dual immersion multicultural education (dime) parent handbook

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dual immersion multicultural education (dime) parent handbook
Morgan Hill Unified School District
15600 Concord Circle
Morgan Hill, CA 95037
DUAL IMMERSION
MULTICULTURAL
EDUCATION
(DIME)
PARENT HANDBOOK
1
INTRODUCTION
In August of 2012, Morgan Hill Unified School District (MHUSD) established its first Dual Language
Immersion Program for the parents/families of the Morgan Hill Community. During the 2010 – 2011
school year, a group of dedicated staff had approached the superintendent’s executive cabinet with
the idea of bringing to Morgan Hill a better program for English Language Learners. As a result of the
group’s research and deliberation, the members of the executive cabinet surveyed the community to
assess their interest in a Spanish Dual Immersion program. The overwhelming response of the
community was “yes.” The program was designed to provide students with high levels of language
proficiency, academic achievement, and cross-​cultural understanding. It uses Spanish and English as
the languages of instruction for both Spanish-speaking students who need to develop English fluency
and English-speaking students adding Spanish as a second language. The first cohort of students
enter the 3rd grade this year at San Martin/Gwinn Elementary and the program will continue at least
until the students complete their 6th grade year. This year, the district will begin to plan for the
development of the program into the intermediate, middle school years and begin to prepare the
secondary programs in the county for the influx of the Dual Language students that will graduate
from this program.
2
TABLE OF CONTENTS
Page
INTRODUCTION
2
ABOUT DUAL LANGUAGE EDUCATION
4
WHY DIME?
5
PROGRAM GOALS
6
PROGRAM DESIGN
6-7
MEASURING STUDENT PROGRESS
8-9
CALIFORNIA SEAL OF BILITERACY
9
MHUSD DIME PROGRAM PATHWAYS
10
THE ROLE OF PARENTS
11
FREQUENTLY ASKED QUESTIONS
12-13
OTHER RESOURCES FOR PARENTS
14
CALENDAR OF EVENTS 2014-15 SCHOOL YEAR
15
DIME STAFF LIST AND EMAILS
16-17
APPENDICES
TIME AND TALENT SURVEY, PARENT EXCEPTION WAIVER FOR
EL STUDENTS AND DIME PARENT COMPACT
18-23
3
ABOUT DUAL IMMERSION
Imagine your children becoming fluent in a second language in their early years. Imagine them not
only speaking, but writing, reading, and learning in that language as comfortably as they do in their
first language. Imagine them being ready to learn a third language by the time they enter high
school. A gift like this will open doors throughout their lifetime.
Dual Immersion, or Two Way Bilingual Immersion, teaches school subjects in both English and a
target language, in this case Spanish. Language learning is immersive, occurring while students learn
math, social studies, and more. Students negotiate meaning further through interaction with their
peers in a class made up of native speakers of both languages
More than 40 years of research consistently documents the power of “additive bilingual” programs
to help students attain high levels of second-language proficiency. No other type of instruction is as
successful, and young children thrive in this type of instructional environment.
For English-speaking students, research shows that a second language is best developed through
early and full immersion in that language (Genesee, 1985). For non-native speakers, English is best
acquired when academic proficiency in their first language is firmly established (Hakuta & Gould,
1987) serving as a based to add on their English academic skills. For both types of students, Dual
Immersion is a great choice!
Children generally perform at or above their non-immersion peers on standardized tests
administered in English. They become biliterate, meaning they can read, write, and communicate in
both languages. Students learn from teachers and from each other, and share not only academics, but
language, culture and friendship.
Dual Immersion started in the US in 1963 with a group of Cuban citizens in Florida. What began as an
English Learning program has blossomed into an enrichment program for all students, where the final
outcome is bilingualism, high level of literacy in two languages or more, and improved academic
achievement.
Other benefits of Dual Immersion Education include the following:
● Additive bilingualism: Students gain a new language and maintain their native language.
● High academic achievement: Students in Dual Immersion programs perform at or above
other seventh-grade classes on standardized tests in Math, Science and Social Studies. (1996,
Collier Thomas Study)
● Students will qualify for the Seal of Biliteracy on their High School Diploma through an
application process
● More job opportunities in many careers.
4
Why DIME?
The DIME (Dual Immersion Multicultural Education) program offers both English and Spanish
speaking students the unique opportunity to learn and excel in both the primary and second
languages, while also developing an increased understanding of different cultures and an
appreciation for a diverse society.
DIME provides a way to learn academic content while acquiring another language at the same time.
Students receive language arts, math, science and social studies instruction in Spanish. The teaching
strategies support the students in learning the concepts and skills for the subject area, as well
develop the ability to read, write, speak and listen in both English and Spanish.
