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The
structure and components of the dual-immersion program are based
on research and information acquired during visitation of other
existing programs, current procedures within the District, and
discussions held with staff and the core planning committee
made up of staff, teachers, parents, and other education professionals.
The two-way, 50/50 program implemented is a unique instructional
delivery system that allows all students to first acquire literacy
in their primary language, while acquiring oral fluency in the
second language. The model then provides “appropriate transitioning”
into literacy in the second language based on Krashen’s theory
of second language acquisition.
Program
Components
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Spanish
and English are the two focus languages of the academic
program.
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The
K - 6 program (full grade implementation achieved by 2002-03)
requires teams of bilingual Spanish-speaking teachers and
English-speaking teachers in each grade.
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The
program requires extensive collaboration and teaming of
teachers in each grade level.
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Each
subject area must be highly articulated from one grade level
to another and team teachers must collaborate within each
grade level to assure continuity of instruction and content
throughout the entire school and to assure completion of
the district curriculum.
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The
program requires extensive home/school collaboration. Informing
parents of the program prior to their children’s enrollment
and on an ongoing basis is vital to the program’s success.
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The
program is open to all Spanish-speaking, LEP students within
the City and serves as the primary language program for
these students. The program also serves English-speaking
students within Pacheco’s attendance area and accepts students
from the entire community depending upon space availability.
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The
composition of students in each classroom is as close as
possible to one-half native Spanish speakers and one-half
native English-speakers.
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Self-review
of the program is a constant, ongoing process which recognizes
the need for staff to address areas that require modification.
Decision-making in this process must be conducted by the
entire staff or the Site Management Team.
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The
program features an extended day Kindergarten program.
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The
program requires bilingual instructional aides in Kindergarten.
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The
program requires continued staff development in Whole Language,
Thematic Integrated Instruction, and Cooperative Learning
through the Guided Language Acquisition Design (GLAD) Program
and Gender/Ethnic Expectations and Student Achievement (GESA)
training.
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