Sustainable Implementation
of a 90/10 Dual Language
Enrichment Program
Presented by
Justin Porter, PISD Director of Multilingual
Instruction
Barbara Kennedy, PISD Coordinator of ELL Teacher
Support
Agenda
• Initial implementation of one-way
90/10 program
• Addition of a two-way 90/10
program
• Lessons learned and resources
Getting started
• District culture already supported late exit
transitional program
• 90/10 was the model selected because
the research suggests that it delivers
slightly better results in regard to
academic performance and bilingualism
• The district-wide adoption of one-way DLE
represents an integral step in the move
toward the creation of a sustainable twoway DLE program
Sustainability
• Alignment of one-way and two-way
DLE programs allows for
Flexibility in terms of staffing
Maximizing instructional resources
Streamlining of professional
development
Continuity of services among
campuses
Language of
Instruction Framework
Instructional 90 minutes oracy
Time in
English*
100 min math,
225 min
enrichment**
75 min oracy
285 min math,
225 min
enrichment,
75 min oracy
350 min math,
225 min
science,
900 min
reading/lang
arts, 225 min
social studies
Kinder
100 min
science,
450 min math,
225 min
enrichment
300 min
science,
600
min math,
225 min
enrichment
300 min
reading/ lang
arts,
300 min
science,
600 min math,
225 min
enrichment
165 min math,
225 min
science,
900 min
reading/lang
arts, 225 min
social studies
125 min
science,
900 min
reading/lang
arts, 225 min
social studies
600 min
reading/ lang
arts, 225 min
social studies
300 min
reading/ lang
arts, 225 min
social studies
1st Grade
2nd Grade
3rd Grade
4th - 5th Gade
Instructional
Time in
Spanish
PreKinder
Local Exit Criteria
• Second language academic success is
tied directly to first language
proficiency
• PISD students meet all specific
criteria in the law in order to exit the
program and must also demonstrate
end-of-year 5th grade proficiency in
Spanish reading
Initial Professional Development
DLE Language of Instruction Framework
• Research base (Thomas and Collier)
• Overview of the Framework document
• Discussion/problem solving of classroom
scenarios
• Q&A
Monitoring and Support
Monitor through
• frequent classroom walkthroughs
• attendance at LPAC meetings
• collection and review of LPAC paperwork
Support through
• targeted professional development
• lesson modeling, team teaching, guided
planning
• program and Framework adjustments
Continuing Support
Code-switching
• Campus initiated
• Addendum to the Framework document
Spiraling/chunking
• Teacher initiated
• Teaching the content in two languages
4th and 5th grade Cohort
Challenges
• Philosophical shift and achieving “buy-in”
• Implementation of literacy instruction in two
languages through the end of fifth grade
• Delivery of content instruction in
appropriately accommodated English
• Providing appropriate Tier 1 intervention
• Making appropriate language of assessment
decisions
Tier 2 and Tier 3 Interventions for
struggling DLE students
Challenges
• Identification of DLE students in need
of intervention
• Selecting appropriate language for
delivering intervention
• Alignment of intervention activities
and classroom instruction (language
mismatch)
• Making language of assessment
decisions
From One-Way to Two-Way
• Surveys
Faculty
Staff
Parents and community members
• PISD ELL Task Force
Data analysis
Recommendation
From One-Way to Two-Way
• Parent information sessions
Publicized on the web, through campus
communications, and at local preschools
Presentation included research base and
program design
• Parent contract
Requires minimum 6-year commitment
• Parents must sign in order to be considered
• Contract must be turned in directly to the
department for receipt
From One-Way to Two-Way
• Eligibility
 Any non-LEP, kindergarten-aged student
residing within the school district boundaries
 No pre-screening
• Lottery
 Process by which students are selected for
participation
 Publicly announced
 Performed by a third party
 Open to the public
• EHBE (REGULATION)
Lessons Learned
• Expect it to take a long time
• Understand that this is not just a change in
models, but a change in the way we think –
and talk - about educating linguistically
diverse children
• Understand, use, and model the vocabulary
and language of DLE
• Encourage staff to adopt and use the
language of DLE as well
Lessons Learned
• Monitor, monitor, monitor
• Never assume understanding
• Focus on informal as well as formal
leaders
• Be aware that parents may view DLE
as an elite program
Resources
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Bilingual Program Comparison Chart
Initial Framework Training PowerPoint
DLE Parent Meeting Flyer
DLE Receipt of Contract
DLE Parent Meeting Presentation
PowerPoint
Acceptance and Denial Letters
Letter of Invitation for Siblings
Spanish Dominant Parent Letters
SSI Letter Attachment