DIME uses the 90/10 Two-Way Bilingual Immersion model. By starting with 90% of instruction in
Spanish, a strong foundation in the target language is established while students continue to
develop their oral and literacy skills in English. Each year the percentages of time in each
language shift by about 10% so that by the time students enter the 5th grade, half the day is
taught in Spanish and half the day is taught in English.
DIME began in 2012 at San Martin/Gwinn Elementary. The acronym “DIME” means “Tell me” in
Spanish and stands for Dual Immersion Multicultural Education. Because dual language education is
designed as an early immersion model, students start their program at the Kinder/First grade levels.
DIME (in its third year in 2014-15) now consists of two kindergarten and two first grade classes and
one each of second and third grades. School and district officials will continue to develop the
program into the intermediate and secondary levels.
5
PROGRAM GOALS
The DIME Program is a Choice program that serves both English and Spanish speaking students. The
program is open to students of different backgrounds and abilities. The Dual Language Immersion
program is designed to meet the following goals:
• Bilingualism and Biliteracy: Students develop a high level of oral and written
proficiency in both Spanish and English.
• Academic Excellence: Students achieve academic excellence in all subject
areas, meeting or exceeding district and California state standards.
• Multicultural Understanding: Students develop positive attitudes toward other
languages and cultures and demonstrate their ability to appreciate the traditions and
values of various cultures in our society and around the world.
• Multimedia Literacy: Students demonstrate proficiency in the use of computers &
applications, as well as an understanding of the concepts underlying hardware,
software, and connectivity. In addition, they demonstrate the responsible use of
technology and an understanding of ethics and safety issues in using electronic media
at home, in school, and in society. They will also demonstrate the ability to use
technology for research, critical thinking, problem solving, decision making,
communication, collaboration, creativity, and innovation.
PROGRAM DESIGN
The Dual Immersion Multicultural Education (DIME) Program at San
Martin/Gwinn Elementary School
The DIME Program has a specific course of study and schedule with carefully designed separation of
language instruction for both Spanish and English. The 90/10 model program model listed below is
the most-​researched model in Two Way Bilingual Immersion and Dual Language Education that
demonstrates the highest success in the development of biliteracy for both Spanish and English
dominant students. Teachers in the program must be appropriately credentialed for their grade level
and possess bilingual certification.
6
Instructional Percentages of Language Delivery for Both Languages for All Students
Percentages of time spent in each language by grade level
Language/Grade
K
1st
2nd
3rd
4th-6th
Spanish
90
80
70
60
50
English
10
20
30
40
50
Instructional Percentages of Language Delivery for Both Languages for All Students
The program’s policy of language separation means that teachers and students will stay in one
language rather than mixing English and Spanish during a given period of instruction. Since Spanish
proficiency is the target language for the program, teachers will deliver specific content in the
Spanish language, focusing not only on mastery of content but also on the acquisition of language,
including vocabulary and language structure and functions. Studies in second language learning
indicate that a clear separation of languages for instruction helps to promote communication
skills, build the students’ need to use the language, and support metalinguistic transfer.
Instruction is designed carefully to integrate language and content, to address second-​l anguage
learner needs, and to encourage the transfer of skills, strategies, and knowledge across languages
(Howard, Sugarman, Perdomo, and Adger, 2005).
DLI Language of Instruction by Grade Level
Subject/Grade
K-​
-1
2nd
3rd
4th
5th
6th
Spanish Language Arts
Spanish
Spanish
Spanish
Spanish
Spanish
Spanish
Mathematics
Spanish
Spanish
Spanish
Spanish
Spanish
English
Science
Spanish
Spanish
Spanish
English
English
English
Social Studies
Spanish
English
English
Spanish
English or
Spanish
Spanish
Eng. Language Arts &
Academic English
Language
Development (AELD)
English
English
English
English
English
English
7
MEASURING STUDENT
PROGRESS
DIME students will be assessed in both languages, English and Spanish, to determine the
success of each student in meeting the goals set out by the dual language program. DIME
teachers will use the State Common Core State Standards in English and Spanish, the English
Language Development Standards for English Learners (students learning English as their
second language) and the Next Generation Science Standards. Additional assessments will be
determined by the California Department of Education and the network of Two-Way and Dual
Language programs in California to allow MHUSD to benchmark DIME’s progress against that of
similar programs.
The following chart outlines the assessments that will used in the program to measure
academic progress in both languages, Spanish language development, and cross cultural
attitudes and proficiencies.
