210) 334-8007

Contact persons:Yolanda Treviño Marina (Cookie) Hernandez, PrincipalDirector of Bilingual Programs Ted Flores Kindergarten811 East Alabama, Suite #2 321 West PeñaPearsall, TX 78061 Pearsall, TX 78061(210) 334-3628 (210) 334-3649FAX (210) 334-8007 FAX (210) 334-8007



Year program began: Grade level increases planned:1992 By grade levels up to 5

Ethnic/racial breakdown of school: Program size:89% Hispanic; 12% White; 1%Black Grade Level # of classes ClassSize Pre-K 4 17Criteria for selecting and accepting K 3 17students: 1 3 20Spanish speakers: 2 2 16Scored 3 or below on LAS 3 2 14English speakers: 4 2 16First come, first serve

Recruitment procedures: Funding sources:Initially went on the radio and wrote Federal, State, Localarticle in the newspaper. After firstyear, parents came on their own to enroll Program materials available to others:

51

students. Guidelines, newsletters, brochure,video

Program Objectives:

•To produce proficient bilingual students, who will function academically in both English andSpanish


Percent of time Spanish Instructional grouping:is used for instruction: LEP and EP students are integrated for onePre-K 30% and a half hours a day and are separated1-2 40% for Language Arts instruction.1 50%2 50% Percent of program teachers3 50% proficient in both languages:4 30% 100%

Method of separating languages Percent of program stafffor instruction: proficient in both languages:By subject, theme, teacher 100%

Languages used for content area subjects Additional program staff:and electives: • 7 instructional aidesSpanish instruction:Pre-K Extensions to Reading, readiness, Computer use:Math, Music, Art, and Social Development In English-mostly Math and someK Music, Reading, Science, Social Studies, Language Arts; SABES & ESOS at Kand Math1-2 All areas except Music and P.E. Curriculum/materials development:English instruction: Use same curriculum as Regular ProgramPre-K-2 All areas Have translated some of the objectives.

Development of extension activitiesLanguage of initial reading instruction: for each objective in progress.Spanish speakers:SpanishEnglish speakers:English

PROGRAM EVALUATION

Evaluator:

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Dr. Paul Liberty7405 Berkman DriveAustin, TX 78752(512) 451-2646

Evaluation components and procedures:Items under assessment Procedures/InstrumentsSpanish language proficiency LAS, SABE

English language proficiency ITBS, TAAS

Academic achievement in target language Developing Skills

Academic achievement in English Checklist


Parent involvement:• Classroom assistance • Parent councils• Parent language classes • Field trip assistance• School visitations • Student programs

Community responses to the program:• The community has been extremely positive. Parents who know of the program want theirchildren enrolled.

Advice to start-up programs:• Do all staff training in the summer. Have staff visit other sites that have DevelopmentalBilingual Education (DBE) programs and speak with teachers that are doing actual instruction.

School Board's view of the program:• Very positive

Most important feature of the program:• Teachers and the instructional aides provide the time, dedication, and positive attitudes.

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Edgewood Independent School DistrictSan Antonio, Texas

Burleson Bilingual Development Model

School:Burleson Elementary School4415 Monterey StreetSan Antonio, Texas 78237(210) 433-8178FAX (210) 433-8170

Contact persons:Choco Leandro, Principal Eliseo RodriguezBurleson Elementary School Andrea Greimel4415 Monterey Street 4415 Monterey StreetSan Antonio, Texas 78237 San Antonio, Texas 78237(210) 433-8178 (210) 433-8178FAX (210) 433-8170 FAX (210) 433-8170



Year program began: Grade Level increases planned:1992 One grade level per year to grade 3

Ethnic/Racial breakdown of school: Program size:98% Hispanic; 2% Other Grade level # of classes Class size

Pre-K 2 22Criteria for selecting and K 4 21accepting students: 1 5 19Spanish speakers: 2 4 20None 3 3 22English speakers:None Funding sources:

Local

4/15/96

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Recruitment procedures: Program materials available• information meetings with parents to others:• notes sent home Thematic Units• personal contacts with parents• strong P.R. community effort

Program objectives:

• to develop biliteracy in both native English and native Spanish speaking students.• to raise the status of the Spanish language in the community• to raise the self-esteem of all the students


Percent of time Spanish is Instructional grouping:used for instruction: LEP and EP students are integrated for allPre-K-2 50% but literacy instruction in their native language.

