Two-Way Dual Language Immersion Program

 

2019-2020 NISD Dual Language Campuses:

Campus Dual Language Availability 2019-2020  Cluster campuses
Burke Grades Kinder & 1st  Nichols, Braun Station, Brauchle, Carson & Northwest Crossing
Cole Grades Kinder & 1st Mireles, Hoffmann & Galm
Ellison Grades Kinder, 1st & 2nd McAndrew, Aue, Leon Springs, Blattman & Monroe May
Esparza Grades K-5 Martin, Linton, Powell, Glass & Villarreal
Fisher Grades Kinder & 1st Michael, Adams Hill, Glenn & Valley Hi
Forester Grades Kinder & 1st Lewis, Murnin, Hatchett & Cody
Howsman Grades K-5 Locke Hill, Colonies North, McDermott, Mead & Glenoaks
Knowlton Grades Kinder & 1st Fernandez, Elrod, Driggers & Timberwilde
Leon Valley Grades Kinder & 1st Boone, Thornton, Rhodes & Oak Hills Terrace
Monroe May                   Grades K-5 McAndrew, Aue, Leon Springs, Blattman & Ellison
Mora Grades Kinder, 1st & 2nd Boldt, Langley, Ott, Lieck & Behlau
Myers Grades Kinder & 1st Raba, Carlos Coon & Evers
Passmore Grades K-5 Meadow Village, Cable, Mary Hull, Westwood Terrace & Allen
Villarreal Grades K-5 Martin, Linton, Powell, Glass & Esparza
Wanke Grades K-5 Los Reyes, Helotes, Kuentz, Beard, Steubing, Carnahan & Scobee
Ward Grades Kinder & 1st Henderson, Kallison, Franklin, Fields, Krueger & Scarborough
 
 

NISD DUAL LANGUAGE IMMERSION
PROGRAM GUIDELINES

Currently available at Howsman, Monroe MayGregorio EsparzaPassmore, Villarreal, and Wanke Elementary Schools from grades K-5, Kindergarten at Burke & Ward, and K-1 at Ellison and Mora Elementary Schools.  Next year, these schools will continue to expand their dual language programming to the subsequent grade levels.  Additionally, beginning next school year, 2019-2020, we will offer dual language programming in grades K-1 at Leon Valley, Fisher, Forester, Myers, Coleand Knowlton Elementaries. 

Dual language immersion (DLI) The dual language immersion two-way bilingual program model in Northside is research-based. The dual language model seeks to create bilingual, biliterate, and bicultural students by developing their academic proficiency in English and Spanish. This program serves K-8 English learners and Non-English learners at six elementary schools and two middle schools. It serves 858 students at elementary. ELs who are reclassified may continue participating in the dual language program. TAC 89.1210 (d)(3). 

Rationale
Dual language immersion programs provide a positive school environment for all students with access to qualified teachers who participate in continuous training and professional development at the beginner, intermediate, and advanced levels in instructional design that promotes academic achievement, bi-literacy and bilingualism.

Classroom Structures / Models
Traditionally elementary campus programs begin at Kindergarten adding a grade level each ensuing year.  6th – 8th grade DLI programs are available at selected middle schools (Stinson & Sul Ross Middle Schools)

Elementary Schools
NISD Dual Language Campuses implement the 90/10 Classroom Model.  Schools following the 50/50 DLI program model will be phased out by the school year 2022-2023.

Dual Language classroom compostion whenever possible:

50% English learners (EL); 50% native English speakers (Non-EL)

When a Dual Language Immersion classroom cannot be filled based on the recommended percentages listed above, additional EL students must be placed in the Dual Language Immersion classroom to complete a 22:1 ratio.  Any additional EL students enrolling after the 22:1 ratio is reached will need to be enrolled in the Transitional Bilingual Program. 

Student Eligibility and Criteria 
EL students will be automatically considered for DLI program pending available space.  All other EL students will receive the State mandated transitional bilingual education program.

Non-EL students may enter into the DLI program following the order of consideration:

Group Order for Interested Students on a Space Available Basis
Group 1—Students with siblings in the program at the campus or students that live with in the attendance zone
Group 2—Students living within the cluster
Group 3—Out of cluster students

A lottery will be necessary if the campus principal determines that the number of interested Non-EL students exceeds the available seats, based on the above group order.


Middle Schools
Available at Ross and Stinson Middle Schools 2 – 3 subjects will be taught as dual language courses, including social studies, science and Spanish.

Parental Approval 
Parents must provide written approval for all students participating in the program offered by the district. Students must follow the Northside Independent School District parental approval process.  Parents must submit an application and a commitment form with an understanding of the long-term commitment required to maximize the benefits of participation in the program. Deep language learning and high cognitive development takes time, which requires a 5 year commitment at minimum to the program.  

Parents may obtain applications and commitment forms from the dual language campus of their choice. Submission of an application and commitment form does not guarantee participation in the program. 

Expectations for Parents

  • support their children’s linguistic, academic, and socio-cultural development
  • commit to completing the elementary program
  • participate in a minimum of three meetings per year regarding the DLI program or academic achievement
  • promote, advocate, and support the DLI program.
  • encourage use of the second language at home and in the community

Expectations for Students

  • participate in the DLI program in the elementary grades
  • participate in dual language activities during and after school, as available
  • use the second language at home and in the community
  • value multiculturalism
  • maintain high levels of  learning, conduct, and attendance

Transfers and Transportation 
Existing district transportation, cap and cluster and DLI choice transfer policies will be followed.   Students must have been in the NISD Dual Language Immersion Program for at least one grading period in order to be considered for entry into a Dual Language Immersion Program at another school pending space availability.  


Staffing & Staff Development Requirements for Dual Language Program


Elementary teachers must:

  • Hold bilingual/ESL certification 
  • Meet highly qualified criteria established by the Department of Human Resources

Middle School teachers must:

  • Hold certification in content area to which they are assigned
  • Be screened by the Department of International Languages with a written and oral examination in Spanish
  • Meet highly qualified criteria established by the Department of Human Resources


NISD EGA LOCAL
The following goals serve as the underlying framework of the Dual Language Immersion Program:

  • the development of fluency and literacy in English and another language with the integration of English speakers, paying special attention to English learner (EL) students participating in the program
  • the promotion of bilingualism, bi-literacy, cross-cultural awareness, and high academic achievement in an international community
  • the involvement of parents, business and community members in the Dual Language Immersion Program
  • the Dual Language Immersion Program will be offered to students in grades K-8
  • the Dual Language Immersion Program will address all curriculum requirements specified in Chapter 74, Subchapter A, of Title 19 (relating to Required Curriculum) to include foundation and enrichment areas; and
  • the Dual Language Immersion Program will be staffed with certified bilingual teachers able to deliver a high-level of academic instruction in English as a second language and the assigned language of instruction.

90/10 Program Design Model

Grade Level

% of Spanish instruction

% of English instruction

K

90

10

1

90

10

2

80/70

20/30

3

70/60

30/40

4

50

50

5

50

50

 

 

***Students learning with a 90/10 dual language program model begin with the majority of their instruction in Spanish. For the Spanish-speaking English Language Learner, this means they are allowed to maintain their native language and develop necessary literacy skills in their first language. For the Native English Speakers, this is essentially a Spanish immersion program. The advantage to both student groups in this program model is that each classroom has both Native English Speakers as models and Native Spanish Speakers as models.

 


Updated 05/01/2019