Students who are English-Speaking Learning Spanish as their second language*
Academic Achievement
Language
Proficiency
Grades K-2
District Local Assessments
School site reading assessments in English
and Spanish
Language Assessments
Scales in Spanish
Grade 3
District Local Assessments
School site reading assessments in English
and Spanish
Language Assessment Scales
in Spanish
State Test: Common Core State Standards in
English in English Language Arts and
Mathematics (Smarter Balance)
*Assessments will continue to be developed for the program participants as the California Department of
Education and network of Dual Language programs determine the appropriate standards-based assessments in
both English and the target language.
8
Students who are Spanish Speaking Learning English (English Learners)
Grades K-2
Academic Achievement
Language
Proficiency
District Local Assessments
School site reading assessments in Spanish
Language Assessments Scales in
Spanish
California English Language
Development Test
Grade 3
District Local Assessments
School site reading assessments in Spanish and English
Language Assessment Scales in
Spanish
State Test: Common Core State Standards in English in
English Language Arts and Mathematics (Smarter Balance)
California English Language
Development Test
CALIFORNIA
STATE OF
BILITERACY
The State Seal of Biliteracy (SSB), established by Assembly Bill 815 (Brownley, Chapter 618, and
Statutes of 2011), became effective January 1, 2012, and provides recognition to high school students
who have attained a high level of proficiency in speaking, reading, and writing in one or more
languages in addition to English. Each school district or direct-​funded charter school that confers the
SSB is required to maintain appropriate records in order to identify students who have met the
established criteria for the award and to affix the SSB insignia to the diploma or transcript of each
qualifying student. University and college credit in foreign language will be given.
School districts in California offering Dual Language Immersion or Two-​Way Immersion programs are
encouraged to adopt a Seal of Biliteracy Board Resolution that indicates a commitment to the
preparation of their Dual Language program students. As a result of 8-​-9 years of study in two
languages, students will be able to advance into the secondary programs fully prepared to participate
in either advanced placement or honors coursework in the language they have been studying during
elementary and intermediate school years. Dual Language students will also be able to apply for the
“Seal of Biliteracy Pathway Awards” in accordance with the State Seal of Biliteracy guidelines to
motivate students to continue developing their first and second languages throughout their K-8
school years. The awards are presented after both 6th and 8th grade as students work to meet the
criteria set for each award (L. Olsen 2010).
9
Morgan HIll Unified School District
Seal of Biliteracy Pathway Awards
Elementary
School
Middle School
High
90/10 Two Way Bilingual
Immersion Program
Target Language: Spanish
Dual Language Immersion program
continues from 6th-8th grades.
Minimum of two courses make up
the Dual Immersion program core:
Spanish Language Arts & Spanish
Science or Spanish Social Studies.
Students enter high school after
completing a placement exam to be
placed in either Spanish Honors
courses or Advanced Placement
courses in Spanish at 9th grade.
First Award - 6th Grade
Students are awarded the
Recognition of Biliteracy Award
upon completion of 6th grade.
This marks 7 years of study in
two languages plus
redesignation to fluent status
and academic achievement.
Second Award - 8th Grade
Students are awarded the
Certificate of Biliteracy upon
meeting the criteria set by the
program’s master plan after 8th
grade completion.
Third Award - High School Diploma
Students must apply for the Seal of
Biliteracy Program at their respective
high schools upon meeting the criteria
set by the school to receive their award
on their high school diplomas and
transcripts.
10
THE ROLE OF PARENTS
All parents who enroll their children in the DIME program are asked to fully engage in their child’s
academic program by supporting school activities, attending parent/teacher meetings, participating
in Parent Education evenings on topics related to second language learning, volunteering in the
classroom, and supporting the activities in their child’s classroom by attending special events and
performances at the school.
Parents are asked to sign a multi-year commitment letter (DIME Parent Compact Letter) which
outlines the components of the program and describes various ways a family might be able to
support their child’s academic and linguistic development. Parents will be asked to fill out a Time
and Talent Questionnaire to help parent organizers create a database of information to assist the
school in drawing upon the talents of the families in the community. DIME parents are also asked to
volunteer a minimum of 20 hours a year. Please note that all parents who volunteer in the classroom
on a continuous basis will have to adhere to CA State regulations of fingerprinting and TB
testing/screening.
There are many levels of parent involvement at San Martin/Gwinn Elementary School, including
some of the following:
1. School Governance - School Site Council and ELAC Meetings
Parent representatives are elected by the general parent community to be part of the School Site
Council and the English Learner Advisory Committees. Both committees consist of the principal,
teachers, and parents and work to provide oversight of state and federal regulations/budgets, etc.
2. Home & School Club - Building Parent Participation
All families in San Martin/Gwinn are invited and highly encouraged to be part of the school’s Home &
School Club. The families work together to fundraise, participate in Family NIghts and special events,
work on key school projects: Garden Club, orientations for new families, Science Camp, etc.
