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STUDENTS PARENTS EMPLOYEES COMMUNITY

Programs

English for Speakers of Other Languages (ESOL)
Spanish for Spanish Speakers (Spanish -S)
World Languages - Spanish
Curriculum Content in the Home Language (CCHL) Bilingual Curriculum Content (BCC)
Haitian-Creole Language Arts
Secondary Foreign Languages (Secondary FL)
Project New Beginning
Dual Language Programs
Elementary Bilingual School Organization (BISO)
Extended Foreign Language (EFL)
International Studies Programs (IS)
Adult ESOL

English for Speakers of Other Languages (ESOL) - Established in the early 1960s
English for Speakers of Other Languages is a required program for students whose
home language is other than English and who are classified as less than independent in
English. It is a language arts program that incorporates all aspects of Language Arts
instruction, content, and language development. The ESOL Competency-Based
Curriculum for each grade level addresses the following components:

1) Reading/Literature
2) Composition
3) Vocabulary/Word Study/Language
4) Listening/Speaking/Viewing
5) Information Literacy/Study and test taking
6) Culture

Spanish for Spanish Speakers (Spanish-S) - Established in the early 1960s
Spanish for Spanish Speakers is a full language arts program which enables students of Spanish language origin, and others whose proficiency in Spanish allows them to benefit from the program, to become functionally literate in Spanish by reinforcing and acquiring skills in listening, speaking, viewing, reading, and writing. The program stresses critical and creative thinking and provides for the needs of students with a wide range of abilities and interests. It is comprehensive, sequential, and spiral, and is designed to develop functional proficiency in all language skills. The program is planned to be relevant to all students and reflects present day Hispanic societies and cultural values. Participation in this program is voluntary at all levels.

Although the development of literacy skills forms a major portion of the program, significant attention is also devoted to growth in the language, in order to extend the language of the home and neighborhood to a level of maximum usefulness in the world of work.

Time distribution flow charts.

Characteristics of successful home language arts lessons.

World Languages - Spanish - Established in the early 1970s
Elementary World Languages-Spanish (formerly Spanish as a Second Language) emphasizes oral use of the language in everyday childhood experiences. At all levels, learners develop skills within contexts which build understanding of Hispanic cultures. These skills reinforce development of cognitive and affective skills. Reading and writing are introduced as students gain mastery over the sounds, structures, and vocabulary in the instructional program. Reading and writing serve not only to reinforce control over the oral language, but also to develop literacy skills. Participation is voluntary at all levels.

Curriculum Content in the Home Language (CCHL)/Bilingual Curriculum Content (BCC) - Established in the early 1970s
In elementary schools, Curriculum Content in the Home Language (CCHL) is designed to provide in a language other than English selected basic skills and concepts to provide comprehensible instruction that supports the acquisition of content as the student acquires English. Such instruction in the home language implements in each curriculum area (i.e., Social Studies, Science, Mathematics, and Computer Literacy) the same instructional objectives as are implemented in the regular curriculum in English. It is offered where there are limited English proficient students and in special programs, such as Bilingual School Organizations, the Elementary Extended Foreign Program and special language centers. In the secondary schools, a parallel program of Bilingual Curriculum Content (BCC) is offered.

FCAT Task Cards in Spanish

Alternative Language Arts - Established in 1990

(i.e., Spanish for Spanish Speakers/Haitian-Creole Language Arts)
For those students classified as limited English proficient, the Spanish-S/Haitian-Creole instruction represents the Home-Language Arts portion of their curriculum and is considered as Alternative Language Arts under the Consent Decree. Past practice, which left with the parent/guardian the decision of LEP student participation in Home Language Arts, has been superseded by the Consent Decree and State Board of Education rules, which place such decision in the hands of the LEP committee.

Secondary Foreign Languages (Secondary FL)
The Secondary Foreign Language Program provides the students with the opportunity to initiate or, in some cases, continue a sequence of one or more foreign languages, such as French, German, Haitian-Creole, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, Spanish FL or Spanish-S. Within the continuum of course offerings, the program strives for functional use of the language while realizing three main objectives:

(1) the development of communication and learning skills
(2) the development of cultural awareness
(3) the extension of future academic/career opportunities. Most courses emphasize listening comprehension and oral communication skills and introduce reading and writing sequentially. The degree of functional competency depends not only on the length and quality of the instruction but also on the effort and time the student brings to the learning process. Honors courses are provided for those with more than utilitarian aims.

