Dillon Valley Elementary School

Language Policy

2020

Philosophy Statement

Language is fundamental to learning, thinking and communicating, and it permeates the whole curriculum. It is necessary not only to learn language, but also to learn about language through language. Learning best takes place in authentic contexts, and in a transdisciplinary manner. The strands of oral, written and visual communication are learned across and throughout the subject areas. Each aspect is only relevant in relation to the whole.Therefore, all teachers in a PYP school are language teachers and contribute to children's language learning.  (Making the PYP Happen, 2007)

We believe: 

~Language learning and teaching immerses students in the interplay between learning language, learning through language and learning about language.

 ~Acquiring a second language is a complex process. Students learning additional languages and processing more than one language are working hard. 

~Language learning includes the development of home and family languages, languages of the school, additional languages and literacy.

~Language is a means of affirming culture and developing international-mindedness. The words we use affect the way we think. 

~~Multilingualism builds international-mindedness and promotes insight into the thinking and perspectives of others. 

~Our beliefs and values about language are expressed through our commitment to the learner profile, particularly through the attribute, communicator. 

~Developing student language profiles supports the development of personal language goals.

~Students use language skills from one language to support another and by supporting translanguaging teachers help students make meaning, access content and promote growth. 

~Classrooms are rich with visual evidence to support language learners. 

~One of our primary goals is to nurture confident communicators.

~We use language to build a better and more peaceful world.

(PYP Principles to Practice, Learning and Teaching, 2019)

Dillon Valley Dual Immersion Program

To meet the needs of an ever increasing population of Spanish speaking children in Summit County, and to enrich the language opportunities of non-Spanish speaking children, Dillon Valley began a Dual Immersion Program  (Spanish and English) in 2005. Grade levels K-5 at Dillon Valley are taught in both English and Spanish. Teachers at Dillon Valley believe that learning that takes place in the home language is more easily acquired and then transferred into a second language. This program allows students to maintain and increase their usage of their first language while at the same time acquiring a second language. The ability to communicate in both Spanish and English promotes a deeper understanding amongst students, staff, parents and the community. It also promotes inquiry and respectful attitudes towards other cultures. By valuing and giving status to Spanish language and culture, children are encouraged to maintain their cultural identity while assimilating to life in the United States.

Currently Dillon Valley offers the following services:

• Bilingual staff support and offer English/Spanish opportunities and communication  for preschool children and their families. 

• English/Spanish Dual Immersion program for K-5 students

• Instruction and support for students with little or no understanding in English or Spanish. This includes students who enter our school speaking a third language other than English or Spanish (Newcomer program)

• ELD (English Language Development)  co-teachers at all grade levels to support language learners in the classroom.

• Bilingual support staff beginning in Pre-K to enhance and support first language instruction in the home language(English or Spanish) and to introduce a second language

Common Core State Standards and PYP Scope and Sequence  for Language Arts

At Dillon Valley, PYP Scope and Sequence documents for Language Arts and the Common Core Standards have been aligned. During the 2019-20 school year, grade level representatives revised our local Literacy Curriculum. Throughout the planning process, every effort is made to integrate Language Arts Standards within units of inquiry to provide students with meaningful learning experiences. This work will be on-going.

Student outcomes identified by the Common Core Standards apply to each student in both languages (English and Spanish). However, the expectations and pace of them may vary depending on individual needs. Students will progress through the different stages of language development at their own pace with consideration to developmental stages and learning styles. We document and share a bilingual trajectory of literacy progress with our learning community. Evidence of language acquisition over time is documented in the student portfolio. 

Academic Support:

Multiple interventions are in place at Dillon Valley to assist children with their language needs.  Staff support students’ learning needs and provide differentiation of instruction focused on individual language needs. The support includes language development, remedial reading strategies and extensions in language arts in both Spanish and English. Differentiation is typically provided in the classroom environment. 

Many systems are in place to track student progress in the Language Arts area. Monthly Response to Instruction (RTI) meetings are held with each team of grade level teachers, principal, Literacy Resource and English Language Development  Teachers to plan for the needs of each group of students. An individualized plan is formalized to help each child be successful and make adequate gains in academic and behavioral areas.