DIME families are encouraged to fully participate in the general Home & School Club family activities.
3. The DIME Parent Community - Promoting Second Language Opportunities for all Students
DIME families are also invited to attend unique activities to help families support their children in
their second language learning process. The DIME Parent Leadership Committee will be a
subcommittee of the Home & School Club but will assist the DIME Program in the continued
development of the program: K-8th Grade. A team of DIME Parent Ambassadors will be formed to
assist with new family recruitment activities and program visitations. DIME parents will help
coordinate DIME Parent Meetings/ Speakers’ Series so parents can continue to educate themselves
about the program elements, key language development benchmarks, and the language learning
process as it affects their children. Fundraising for specific Spanish language materials for both the
classroom and library will be an important function of the work of the DIME Parent Community.
11
FREQUENTLY ASKED QUESTIONS
What model do you use?
San Martin/Gwinn uses the 90/10 model, where 90% of the instructional day is in Spanish for
Kindergarten, and 10% is in English. English instruction increases 10% each year until 4th grade when
the children are taught 50% in each language. We chose this model because research has shown that
students in the 90/10 model are more proficient in Spanish at the end of the program with no
detriment to their English development. For more information, please check the Centers for Applied
Linguistics website or this link.http://www.cal.org/twi/initialliteracy.pdf
How do Spanish speakers benefit from this program? Will less exposure to English in the early grades
disrupt their English learning?
In the early grades, English Language Learners (ELLs) in Dual Immersion Programs may have slower
English progress than their peers in traditional programs because they spend more learning time in
their first language. Studies have shown, however, that eventually ELL students in traditional
programs reach a plateau in their literacy, while those in Dual Immersion easily grow past this phase
thanks to their strong native language literacy (Hakuta & Gould, 1987).
How many students are selected each school year?
To maximize language learning, each class is made up of half native English speakers and half native
Spanish speakers. About 48 kindergarten spots are open, 24 for each language group. DIME
enrollment is based on many factors, including total school enrollment, the number of interested
pupils, and other considerations. The final number will depend on the needs of the children and
requirements to maintain a quality dual immersion program. We strive to include every interested
student in the Dual Immersion program.
Can parents volunteer in the classroom?
Yes. Parents are highly encouraged to volunteer in the classroom and DIME teachers will work with
volunteers to schedule this time in their respective classrooms. Please note that there are times
when only Spanish is spoken in the classrooms and therefore, Spanish-speaking parents are needed
in the classrooms. There is also daily time in English when English-speaking parents can be of great
assistance to the teacher. There are many other ways to volunteer to include: chaperoning field
trips, speakers in the classrooms, assisting in fundraisers, coordinating classroom activities in the
classroom, room parent, etc.
How will students be selected for the Dual Immersion program?
Currently, a first-come, first-served list of interested parents is kept at the District Office. Eventually,
placement in the program will be done through a lottery process.
12
Will two languages confuse my child or slow down their academic progress?
There is no research to indicate that this is the case. Research has consistently demonstrated that
learning in two languages enhances academic growth and develops the cognitive abilities of
students. Dual immersion students generally attain academic achievement that is at or above their
peers in English-only classes.
Can siblings be in the program? Are siblings given priority enrollment?
Yes. To promote whole-family language learning, younger siblings have priority placement in DIME.
Who can enroll? Do I need to be bilingual for my child to enroll?
No. Parents do not need to be bilingual for their children to enroll and succeed in a dual immersion
program. Parents are encouraged to read with their children in their home language as literacy in one
language transfers to the development of literacy in the second. Parents are also important in
motivating and encouraging their children to enjoy, practice and study hard in both languages.
How long does the program last?
The Dual Immersion program that begins at San Martin/Gwinn is a K-6 program and will be further
developed into a middle school so that students enter high school at an advanced level in Spanish
and are able to fulfill their high school foreign language requirements by their sophomore year.
Program research data indicates that students develop dual language proficiency in a minimum of
five to seven years (Lindholm-Leary, 1987, 2001). Parents who enroll their children in the Dual
Immersion program are strongly encouraged to make a commitment to participate through all grades,
as this will result in the best outcome for your child.
Is testing the same as for non-Dual Immersion students?
Yes. Program assessments are the same for both standard and Dual Immersion students. Monitoring
the progress of the students in both languages is a key strategy in the successful implementation of
the program.
Is the district responsible for transportation?
As this is an optional program, bus service is not available to children outside the San Martin/Gwinn
attendance area in the 2014-15 school year.
