Table of Contents Introduction/History of Program

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Table of Contents

Introduction/History of Program……………………………………………………….1
Entry/Exit Criteria……………………………………………………………………...2
Mission/Philosophy…………………………………………………………………….3
Compact………………………………………………………………………………...4
Schedule/Calendar……………………………………………………………………...5
Testimonials…………………………………………………………………………….6
Data……………………………………………………………………………………..7
Resources……………………………………………………………………………….8


Introduction / History of Program
After applying for and receiving a grant from the State of Oregon we were able to implement a Two-way Immersion Dual Language Program at Nyssa Elementary School. This type of model was selected based on the school population, as well as community needs. Beginning in the 2014-2015 school year we began with both Kindergarten and 1st grade. The following year, 2015-2016, we extended the program to include 2nd grade. In the 2016-2017 the program will again be extended to include 3rd grade. This pattern will continue until we have implemented the Dual Language Program throughout the entire Elementary school, Kindergarten through 5th.
Our Dual Language Program is a 50/50 model, meaning our students are taught in English 50% of the day and then taught in Spanish for the other 50% of the day. At each grade level two teachers form a partnership, one being the English teacher and one being the Spanish teacher. In English, the teacher provides instruction in Reading, Science/Social Studies, and math vocabulary concepts. In Spanish, the teacher provides instruction in Reading, Math, and Cultural studies. The students in the program are a mixture of native English and Spanish speakers.

Entry/Exit Protocol for Dual Language Program
Entry:

To be considered for entry into the dual language program, an application and a written commitment to the program must be submitted. Siblings of students already in the dual language program will be granted automatic entry into the program. If there are additional available seats in the program, they will be filled by way of a lottery with an objective being to select a mix of monolingual Spanish, monolingual English, and bilingual students. The lottery will be held on the Monday after the 1st week of registration. Parents of selected students will be notified immediately after the lottery by phone, and a follow up letter will be mailed. Students that are not initially selected through the lottery, will be placed on a waiting list.

Late Entry:

If spaces in the program become available in the course of the school year, or students arrive after the beginning of the year and seats are available, they will be considered for the program based on the following table:

	Kindergarten	1st Grade	2nd Grade	3rd Grade
Monolingual Spanish
Transfer from another DLP
From Waiting List		Bilingual, admitted all year English only, First 9 weeks	Must pass Spanish readiness test to join the DLP in/after 2nd grade

Exit:

Because a student's presence in class is essential to their success in the dual language program, if attendance falls below 90%, or there are excessive tardies, a conference with parents will be scheduled, and a letter sent home in order to address and resolve the issue.

If concerns arise regarding a student's participation in the program, an exit conference with parents, teachers, and the administrator will be held in order to determine the best interests of the child, and an action plan determined that could prevent an unnecessary exit.

Mission/Philosophy
The goal of the Nyssa Two Way Dual Language Immersion Program is to produce students who will be bilingual, biliterate, and multicultural. Bilingual means they will speak fluently in both English and Spanish with an oral command of the language equivalent to grade level standards. Biliterate meaning that students will be able to read, write, and comprehend in both languages at grade level. Bicultural means that students are able to associate with people from different cultures, and be effective participants in the global community. In order for these goals to be achieved, students need to participate in the program from Kindergarten through Fifth Grade.

This program has benefits for both English Language Learners and native English speakers. Research has shown that in Dual Language Immersion Programs English Language Learners master English better and have a stronger cultural identity. Native English speakers benefit by learning a second language, which develops the language portion of the brain. Both groups have higher interest in school, better attendance, and score higher on state tests than their counterparts in English only programs.

Students graduating from this program should expect to attain cross cultural skills that will make them eligible for greater opportunities in the global job market.

Compact

Nyssa School District

Dual Language Program

2016-2017

Parent Contract
Student’s Name _______________________________ Date __________

(Printed)
Parent’s Name(s) ______________________________ Grade ________

(Printed)
I am requesting that my child be enrolled in the Dual Language Program at Nyssa Elementary School. I understand that the enrollment of my child is conditional on my understanding of and commitment to the following.
Commitments Initials

• 
  I understand that regular attendance is required. _______
  

• 
  I understand that this is a long-term process and therefore _______
  

a commitment through at least the fifth grade. I do not foresee a move

or change of schools before the end of the fifth grade so that my child

will be able to continue in the program.

• 
  I understand it is not unusual for children to experience _______
  

some fatigue and/or tears and frustration during the first months

of the program. Knowing this, I will not remove my child from

the Dual Language Program because of these reasons.

• 
  Once enrolled in the Dual Language Program, if my child is _______
  

not making adequate progress, I agree to discuss the situation

with his/her teachers.

