Coronavirus Information Headquarters: Click here for Details

Rosa Parks Activities

loading...
Dual Immersion Program - Rosa Elementary

Program Overview:

The goal of Spanish Dual Immersion is full bilingualism and biliteracy in both Spanish and English for English and Spanish speaking children. Dual Immersion is a distinctive form of immersion education in which balanced numbers of native English and Spanish speakers learn together to read, write, speak and listen in both languages. All academic content is delivered equally across the two languages to students throughout the school day. Students work at the exact same academic level as traditional classroom students. They learn the same content to the same high expectations. In middle school, Dual Immersion students can continue with bilingual instruction, combining with students from the Sonia Sotomayor Elementary Spanish Immersion students.

FAQ:

Who do I contact for more information?

Kiersta Machacek, Principal
This email address is being protected from spambots. You need JavaScript enabled to view it.

 
Do I have to live in the Rosa Parks attendance area to enroll in the program?
Families who live in the Rosa Parks attendance area have first priority for enrolling in this program. If there is space available after all interested Rosa Parks families have enrolled, then families who live outside the attendance area may enroll. If there are more students interested than space available, then students will be selected by lottery. Capacity at Rosa Parks is 50 students.
Can I enroll my 2nd grade child?
Dual Immersion is brand new in 2019-2020 and only kindergarten is available. The program will grow by one grade each year:
1st grade - 2020-2021
2nd grade - 2021-2022
3rd grade - 2022-2023
4th grade - 2023-2024
5th grade - 2024-2025
If I don’t enroll my child as a kindergartner, will I be able to enroll him or her later?
The first consideration will be if there is space available. The second will be maintaining the mix of Spanish-speaking and English-speaking students. The next consideration will be proficiency with Spanish, it is difficult for a student with no Spanish skills to join the program midstream.
What if my student has special needs?
All children have the capacity to become bilingual. Special needs will not prevent your child from being accepted and succeeding in this program.
What happens when my child reaches middle school?
Your child may continue their Spanish instruction by joining the one-way Immersion students from Sonia Sotomayor Elementary. Currently these students go to Edison Middle School. By 2025 when our Dual Immersion students reach Middle School, there may be other locations. There will be a path available for students to continue their immersion experience through high school.
How do students in Dual Immersion programs compare academically to students in other types of educational programs?

Several investigators have examined the reading and math achievement of students in dual language programs at late elementary or secondary levels to determine the long-term impact of Dual Immersion programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).

These studies showed that overall both English language learners and native English speakers made significant progress in both languages; both groups scored at or well above grade level in both languages by middle school; and both groups performed at comparable or superior levels compared to same-language peers in other educational settings.

On norm-referenced standardized tests of reading and math achievement in English, native English speakers outscored their English-only peers in English-only classrooms. English language learners who had learned English in a Dual Immersion program scored significantly higher than their English language learning peers who had studies in other kinds of programs in the state and also performed on a par with native English speaking students in English-only classrooms (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, in press).

When do students perform at grade level on standardized achievement tests in their first and second languages?
Native English speakers tend to perform at grade level in their first language once they have received formal reading instruction through that language, and their achievement is at grade level in the second language typically by third grade, if not sooner.
For English language learners, scores are usually in the average range in their first language by second grade, but as a group they do not achieve at grade level in English until middle school.
Within Dual Immersion programs, how does the academic performance of native English speakers compare to that of English language learners?
Native English speakers typically achieve at higher levels in English than do English language learners (Howard, Sugarman & Christian, 2003). By middle school, native English speakers in Dual Immersion programs on average score above grade level in standardized achievement tests of reading and math, while English language learners on average approach grade level. However, students who begin elementary school as English language learners and develop full oral and reading and writing proficiencies in English often have a mean performance that is as high as or higher than that of native English speakers.

Contact Information

Kiersta Machacek, Principal
This email address is being protected from spambots. You need JavaScript enabled to view it.

Address Phone Number Fax Number
5701 East Red Oak Drive
Sioux Falls, SD 57110
(605) 371-4170 (605) 371-4174

Data Information

Achieving our mission, to educate and prepare each student to succeed in a changing world, hinges on our ability to continually improve the effectiveness of our schools. Multiple factors impact student achievement and serve as indicators of effective schools. This Data Profile Directory is prepared to provide parents, educators, and the community with a data profile of various school effectiveness indicators. The directory should be used as one source of data for identifying a school's present status, assessing overall student progress, and planning for continual school improvement.

Each year the South Dakota Department of Education (SD DOE) releases a report card showing the performance of schools across the state. The report card includes information about academic achievement, student attendance for grades K-8, graduation rate for high schools, and professional staff qualifications. These criteria are used to determine the school’s performance index, or SPI.

Although the federal and state governments require building and district-level accountability measures, the District closely monitors the individual progress of each student to ensure that each student is being prepared to succeed in a changing world. By reviewing their student’s quarterly report card, attending Parent Teacher Conferences in the fall and spring, and contacting teachers with questions or concerns parents will have the best picture of how their children are progressing.

All schools in the District are submitting their School Improvement Plan to the Board for approval prior to submitting them to the State. The Plans, developed by a team of parents, community members and staff, serve as a roadmap for future planning and professional development and measure student achievement.

Each school has a building leadership team that meets regularly throughout the year to guide the development, implementation, and evaluation of the School Improvement Plan. Building leadership teams divide the larger plan into smaller segments with the following focuses: staff roles, goals, meetings summary, data processes, priorities and strategies, and the professional development plan.

This document guides the work in order to meet the District’s mission, priority statements from the Strategic Plan, and the achievement goals set by the South Dakota Department of Education.

Fall Enrollment

631

feedback