High School Program Options
It is the expectation of MHUSD that the students that graduate from the Dual Language
Immersion program after 8th grade will be promoted into their respective high schools
proficient and capable in both languages and ready to meet the requirements for the Seal of
Bi​
literacy. Upon meeting the program standards of performance, the DLI students will be able
to add a Seal of Biliteracy to their high school diplomas giving students college credit for their
years of participation in a Dual Language Program. MHUSD will work with high school districts in
the area to develop a pathway program that may consist of the following:
13
CoursE
Freshman
Sophomore
Junior
SenioR
Pathway 1
4th Year
Spanish
(A-G)
AP Spanish
AP Spanish
Literature
Community
College
Course
Pathway 2
(Adv)
AP Spanish
AP Spanish
Literature
3rd Language
(Yr 1) or
Community
College
Course
3rd Language (Yr 2)
Community
College Course
OTHER PARENT RESOURCES
Websites:
www.atdle.org - Association of Two-Way & Dual Language Education: professional resources, articles
and information for families.
www.cal.org - Center for Appied Linguistics: national consortium of second language resources
www.SpanglishBaby.com: Website created by two parents of bilingual children full of interesting
articles, studies, resources.
www.lindholm-leary.com: Website with research, presentations and other scholarly articles from the
leading researcher in Two-Way & Bilingual Immersion education.
www.dlenm.org: Dual Language Education New Mexico: home of Fuente Press which is a great
depository of articles and research on Two-Way & Dual Language education programs.
www.dlp.org: Dual Language Advocates - great ideas for parents in Dual Language programs.
www.babble.com: 30 best books in Spanish for young children.
www.internationalchildbook.com: Online bookstore for books in Spanish and both languages.
www.amazon.com: Order Spanish books and program/research books by many authors including Dr.
Fred Genesee, Dr. Ester de Jong, Dr. Sonia Soltero, Dr. Jim Cummins, Helena Curtain, David Freeman,
etc.
Books:
A Parents' and Teachers' Guide to Bilingualism: 4th edition (Parents'
and Teachers' Guides) by Colin Baker (Apr 3, 2014) available in used
and new copies from Amazon.com in Spanish and English.
Local Bookstores:
Let’s Read in Spanish in San Jose, CA - bookstore started by Two-Way
parents to increase the accessibility of books for parents and
classrooms in the Bay Area. (408)564-7370
Hicklebee’s Bookstore, San Jose, CA - bookstore in the Willow Glen
area of San Jose, CA.
14
DIME STAFF LIST AND EMAILS
NAME
POSITION
R ROOM EMAIL
Jose Anaya
Teacher, Kindergarten, DIME
5
[email protected]
Cecilia (Fernandez) Robins Teacher, Kindergarten, DIME
18
[email protected]
Dana Reginato
Teacher 1st Grade, DIME
16
[email protected]
Mayra Gomez
Teacher, 1st Grade, DIME
14
[email protected]
Sara Ortiz
Teacher, 2nd Grade, DIME
8
[email protected]
Ana Olagues
Teacher, 3rd Grade, DIME
10
[email protected]
15
SAN MARTIN/GWINN PARENT
PARTICIPATION
Proposed calendar of ev ents 2014-15. Subject to change. Please refer to
sanmartingwinn.com or the weekly handouts to confirm dates and times.
August 12- Ice Cream Social 6-7
August 13- Welcome Back Teacher’s Brunch-morning
August 14- 1st day of school/Welcome Back Coffee in Plaza 7:45
August 26- Home and School Club Meeting in Library-8am
September 5- Movie Night in multi (English)
September 12- Fiesta Patrías-Outdoor Community Dinner/Carnival-GRAND OPENING
September 18- Back to School Night
September 16- HSC Meeting in Library--Pumpkin Run Planning
October 3- Movie Night in multi
October 14- HSC Meeting in Library
October 17- Lotería in multi
October 24- Pumpkin Fun Run at North field
October 31- Halloween Parade
November 7- Movie Night in multi
November 18- HSC Meeting in Library
December 5- Movie Night in Multi
December 13- Santa’s Breakfast
January 13- HSC Meeting
February 6- Movie Night
February 11- Dad’s on Duty (Kindergarten)
February 13- Dad’s on Duty (1-6)
March 17- HSC Meeting
April 21 - HSC Meeting
May 4- May 8 Teacher Appreciation Week
May 21 - Open House
June 4- Last Day of School, Field Day and Promotion Ceremony
*Book Fair Week-culminating with Dinner on Plaza/Science Fair displays?? Science Faire
16
DIME PARENT MEETINGS
Proposed Ev ents/Meeting Dates 2014-2015 Subject to change. Please refer to
sanmartingwinn.com or the weekly handouts to confirm dates and times.