Social Emotional Support

The Second Step Program, supporting social/emotional development, provides instruction and resources for parents and students in English/Spanish. The program is used in grades 1-5. (Preschool and  Kindergarten use Dinosaur School)

School counselors and school administrators communicate to students in English and Spanish and provide resources for parents and students in both languages. 

With support from the community, language translations and appropriate resources in the home language will be provided for all learners and parents.

ELD English Language Development

Students who enroll at DVE speaking a language other than English are given a Home Language survey and are provided with appropriate assistance depending on their needs. Annually, English Learners are assessed to monitor progress in Speaking, Listening, Reading and Writing on the WIDA ACCESS.  Services include direct instruction for those children who need instruction in English on a daily basis, as well as a modified program within the classroom. 

Students acquire language through integrated transdisciplinary units using comprehensible input, TPRS and explicit transfer of language.

Strategies that have been identified as best practice are used throughout the day as children navigate between English and Spanish include:

• Identifying essential vocabulary and language structures to focus on during instruction 

• Use of TPRS methodology - Teaching Proficiency* through Reading and Stories

*Proficiency is being able to use the language spontaneously and create your own meaning.  The ability to say what you want when you want to say it. (Language acquired)

• Coaching time with classroom teachers to assist with appropriate language objectives and structures as well as teaching literacy skills and strategies

• Providing resources at the students’ language level 

• Focus on language acquisition versus language learning

Technology 

Teachers use technology at Dillon Valley to enhance students language acquisition as well as to provide students with tools to collaborate and learn within and beyond their classroom doors. Teachers use technology to reinforce concepts, create, communicate, collaborate and connect with the world.

Professional Development

Professional learning related to language acquisition and best practice in dual language classrooms is a mainstay of the staff development process. As a result of our  professional learning around the Guiding Principles for Dual Language  Instruction, CAL, 2018,  we have developed the following agreements: 

Dual Language Essential Agreements

~The classroom environment is true to the target language

~Word walls, classroom labels and language supports appear in both   languages/classes

~Students are held accountable for staying in the target language

~Teachers provide multiple opportunities and settings for students to apply their language

~Teachers at each grade level plan collaboratively and  maintain a similar pace so students are able to transition languages at appointed times throughout the year

  ~Teachers plan collaboratively with all staff in the school to provide a meaningful   continuum of learning in preschool through fifth grade and beyond. 

  ~Common grade level structures are taught

~Students have time to process before answering questions

~Teachers stay in the target language

~Portfolios include language development

~Students are integrated with the exception of direct instruction in their 2nd/3rd language

~Offer schoolwide learning showcases at least once a year (in addition to regular classroom family/cultural connections) 

~All staff are committed to experiencing acquiring a second language

~Grade level schedules and rationale are shared

Assessment of Language Learning

Formal assessments of Language Arts Skills are assessed according to NCLB (Read Act) guidelines using a variety of tools including DRA2, NWEA and PARCC. In addition, WIDA is given yearly to students whose home language is not English. AAPPL is administered in second grade and fifth grade to native English speakers to assess their proficiency in Spanish.

Communication With Parents

Parents of all learners are encouraged to participate in school activities and to help their children in a variety of ways:

• All information (newsletters, P/T conferences, parent meetings) are conducted in both Spanish and English). Translators are provided for  communication with parents of other languages.

• Mandatory involvement for parents of preschoolers

• Monthly all school assemblies

• Open House in the Fall

• El Grito Fun Run and Cultural Event in the Fall

• Mother Tongue Day

• Title 1 meetings

• Language Showcase event in the spring

• PTSA and Building Accountability meetings

• Parenting Classes provided to support children

• 5th grade exhibition parent mentors

• Read Act participation for identified students

Resources

The school district provides each classroom with materials to teach the state standards. In addition, staff and school community members sponsor a variety of events to raise additional funds for programs and materials. These events include El Grito Fun Run, Halloween Carnival, Book Fairs and Movie Nights. Special grants through the Summit Foundation, Summit School District Technology, and a variety of local businesses also support our program. We continually strive to access materials and expand the resources  to support the units of inquiry in our home languages, and target languages of instruction.