Project New Beginning
Project New Beginning is designed to address the needs of a selected group of newly-arrived students entering M-DCPS who are LEP and with limited or no prior school experience. The students in question have a dual problem: lack of English proficiency and lack of literacy and academic skills in their home language. The program serves ages 11-13 (grades 6 – 8) Middle School, and ages 14 and up (grades 9 -12) Senior High School. The student is limited English proficient (LEP) at the ESOL Level I; has had limited or no prior school experience; the student’s native language skills are below grade level; and the student arrived in the United States within the last year.

Dual Language Programs
The Dual Language Program is also known as two-way bilingual education instruction or bilingual immersion. It is a model that combines Developmental Bilingual Education (DBE) for language-minority students and foreign-language immersion for English-proficient students, with the added benefit of peer tutoring, seeks to enable each group to learn the other's vernacular while also meeting high academic standards.

Broadly speaking, dual language programs in Miami-Dade County Schools have developed along parallel paths, one being that of the elementary Bilingual School Organization (BISO) program, and the other being that of the Extended Foreign Language (EFL) program. Conceptually, the elementary schools following the BISO model have tended to favor program participation by students in the school. The schools following the Extended ForeignLanguage have developed "school-within-a-school" variations to serve those students who are especially interested in that type of program. Both the BISO and the EFL programs have aimed toward a 60%/40% (English/Spanish) distribution of time between the two languages of instruction.

Elementary Bilingual School Organization (BISO) - Established in the early 1960s
One effective means of attaining bilingual and biliterate proficiency in a school setting is through a bilingual school organization in which two culture groups study one another's native language and cultural background, and demonstrate mutual respect for one another's heritage. The elementary Bilingual School Organization responds to a felt need and /or expressed wish of parents, community, and school staff.

Bilingual School Organization refers to a program delivery system offered at the elementary level which, in addition to a regular instructional program in the English language, provides for instruction in English for Speakers of Other Languages, Spanish for Spanish Speakers, Spanish as a Second Language, and Curriculum Content in Spanish, and which provides for the introduction of basic concepts and skills in the student's home language and reinforcement in the second language. Because of the intensity in terms of time and scope with which Spanish is offered to English language origin students in this situation, a major objective pursued is to make Spanish a second language for these children.

Bilingual School Organization (BISO)

Ada Merritt ES (Pre-K - 3)
English/Spanish - English/Portuguese
Coral Way ES
English/Spanish
Marjory Stoneman Douglas ES
English/Spanish
Emerson ES (K-1) English/Spanish
Dr. Carlos F. Finlay ES
English/Spanish
Southside ES
English/Spanish
Springview ES (K-1)
English/Spanish

Extended Foreign Language Program (EFL) - Established in 1993
Extended Foreign Language (EFL) refers to a program delivery system offered at the elementary level which follows the same organization as a Bilingual School Organization except that it is only offered in selected classes per grade level. The EFL Program emphasizes the teaching of language arts and curriculum content in both English and another language (e.g., Spanish, Italian). It aims towards a 60% of instruction in English and a 40% of instruction in the targeted language. The program is designed for a group of students at each grade level who, after participating in the program for one school year, are automatically enrolled in the subsequent grade level in order to move towards a continuum of bilingual studies through twelfth grade.