Cafecitos(meeting with principal and committee reports)- 8am at SMG
❏
❏
❏
❏
❏
Wednesday, August 27
Wednesday, October 22
Wednesday, December 3
Wednesday, February 4
Wednesday, March 25
Speaker Presentation/K-3 Student Performance/Presentations
❏
❏
❏
❏
Thursday, October 16
Thursday, Jan 2
Thursday,March 5
Thursday, May 7
Other
❏ Día del Autor-during school hours-Week of May 18th
❏ Tamales for Technology-December
17
Stay in touch with San Martin/Gwinn
Stay in touch and up to date with the happenings at San Martin/Gwinn.
Text @sanmart to (408) 660-3142
Give us your email address and we’ll send you email updates.
Email_______________________________________________________
I have "Time & Talent"
and want to help at San Martin/Gwinn!
Weekly Commitments:
Л Classroom with Students Л Classroom Prep (home) Л Classroom Prep (school) Л Garden
Л Room Parent
Л Home & School Club Copies
Monthly Commitments:
Л Art in the Classroom
Л Movie Night
Л Newsletter & Event Updates
Л Hospitality Coordinator Л Classroom & Events Photographer
Л Box Tops Coordinator
Л Science Lab & Experiments
Once a Year Commitments:
Л Fiesta Patrías - Dinner, Carnival & Grand Opening Celebration (September)
Л Pumpkin Fun Run (October)
Л Lotería (October)
Л Santa’s Breakfast (December)
Л Dads on Duty (February)
Л Teacher Appreciation Week (May)
Л Field Day (June)
Л Science Fair (date TBD)
I am interested in helping out in these areas; please contact me!
Л Enrichment
Л Technology
Л Events & Fundraising
Л Translation
Л Gardening/Campus Improvements
I speak: Л English Л español Л both
Parent Name(s): _______________________________________________________________________
Phone 1: __________________________________Phone 2:____________________________________
Email: ______________________________________________________________________________
Student Name: ___________________________Teacher: __________________________Rm #_______
Student Name: ___________________________Teacher: __________________________Rm #_______
Student Name: ___________________________Teacher: __________________________Rm #_______
Student Name: ___________________________Teacher: __________________________Rm #_______
Please submit only one form per family. Please return this form for a special treat!
Mantengan en contacto con San Martin/Gwinn
Manténgase en contacto y al día con los eventos en San Martin / Gwinn.
Text @sanmart to (408) 660-3142
Danos su dirección de correo electrónico y le enviamos actualizaciones.
Email_______________________________________________________
Yo tengo “Tiempo y Talento” y me
gustaría ayudar en San Martin/Gwinn!”
Compromisos semanales: marque la casilla(s)
Л Salón con los estudiantes Л Preparación del salón (en mi casa) Л Preparación del salón (en la escuela)
Л Jardín
Л Padre del salón
Л Hacer copias para el club de hogar y escuela
Compromisos mensuales:
mensuales: marque la casilla(s)
Л El arte en el salón Л Noche de película Л Boletín de noticias y eventos actualizaciones
Л Coordinador de hospitalidad
Л Salón y eventos fotógrafo
Л Coordinador de “box tops”
Л Laboratorio de ciencias y experimentos
Compromisos anuales:
anuales: marque la casilla(s)
Л Fiesta Patrías – cena, carnaval y celebración de gran aperture (septiembre)
Л Carrera divertida de calabaza (octubre)
Л Lotería (octubre) Л Desayuno con Santa (diciembre)
Л Padres en servicio (febrero)
Л Agradecimiento a los maestros (mayo)
Л Día del campo (junio)
Л Feria de ciencias (por determiner)
Estoy interesado en ayudar en estas áreas; ¡favor de llamarme!:
llamarme!: marque la casilla(s)
Л Enriquecimiento Л Tecnología Л Eventos y recaudación de fondos Л Traducción
Л Jardinería y mejoras de la escuela
Hablo: Л inglés Л español Л inglés y español
Nombres de padres: ___________________________________________________________________________
Teléfono 1: ____________________________________ Teléfono 2:____________________________________
Email: ______________________________________________________________________________________
Nombre de estudiante : ______________________________Maestro/a: _______________________Rm #_______
Nombre de estudiante : ______________________________Maestro/a: _______________________Rm #_______
Nombre de estudiante : ______________________________Maestro/a: _______________________Rm #_______
Nombre de estudiante : ______________________________Maestro/a: _______________________Rm #_______
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DUAL IMMERSION PARENTAL EXCEPTION WAIVER
SOLICITUD DE EXENCIÓN PARA EL PROGRAMA DE
DOBLE INMERSION
School
______________ Date of waiver request ________ Waiver request for school year ________
Student’s Full Name
_
______ Birth date
Grade _______
I am the parent/guardian of the child named above. I have personally visited my child’s school and have been provided
with a full description of the programs, the educational materials to be used in each program, and the educational
opportunities available to my child. I request a waiver of the requirement that my child be placed in a Structured English
Immersion program. I request, instead, that my child be placed in the Dual Immersion program in which some of the
instruction, textbooks and materials are provided in Spanish. I believe that an alternative primary language program best
meets my child’s educational needs.