Method of separating Percent of program teacherslanguages for instruction: proficient in both languages:By teacher, subject, day 67%

Languages used for content area Percent of program staffsubjects and electives: proficient in both languages:Pre-K Spanish Instruction: 80%Language Arts, Math, Science, Social StudiesPre-K English Instruction: Additional program staff:Fine Arts • 2 full time bilingual aidesK-2 Spanish Instruction:All content courses Computer use:K-2 English Instruction: In English and Spanish in the classroomAll content courses or computer labs3-6 English Instruction:ESL Curriculum/materials development:3-6 Spanish Instruction: NoneLanguage Arts

Language of initial readinginstruction:Spanish speakers:SpanishEnglish speakers:English

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PROGRAM EVALUATION

Evaluator:Presently, no outside person(s) assigned.

Evaluation components and procedures:Items under assessment Procedures/InstrumentsEnglish proficiency: Pre-LAS

Spanish proficiency: Pre-LAS

Academic achievement in English: ITBS (Pre-K-1), Teacher observation

Academic achievement in Spanish: SABE (1st. Grade), Teacher observation

Teachers monitor student progress through observation, performance and portfolio assessment.Authentic assessment procedures are also included for the affective, linguistic, and cognitivecomponents.


Parent involvement:• Classroom assistance• Parent language classes

Community responses to the program:• Positive once teachers and principal explained the value of it the end of the year.

Advice to start up programs:• Seek outside financial assistance• Implement a strong public relations campaign

Most important features of the program:• Development of bilingual, biliterate, and bicultural students• Teacher and parent commitment

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San Antonio Independent School DistrictPauline Nelson Elementary

Pauline Nelson Elementary Two-Way Bilingual Program

School:Pauline Nelson Elementary*1014 Waverly Ave.San Antonio, TX 78210(210) 733-9631Fax: (210) 733-9933

Contact persons:Sylvia Herrera-Lopez, Principal Rosa Rabago, Academic Support TeamPauline Nelson Elementary SAISD1014 Waverly Ave. Learning Communities CenterSan Antonio, TX 78210 San Antonio, TX 78205(210) 733-9631 (210) 212-7490

FAX (210) 227-8669

Rosaura Trevino-Ligon, Instructional GuidePauline Nelson Elementary1014 Waverly Ave.San Antonio, TX 78210(210) 733-9631


Languages used in the program: Grade level(s) of the program:Spanish/English 1996-1997-Prekinder and Kindergarten

1997-1998-First GradeYear program began: 1998-1999-Second Grade1994-1995 Research year One grade added each year up to Fifth1995-1996 Planning year Grade1996-1997 Implementation

Grade level increaseplanned:Pre-kindergarten and kindergarten in1996-97 with one grade levelincreased until fifth grade.

*Planning phase

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Ethnic/racial breakdown of school: Program size:Hispanic Not yet determined if it will be aAfrican Americans school within a school with two out of AngloOther Americans, four classes involve or entire

school involved with all four classes.

Criteria for selecting and accepting Funding sources:students: Regular budgetSpanish/English speakers: Not yetdetermined. Considering: Parent Survey, Recruitment sources:Parent and Student interview, Language Not yet determined.Proficiency testing.


Percent of time Spanish Instructional grouping:is used for instruction: Specific grades not yet determined,50% English dominant students: but 50/50 by fifth grade.50% Spanish dominant students

Percent of program teachersMethod of separating languages proficient in both languages:for instruction: 100%By content area

Percent of program staffLanguages used for content area subjects proficient in both languages:and electives: 100%K-Spanish instruction:Not yet determined Additional program staff:K-English instruction: 100%Not yet determined

Language of initial reading instruction:Spanish speakers:Not yet determinedEnglish speakers:Not yet determined

PROGRAM EVALUATION

Evaluator:Not yet determined

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Evaluation components and procedures:Not yet determined


Parent involvement:• Meetings are being scheduled to inform parents of the program.

