International baccalaureate organization
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| Middle Years Programme
Language Policy Language Policy – Ridgeview Charter Middle School and Riverwood High School We strongly believe that, based on our research and on our knowledge of our student body, MYP will improve student achievement. This foundation for curriculum and instructional methodology will be the primary focus of our programme. However, there are other components which will be critical to the success of our integrated proposal. Many of our students continue to struggle with literacy, whether they are native English speakers or English language learners. Many students whose knowledge of language allows them to function socially do not have the language proficiency to be academically successful. Although the MYP will drive achievement gains, our data indicate we need to implement an adolescent literacy intervention for certain students. We are not alone. The 2005 National Assessment of Educational Progress (NAEP) has shown that 25% of eighth grade students nationally scored below the basic level in reading skills. In 2005 at Ridgeview, 21% of eighth students did not meet standards on the state CRCT in reading and 31% were below the basic level in reading on the nationally-normed Iowa Test of Basic Skills (ITBS). We will be taking a two-pronged approach to adolescent literacy that will specifically target the needs of students who are not achieving academically. Native English speaking students scoring at or above the forty-fifth percentile (45%) on reading in a nationally-normed test such as the ITBS will take Language A (English) and Language B (another World Language course) during level 3, 4 and 5 of the programme. Need high school approach here. Students scoring below the 45th percentile on a nationally-normed reading test and are not served in a Special Education (SEC) or ESOL program will be placed in Reading Intervention instead of a world language course. These students would be placed in a nine week connections course for their exposure to Language B in the middle school. Need high school approach here. For our English Language Learners we will implement a Heritage Language Program. We recognize that language is both the repository and transmitter of any group’s culture, history, and traditions. “Heritage Language” is that language a person regards as his/her their native, home, or ancestral language. This covers indigenous languages and immigrant languages (e.g., Spanish in the United States). We will implement a Heritage Language program within our existing ESOL framework targeted at “Newcomer” and “Beginning” stages of language acquisition Our Heritage Language program will address the needs of our students who are not highly literate in their native (Spanish) language and who require a different kind of instruction that enhances the language skills they already have and amplifies their cultural literacy. Our Heritage language program will allow these students to work toward high levels of proficiency and literacy in both their native language and English such that they will attain Language A proficiency in both languages. Students in this program will be scheduled into a normal ESOL two-hour Language A block. Instruction in this class is conducted in English. In addition, these students will be scheduled into the Heritage Language class. This class appears as a nine week Connection course but these students get this class assigned for the full year. Instruction in the Heritage Language class in conducted in the students’ native language (Spanish) by a native speaking teacher. Instruction in the Heritage Language class parallels the Language A instruction the students receive but is conducted in the native language. Research has shown that this method of instruction leads to the quickest and most comprehensive acquisition of a second language when the learner is deficient in their native language.  
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