• 
  I understand that parent participation and support is key to _______
  

my child’s success and, even though I may not speak both Spanish

and English, I pledge to support this opportunity for my child.
Parent or Guardian’s Signature __________________________________________
Date ____________
Note: Successful dual language immersion programs have both English speakers and Spanish speakers in each classroom as a necessary program design component. Therefore, we strive to ensure that roughly half of the students are native Spanish speakers and roughly half of the students are native English speakers. Nyssa School District may administer English and/or Spanish language proficiency and/or literacy assessments to your child in order to determine his/her language skills and to support the linguistic balance.
Not all students will be able to participate in this program – students who have applied may be selected based on a “lottery”.
Distrito Escolar de Nyssa

Programa de Lenguaje Dual
2016-2017

Contrato para Padres



Nombre del Estudiante _____________________________________ Fecha __________
(Impreso)

Nombre (s) del Padre ______________________________________ Grado ________

(Impreso)

Estoy solicitando que mi hijo sea inscrito en el Programa de Lenguaje Dual en la Escuela Primaria de Nyssa. Entiendo que la inscripción de mi hijo está condicionada a que mi comprensión de y el compromiso con lo siguiente.

Compromisos Iniciales

• Entiendo que se requiere la asistencia regular.

• Entiendo que este es un proceso a largo plazo y por lo tanto un

compromiso hasta menos el quinto grado. No preveo un movimiento o

cambio de escuelas antes de la final de quinto grado para que mi hijo

sea capaz de continuar en el programa.

• Entiendo que no es inusual que los niños experimenten
algo de fatiga y / o las lágrimas y la frustración durante los primeros
meses del programa. Sabiendo esto, no voy a quitar a mi hijo de
el programa de lenguaje dual, debido a estas razones.

• Una vez inscrito en el programa de Lenguaje Dual, si mi hijo no está

haciendo progreso adecuado, estoy de acuerdo para analizar la situación
con su / sus maestros.

• Entiendo que la participación de los padres y el apoyo es clave para

el éxito de mi hijo y, a pesar de que no hablo ambos Español e Inglés,
me comprometo a apoyar esta oportunidad para mi hijo.



Firma del Padre o Tutor __________________________________________
Fecha __________________________
Aviso: Programas de Inmersión de Doble Lenguaje con éxito tienen a oradores en ambos Inglés y Español en cada aula como un diseño de componente necesario. Por lo tanto, nos esforzamos para aseguarar que aproximadamente la mitad de los alumnos son hablantes nativos de Español y aproximadamente la mitad de los alumnos son hablantes nativos de Inglés. El Distrito Escolar de Nyssa le administrará a su hijo(a) pruebas para evaluar el dominio del idioma de inglés/español, y evaluaciones de alfabetización para poder determinar cuáles son sus habilidades en el idioma y para apoyar el equilibrio lingüístico.
No todos los estudiantes podrán participar en este programa - estudiantes que han solicitado se puede seleccionar sobre la base de una "lotería".

Schedule
Daily Instructional Minutes in Each Language

	Eng	Span
Language Development		15
Lang Arts	90	90
Math		70
Science/Social Studies/Academic English	40
PE/Music	40
Math Vocab Support/ Concepts	15
Other *	5	12
Totals	190	192

* Library for both classes done from the English part of the day. There will also be a Spanish Enrichment Block one hour each week.

2016-2017 SCHOOL YEAR CALENDAR

In service Days ..............................................................…………………. August 17-19

Opening Day of School for students ...............................................……… August 24

Elementary Open House ………………………………………………… August 23

Labor Day (NO SCHOOL) ........................................................….………September 5

New Parent Meeting (6:00 PM) ………………………………………. September 20

State In-service Day (NO SCHOOL FOR STUDENTS) .........….……… October 7

All DLP Parent Meeting (6:00 PM) ………………………………….. October 18

First Nine Weeks End (No School).……………........................................ October 20

Parent/Teacher Conferences ...............................................……………… October 26-27

NO SCHOOL (Comp. Day for Evening PTC) ........................…………... October 28

Veteran’s Day (No School) ……………………………………………… November 11

Thanksgiving Vacation (No School)..........................................…………. November 23-24

Elementary Winter Program ……………………………………………... December 8

Second Nine Weeks End (No School)……………………………………. December 20

Winter Break ….......................................……………….………... Dec. 21– Jan. 4, 2017

School Reconvenes ...................................................................………….. January 4, 2017

Martin Luther King Jr. Day (NO SCHOOL FOR STUDENTS)....………. January 16

Simulation Day, All Parents …………………………………………….. January 19

Presidents’ Day (NO SCHOOL for students/In-service for teachers) ....... February 20

Third Nine Weeks (NO SCHOOL for students)………………………….. March 16

Parent/Teacher Conferences ...................................................…………… March 22-23

NO SCHOOL (Comp. Day for Evening PTC) ..............................………. March 24

Spring Vacation ...........................................................................………... March 27-31

Recruitment Meeting for Next Year …………………………………… April 11

Science Fair……………………………………………………………….. April 18

Elementary School Carnival……………………………………………… TBA

Teacher Appreciation Week …………………………………………….. May 1-5

Last Day of School(1/2 day), Teacher In-service (1/2 day)........................ May 26

Graduation ………………………….......................................................... May 28

Memorial Day …………………………………………………………….. May 29

Testimonials

2016 Reading Fluency Data






Resources