Community responses to the program:• Parents have a positive response to the regular Bilingual Program. Additional information willbe available at the end of the 1995-96 school years.

Advice to start-up programs:• Include extensive teacher training• Have teachers meet almost daily at first to share and provide support for the effort• Consistent commitment of teachers, principals, and administrators is important

Most important feature of the program:• Team-teaching• Dual language instruction that is facilitated in cooperative groups• Strategies used in gifted programs• Peer-tutoring

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Southwest Independent School DistrictSan Antonio, Texas

Dual Language Program

Contact persons:Alfred L. TrevinoDirector of Bilingual/ESL11914 Dragon LaneSan Antonio, Texas 78252(210) 622-5001FAX (210) 622-5524



Year program began: Grade level increases planned:1994 Undecided

Ethnic/racial breakdown of school: Program size: Unavailable Grade Level # of classes* Class Size*

Pre-K 8 145Criteria for selecting and accepting K 8 145students: 1 8 145Unavailable 2 8 145 3 8 145Recruitment procedures: 4 8 145Students eligible for the bilingual program 5 8 145and students with parental approval

Funding sources:State bilingual funds; Local

Program materials available to others:Open

Program Objectives:

• Biliteracy *Approximate figures

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Information on instructional design and program staffing is unavailable for this program.

PROGRAM EVALUATION

Evaluator:Margaret Bustamante10530 JanwayEl Paso, TX 79925(915) 595-5469FAX (915) 591-8960

Evaluation components and procedures:LAS W/R/O English/SpanishTAAS English/SpanishIRI's English/Spanish


Parent involvement:• Mailouts• Parent meetings at campus level

Community responses to the program:Favorable

School Board's view of the program:Favorable

Advice to start-up programs:• Analyze existing program carefully• Work with a task force including bilingual/non-bilingual educators• Study existing programs• Make recommendations• Inform all concerned• Provide appropriate staff development• Provide technical assistance in the classroom

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• Monitor the program• Adjust program as per campus need• Include in campus plan

Most important feature of the program:• There are six elementary campuses involved

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Other Dual Language Programs(Descriptions not available during this printing)

LA JOYA

La Joya ISD10 1/2 Mi. W. Expy 83La Joya, TX 78560(210) 580-5000FAX (210) 580-5086 Oralia Rios, Bilingual/ESL Director

Leo James ElementaryGoodwin Rd.La Joya, TX 78560(210) 580-6030FAX (210) 580-6047 Margot Cadriel, Principal

E. B. Reyna ElementaryLa Homa Rd.La Joya, TX 78560(210) 580-5976FAX (210) 580-5975 Alda Benavides, Principal

SOCCORO

Soccoro ISD12300 Eastlake Dr.El Paso, TX 79927(915) 860-3400FAX (915) 858-1520 Maria Arias, Bilingual Director

Benito Martinez Elementary2640 Robert WynnEl Paso, TX 79936(915) 857-4340FAX (915) 857-4351 Mary Tucker, Principal

Escontrias Elementary205 BufordEl Paso, TX 79927(915) 860-3760FAX (915) 860-3767

Mary Ross, Principal

Hilley Elementary693 North Rio Vista Rd.El Paso, TX 79927(915) 860-3770FAX (915) 860-3778 Maria Luisa Niestas, Principal

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Programs In Planning Phase

AUSTIN

Austin ISD111 W. 6h St.Austin, TX 78703(512) 414-1700FAX (512) 476-2414 Minnie Vera, Bilingual/ESL Coordinator

Sanchez Elementary73 San Marcos Austin, TX 78702(512) 478-6617FAX (512) 472-9493 Ed Leo, Principal Linda Munn, Program Coordinator