Reason for waiver request (to be confirmed by MHUSD):
My child already knows English. (To be confirmed by standardized tests of English vocabulary comprehension,
reading and writing at or above state average for child’s grade level, or at state average for fifth grade, whichever is
lower, or is identified as fluent English proficient.)
My child is at least ten years old. (District must determine that the child’s rapid acquisition of basic English
language skills will be better achieved through an alternative program.)
My child has special needs: ___________________________________________________________
I believe that an alternative program would better meet my child’s educational needs for the following reason(s):
My child does not understand all of the classroom instruction.
The program has caused confusion for my child because it conflicts with the instruction he/she received in
previous years.
I am not able to help my child with homework in English.
My child is falling behind in schoolwork.
I want my child to be bilingual.
I can’t communicate with my child’s teacher.
Additional information: ___________
I understand that the district must determine that my child’s physical, emotional, psychological, or educational needs
will be better served through an alternative program. If the district makes this determination, a written description of
the child’s “special needs” will be prepared. I further understand that I must request a waiver each year for my child to
continue to participate in an alternative instructional program.
_______
Signature of parent/guardian
Date
______
Form received by
Date
I believe that an alternative course of educational study would be better suited to the above-named child’s overall
educational development.
_______
___________________________
Name and Signature of MHUSD Employee
_________________
Date
Waiver request examined and approved.
Waiver request examined and rejected. Parent has been informed in writing of the reason(s) for the rejection and has
been informed of the procedure for appeal.
_______
___________________________
Name and Signature of School Principal
_________________
Date
DUAL IMMERSION PARENTAL EXCEPTION WAIVER
SOLICITUD DE EXENCIÓN PARA EL PROGRAMA DE
DOBLE INMERSION
Escuela
Fecha de solicitud de exención _____Exención para el año escolar de:
Nombre / apellido del estudiante
Nacido/a
___
____
Grado ____
Soy el padre/madre/tutor legal del estudiante nombrado arriba. He visitado personalmente la escuela de mi hijo/a y se
me ha proveído una descripción total de los programas, los materiales educativos a ser usados en cada programa, y las
oportunidades educativas disponibles para mi hijo/a. Estoy solicitando una exención del requisito de colocar a mi hijo/
a en un programa estructurado de inmersión en inglés. Solicito que se le coloque en el programa de doble inmersión en
el cual algo de la instrucción, los textos y materiales se proporcionan en español. Pienso que un programa alternativo en
el idioma primario es el más indicado para satisfacer las necesidades educativas de mi hijo/a.
Razón por la cual se solicita la exención (a ser confirmada por MHUSD):
Mi hijo/a ya sabe inglés. (A sido confirmado por resultados en las pruebas estandarizadas de vocabulario,
comprensión, lectura y composición de acuerdo al nivel estatal del grado del estudiante o el promedio estatal de
quinto grado, o que se ha identificado como competente en inglés (FEP).)
Mi hijo/a tiene por lo menos 10 años. (El distrito deberá determinar que la rapidez de adquisición de habilidades
básicas de inglés del estudiante se lograría mejor por medio de un programa alternativo.)
Mi hijo/a tiene necesidades especiales: _________________________________________________________
Pienso que un curso alternativo es el más adecuado para su desarrollo educativo por la(s) siguiente(s) razón(es):
Mi hijo/a no comprende toda la instrucción de clase.
El programa le ha causado confusión porque está en conflicto con la instrucción que ha recibido en años
anteriores.
No puedo ayudar a mi hijo/a con su tarea en inglés.
Mi hijo/a se está atrasando en sus estudios.
Quiero que mi hijo/a sea bilingüe.
No puedo comunicarme con el maestro/a de mi hijo/a.
Información adicional:
Comprendo que el distrito debe determinar que las necesidades físicas, emocionales, psicológicas, y/o educativas
de mi hijo/a se servirían mejor por medio de un programa alternativo. Además, entiendo que no se requiere mi
consentimiento. Si el distrito hace esta determinación se preparará una descripción escrita de las “necesidades
especiales” del estudiante. También comprendo que debo solicitar cada año una exención para que mi hijo/a pueda
continuar participando en un programa educativo alternativo.