Extended Foreign Language Program

Auburndale ES (K-5) English/Spanish
Bent Tree ES (K-3) English/Spanish
Biscayne ES(K-2) English/Spanish
Bright, J. H. ES (K-5) English/Spanish
Calusa ES(K-3) English/Spanish
Campbell Drive ES (K)* English/Spanish
Caribbean ES (K-3) English/Spanish
Carver, G. W. ES (K-5) English/Spanish - English/Italian
Citrus Grove ES(K-2) English/Spanish
Coral Park ES (K-3) English/Spanish
Coral Terrace ES (K-1) English/Spanish
DuPuis, J. G. ES(1-5) English/Spanish
Emerson ES (K-5) English/Spanish
Fairchild, David ES (K-5) English/Spanish
Fairlawn ES (K-3) English/Spanish
Graham,Ernest ES (K-6) English/Spanish
Gulfstream ES (K-2) English/Spanish
Hadley,Charles ES (K-5) English/Spanish
Hialeah Gardens ES (K-3) English/Spanish
Hurston, Zora Neal ES (K-5) English/Spanish
Kensington Park ES (K-5) English/Spanish
Kinloch Park ES (K-3) English/Spanish
Matthews, Wesley ES (K-5) English/Spanish
Miami Lakes ES (Extended Day) English/Spanish
Morningside ES (K-4) English/Spanish - English/Haitian-Creole
North Beach ES (K-5) English/Spanish
North Hialeah ES (K-5) English/Spanish
North Twin Lakes ES (K-5) English/Spanish
Ojus ES (K-2) English/Spanish
Palm Lakes ES (K-5) English/Spanish
Palm Springs ES (K-5) English/Spanish
Palm Springs North ES (K-4) English/Spanish
Pepper,Claude ES (K-5) English/Spanish
Porter, Dr. Gilbert L. ES (K)* English/Spanish
Riverside ES (K-2) English/Spanish
Royal Palm ES (K-5) English/Spanish
Shenandoah ES (K-2) English/Spanish
Sheppard, Ben ES (K-5) English/Spanish
Smith,John I. ES (K-4) English/Spanish
Skyway ES (1-2) English/Spanish
Sunset Park ES (K-2) English/Spanish
Sylvania Heights ES (K-5) English/Spanish
Thomas, Eugenia B. ES (K-3) English/Spanish
Twin Lakes ES (1-5) English/Spanish
Whispering Pines ES (K-2) English/Spanish
Wyche, Charles D. ES (K-5) English/Spanish - English/Italian
Everglades K-8 Center (K-4) English/Spanish
Key Biscayne K8 (K-1)* English/Spanish
Milam, M. A. K-8 Center (K-8) English/Spanish
Roberts, Jane S. K8 English/Spanish
Bell, Paul W. MS (6-8) English/Spanish
Chiles, Lawton MS (6-7) English/Spanish
Citrus Grove MS (6-8) English/Spanish
Dario, Ruben MS (6-8) English/Spanish
Filer, Henry MS (6-8) English/Spanish
Glades MS (6-7) English/Spanish
Hammocks MS (6)* English/Spanish
Miami Lakes MS (7-8) English/Spanish
Palm Springs MS (6-8) English/Spanish
Shenandoah MS (6-8) English/Spanish
West Miami MS (6-8) English/Spanish
Braddock, G. Holmes SH (9-12) English/Spanish
Miami SH (9-12) English/Spanish

NOTE: Besides these special language programs, elementary schools offer Spanish for Spanish Speakers (Spanish-S), Spanish as a Second Language (Spanish SL) and Haitian-Creole Home Language Arts (HC-HCLA). Secondary schools offer foreign language courses in eight different languages - French, German, Japanese, Haitian-Creole, Hebrew, Italian, Portuguese, and Spanish.

* Opening for the 2004 - 2005 School Year

International Studies Magnet Programs (IS)
The International Studies Program (IS) provides students with an International Curriculum which emphasizes study in a second language (French, German or Spanish).. Expectations are high: students will utilize their language mastery as they study literature, mathematics, history, and geography in their second language, working at a level commensurate with that of schools in Europe. IS students are often taught by instructors from France, Germany and Spain, according to a unique and cooperative agreement with Miami-Dade County Public Schools. IS students are encouraged to work at their highest level in non-IS courses and commonly enroll in Honors or Advanced Placement (AP) levels in English, science, social studies, and the arts.

For more information about Magnet Programs, visit the Schools of Choice website.

International Studies Program (IS) / I CHOSE

Air Base ES English/Spanish - English/French
Coconut Grove ES (K-1)* English/French
Coral Way Elementary English/Spanish
Lorah Park ES (Pre-K - 1)* English/Spanish
Martin, F. C. Elementary (Primary Years Program) English/Spanish - English/French
Merritt, Ada Elementary English/Spanish - English/Portuguese
Morningside Elementary English/Japanese - English/French
North Dade Center for Modern Languages English/Spanish - English/French
Sunset Elementary (IS) English/Spanish - English/French - English/German
Carver, G. W. MS (IS) English/Spanish - English/French - English/German
North Dade MS English/Spanish - English/French
Coral Reef SH (IS) English/Spanish - English/French - English/German

Adult ESOL
The ESOL program provides courses that enable adults to acquire English-language proficiency. Through a curriculum that integrates life-skills content with language functions and relevant grammer, students learn to use English to achieve their goals. Students are challenged to use critical-thinking skills to transfer the classroom experience to daily life. The competencey-based program offers six levels of general language skills plus additional courses for specific Adult ESOL needs.

M-DCPS : 1450 NE 2nd Ave. : Miami, FL 33132 : Phone: (305) 995-1000 (For Non Technical Questions Only) © 2014