Metz Elementary84 Robert T. Martinez Jr.Austin, TX 78702(512) 495-9335FAX (512) 472-3412 Celia Martinez, Principal

BELTON

Belton ISD616 E. 6th Ave.Belton, TX 76513(817) 933-4885FAX (817) 933-7326 Manuela Challis, Title VII Program Coordinator

Central Elementary400 E. 4th St.Belton, TX 76513(817) 933-4700FAX (817) 933-4704 Bob McFarland, Principal

DALLAS

Dallas ISDZarogoza Elementary 4550 Worth St.Dallas, TX 75246(214) 841-5260FAX (214) 841-5258 Ramon Guerrero, Principal

EL PASO

Ysleta ISD9600 Sims Dr.El Paso, TX 79925(915) 595-5701FAX (915) 595-6813 Irma Trujillo, Bilingual/ESL Director

Eastwood Knolls Elementary10000 Buckwood Ave.El Paso, TX 79925(915) 598-6492FAX (915) 592-0339 Carmen Zamora, Principal

Socorro ISD12300 Eastlake Dr.El Paso, TX 79927(915) 860-3400FAX (915) 858-1520 Maria Arias, Bilingual Director

Sierra Vista Elementary1501 Bob Hope Dr.El Paso, TX 79936(915) 857-4380FAX (915) 857-4383 Virginia Cross, Principal(Possible Planning Phase to begin July 1996)

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HOUSTON

Aldine ISD14910 Aldine Westfield Rd.Houston, TX 77032(713) 985-6651FAX (713) 985-6662 Eva Lopez, Director of Multilingual Services

Black Elementary160 Mill StreamHouston, TX 77038(713) 878-0350FAX (713) 878-0389 Barbara Tragasar, Principal

Gray Elementary700 West Rd.Houston, TX 77038(713) 878-0660FAX (713) 878-0664 Robert Graham, Principal

Houston ISD3830 Richmand Ave.Houston, TX 77027(713) 892-6500FAX (713) 892-6264 Noelia Garza, Bilingual/ESL DirectorNorth Area Office323 Berry Rd.Houston, TX 77022(713) 696-2730FAX (713)696-2736 Josefina Cannon, Title VII Program Coordinator

Cunningham Elementary 5100 GulftonHouston, TX 77081(713) 295-5223FAX (713) 668-6217 Suzanne Sutherland, Principal

Mark Twain Elementary3801 UnderwoodHouston, TX 77025(713) 295-5230FAX (713) 295-5283 Joyce Dauber, Principal

LUBBOCK

Lubbock ISD1028 19th St.Lubbock, TX 79401(806) 766-1047FAX (806) 766-1055 Janie Esparza, Bilingual Coordinator

A.C. Jackson Elementary201 VernonLubbock, TX 79415(806) 766-1766FAX (806) 766-1759 Richard H. Ybarra, Principal

Brown Elementary2315 36th St.Lubbock, TX 79412(806) 766-0833FAX (806) 766-0826 Linda Willett, Principal

SAN ANTONIO

San Antonio ISDLearning Communities Center237 West Travis St.San Antonio, TX 78210(210) 212-7490FAX (210) 227-8669 Rosa Rabago, Academic Support

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Bonham Elementary925 South St. Mary's St.San Antonio, TX 78205(210) 223-3741FAX (210) 223-3899 Dora Espiritu, Principal

Pauline Nelson Elementary1014 Waverly Ave.San Antonio, TX 78210(210) 733-9631FAX (210) 733-9933 Sylvia Herrera-Lopez, Principal

Storm Elementary435 Brady BoulevardSan Antonio, TX 78207(210) 224-7321FAX (210) 224-1998 Eva Leal-Trevino, Principal

TEMPLE

Temple ISD200 N. 23rd St.Temple, TX 76504(817) 778-6721FAX (817) 791-6100 Ron Heuss, Assistant Superintendent

Dickson Elementary1100 South 33rd St.(817) 791-6431FAX (817) 791-6100 Linda Merrell, Principal(Possible Planning Phase to begin school year 96-97)

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