_______
Firma de padre/madre/tutor legal
Fecha
Recibido por
Fecha
Pienso que un curso alternativo de estudios sería el más indicado para el desarrollo educativo total del estudiante
nombrado arriba.
_______
___________________________
Firma del empleado MHUSD
_________________
Fecha
Exención revisada y otorgada.
Exención revisada y negada. Se ha informado por escrito a los padres de las razones por las que se ha negado la
exención y del proceso de apelación.
_______
___________________________
Firma del director/a de escuela
_________________
Fecha
San Martin/Gwinn
Environmental Science Academy
100 North Street
San Martin, CA 95046
408-201-6480
Dual Immersion Multicultural Education (DIME) Program
PARENT COMMITMENT FORM
Please read thoroughly, mark your initials at the end of each section, and sign/date at
the bottom of this form. If you do not understand any part of this form, please ask for
clarification.
I have viewed the Dual Immersion Multicultural Education (DIME) Language Program video and
reviewed the program as part of the orientation meeting at the school.
Initial_____
_
I understand that this is a Dual Immersion Multicultural Education (DIME) language enrichment
program and success of this program is dependent upon continuous enrollment through fifth grade.
Initial_____
_
I understand this Dual Immersion Multicultural Education (DIME) Language 90/10 model:
90% of instruction is provided in Spanish in kindergarten and first grade.
80% of instruction is provided in Spanish in second grade.
The primary teacher for kindergarten through second grade students is to speak Spanish only.
English literacy (reading & writing) instruction begins formally in third grade.
By fifth grade, 50% of instruction is in English and 50% of instruction is in Spanish.
Initial_____
_
I understand that the teachers and staff of the Dual Immersion Multicultural Education (DIME)
Program are committed to supporting my child in:
Mastery of grade level academic content.
The ability to understand, speak, read, and write both English and Spanish at grade level by the
end of fifth grade.
The development of positive cross-cultural attitudes.
Initial_____
_
By initialing and signing this form, I am making a multi-year commitment on behalf of my family to the
Dual Immersion Multicultural Education (DIME) program at San Martin/Gwinn Elementary School in
the Morgan Hill Unified School District.
Initial_____
_
______________________________
Child’s Name
____________________________________________
Parent’s Name and Signature
___________________________________________________________________
Name and Signature of DIME Staff Member
Updated 2014-08-10
_____________
Date
___________
Date
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San Martin/Gwinn
Environmental Science Academy
100 North Street
San Martin, CA 95046
408-201-6480
Doble Inmersión Educación Multicultural (DIME)
FORMULARIO DE COMPROMISO DE LOS PADRES
Por favor lea detenidamente, marque sus iniciales al final de cada sección, firme e indique la
fecha en la parte inferior de este formulario. Por favor déjenos saber si tiene preguntas sobre
este formulario.
He visto el video del programa DIME (programa de lenguaje de Doble Inmersión Educación
Multicultural) y revisado el programa como parte de la reunión de orientación en la escuela.
Inicial_____
_
Entiendo que este es un programa de Educación Multicultural (DIME) e Inmersión Dual para el
enriquecimiento del lenguaje cuyo éxito depende de la matriculación continua hasta el quinto grado.
Inicial_____
_
Entiendo que en este modelo de inmersión dual de Educación Multicultural (DIME) Idioma 90/10:
El 90% de la enseñanza se imparte en español en jardín de infantes y primer grado.
El 80% de la enseñanza se imparte en español en el segundo grado.
Los maestros de kínder a segundo grado hablan solamente español.
La educación en inglés (lectura y escritura) comienza formalmente en el tercer grado.
En quinto grado, el 50% de la instrucción es en inglés y el otro 50% es en español.
Inicial_____
_
Entiendo que los profesores y el personal del Programa de Doble Inmersión Educación Multicultural
(DIME) están comprometidos a apoyar a mi hijo en:
El dominio de los contenidos académicos de nivel de grado.
La capacidad de entender, hablar, leer y escribir inglés y español a nivel de grado al final del
quinto grado.
El desarrollo de actitudes interculturales positivas.
Inicial_____
_
Al escribir mis iniciales y firmar este formulario, estoy haciendo un compromiso de varios años, en
nombre de mi familia en el programa de Doble Inmersión Educación Multicultural (DIME) de la
Escuela Primaria San Martin/Gwinn en el Distrito Escolar Unificado de Morgan Hill.
Inicial_____
_
______________________________
Nombre del niño
____________________________________________
Nombre y firma del padre/madre
___________________________________________________________________
Nombre y firma del miembro del personal de DIME
Updated 2014-08-10
_____________
Fecha
___________
Fecha
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