Preparing Spanish-speaking children with superior dual language education.
A new summary of 12 years of research on North Carolina’s pre-kindergarten program for at-risk 4-year-olds shows that “dual-language learners” make the greatest academic progress in the program. According to the report from UNC’s Frank Porter Graham Child Development Institute (FPG), while students in NC Pre-K advance across all spheres of learning, the program is especially beneficial for the state’s dual-language learners. Frank Porter Graham Child Development Institute, 2014
The Charlotte Bilingual Preschool prepares children for academic success and provides parents with the support they need to create a positive environment for their children.
“Last year, 99% of CBP rising kindergartners were meeting or exceeding expectations on curricular learning objectives related to literacy.” –UNC-Charlotte Evaluator
We invoke an intentional dual language approach, incorporating special techniques and strategies that stimulate Spanish and English literacy skills. We employ “Creative Curriculum,” a bilingual system that provides teachers a wide variety of activities and books in Spanish and English. The curriculum addresses the cognitive, social-emotional, mathematics, English language acquisition, physical, science & technology, social studies, the arts, literacy, and language needs our our students.
We assesses student progress with the curriculum aligned GOLD assessment tool. We promote and access student progress on 38 learning objectives. In the 2013-14 school year, 95% of the children met or exceeded expectations. In addition, we do a pre- and post-assessment to measure student growth on English proficiency and concept knowledge important for kindergarten. In school year 2013-14, 85% of students met growth expectation in English proficiency and 93% of students met expectations for concept knowledge.
On a Healthy Trajectory
Alex came to our school with developmental delays that were clear to the trained eye of his teachers. But those issues were missed by his father who worked very long hours and his young, inexperienced mother.
Teachers and our Director of Parent Program were able to gain the trust of Alex’s parents to quickly have an evaluation by the CMS special education department. As a result, a bilingual speech and hearing therapist worked on a plan through weekly visits with Alex at our school.
Consequently, Alex made significant improvements in just five short months with his speech quickly developing in Spanish and English and the light in his eyes shining brighter.
His parents became more attentive and informed, gaining the confidence to independently register Alex for CMS and be his advocate.
Alex’s story embodies the wise investment of early childhood education that address issues when they are malleable so solutions come much faster putting children on a healthy trajectory.
— Joanne Statton Tate, Head of School