HUSD Immersion Program

Mission Statement:     We, the Healdsburg Unified School District, who choose that quality of life called Healdsburg, commit to ensure life-long learning by nurturing the responsibility democracy demands through community interaction and leadership in education.

 

Program Design

 

Goals:     1.    To develop fluency in communication and literacy in two languages: Spanish and English.

              2.    To acquire knowledge in all subject areas as outlined in the state and district guidelines.

              3.    To develop an understanding and appreciation of other cultures, and to develop positive attitudes among students, their families, and their community.

 

Program Type:     -Two -way immersion model

                           -Established in September 1986

                            -Program within a school

                            -Grades K-6

 

Participants:-Voluntary program, entrance at K-1 level

                     -Spanish-speaking LEP students (approx. 50%)

                     -English only students (approx. 50%)

 

Rationale:

The objective is to graduate bilingual biliterate students at the end of the 6th grade.

 

Program Description:

The program integrates the strengths of the two previous bilingual strands, with a strong Spanish component in the primary grades.  The amount of English used will be increased year by year, beginning with a minimum of 40 minutes in kindergarten, until 6th grade, where 50% of the day will be in English.  The English component is strengthened in time and content, integrating literature in a sequential manner.  The separation of languages will be stressed because this focuses students on concepts being taught.  Integration of all children ensures a strong basis for self-esteem development, social interaction and ethnic balance.  Composition of the two-way immersion classrooms shall reflect an ethnic balance of 50% Native Spanish speaking students and 50% Native English speaking students, whenever possible.

The program utilizes various strategies which have proven to be successful:

                       -Sheltered Language                   -Language Arts Instruction

                       -Integrated Curriculum               -Student-Centered Approach

                       -Language Immersion                 -Cooperative Learning Techniques

                       -Cross-Age Learning                  -Discovery Science

                       -Active Learning                        -Explicit Phonics Instruction

                       -Sheltered Techniques               -SDAIE when appropriate

  

Instructional Designs

Our Program is a Two-Way Immersion model, combining English speaking students with native speakers of Spanish.  Spanish is the main language of instruction, gradually increasing emphasis on instruction in English.

Kindergarten:   

80% Spanish instruction and 20% ELD

First Grade:   

80% Spanish instruction and 20% ELD

Second Grade:   

70% Spanish instruction and 30% ELD

Third Grade:   

60% Spanish instruction, 40% ELD;

Fourth Grade:   

50% Spanish instruction, 50% ELD; includes transition English Reading program

Fifth Grade:   

50% Spanish instruction and 50% ELD

Sixth Grade:   

50% Spanish instruction and 50% ELD

 

Participants:

                       English-speaking students

                       Spanish-speaking (LEP) students

                      Classes will be balanced, whenever possible

 

Instructional Approaches:

    -Natural Approach to second language acquisition.

     -Reciprocal Interactive model: small group instruction, activity based, using manipulatives, thus aiding in language acquisition and comprehension.

     -Cooperative Learning techniques incorporated into daily schedule.

     -Sheltered Instruction, relying on concrete examples (visuals, etc.) for  concept and language development.

     -Thematic units to introduce concepts and maximize vocabulary 

     -Spanish and English instruction always kept separated in grades K-2, allowing for maximized concentration of each language.

 

Evaluations:           -Oral Language Development:
                                     Spanish-LAS and SOLOM
                                      English-LAS and SOLOM

                                  -Academic Achievement:
                                         STAR in English and SABE 2 in Spanish for all students in
                                         Grades 2-6, and District developed Multiple Measures for English
                                         and Spanish
                                         Annual Parent Survey ..... Spanish and English

                                  -Social Development:
                                         *Student Attitude Survey

 

The basis of evaluation is on individual student achievement and overall program effectiveness. The program is evaluated annually and the results are presented to the school board.

 

Parent Involvement:

                   Parent Advisory Committee:
                          Bilingual Advisory Committee
                          H.A.L.L.

                   Parent informational meetings

                   Parent classroom volunteers

                   Parent workshops

                   Parent-Child home study program.

                   H.A.L.L. newsletter explaining various aspects of the program.

 

Support/Funding

                   District funded

                   Parent group for special needs

                   Title VII grants

                   Even Start Grant

 

 LEP Students in the Immersion Program 98-99

            K-3 166           4-6 113