In Northside, we enrich the linguistic, academic and affective learning experiences for students. Every student and family grows as part of an educational community that empowers all to excel while celebrating multiculturalism. Our goal is to provide learning experiences that inspire students' confidence, curiosity, and capability.
Dual Language Immersion Two-way Bilingual Program
The NISD Dual Language 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.
Goal: Emergent Bilingual students attain bilingualism, biliteracy, and sociocultural competence to reach high levels of literacy and academic achievement in the partner language and English.
Instruction: Emergent Bilingual students receive instruction in literacy and academic content in their partner language as well as English from teachers certified in bilingual/ESL education. At least 50% of the instruction is delivered in the students’ primary language for the duration of the program.
Transitional Bilingual Academic Program
Northside’s Transitional Bilingual/Early exit is a bilingual program model in which students identified as Emergent Bilingual students are served in both English and the students' primary language and are prepared to meet reclassification criteria to be successful in English instruction with no second language acquisition supports not earlier than two or later than five years after the student enrolls in school.
Goal: Emergent Bilingual students utilize their primary language as a resource while acquiring full proficiency in English to participate equitably in school.
Instruction: Emergent Bilingual students receive instruction in literacy and academic content in their primary language as well as English from teachers certified in bilingual education. As the child acquires English, the amount of instruction provided in the primary language decreases until full proficiency in English is attained.
Cole ES Additional Information
Two-Way Dual Language Immersion Program
The Two-way Dual Language Immersion Program is researched-based and seeks to create bilingual, biliterate, and bicultural students by developing their academic proficiency in English and Spanish. This program serves English learners (ELs) and Non-English learners. Students begin the program in Kindergarten and parents are expected to make a 5-6 year commitment.
Typically classes are made up of 50% ELs and 50% Non-ELs. We follow the 90/10 model, which means 90% of instruction is in Spanish and 10% is in English in Kindergarten and 1st grade. Each year the amount of Spanish decreases while the amount of English increases until 50/50 (50% Spanish, 50% English) is reached in 4th and 5th grades. For ELs, this means they are allowed to maintain their native language and develop necessary literacy skills in their first language. For Non-ELs,this is essentially a Spanish immersion program. The advantage for both groups of students is that each classroom has both native Spanish speakers and native English speakers as models.
EL students are automatically considered for the program pending space available. Non-EL students may enter the program based on space available and the following considerations:
- Group 1 - Students with siblings in the program at the campus or students who live within the attendance zone
- Group 2 - Students living within the cluster (Mireles, Galm, Hoffmann)
- Group 3 - Students living outside the cluster
A lottery will be held if the number of interested Non-ELs exceeds the available seats based on the above group order.
An information session is held every year in order to explain the program further.
Transitional Bilingual Program
We are the bilingual cluster for students who qualify for bilingual services and live in the Cole, Hoffmann, Mireles, or Galm attendance zones.
The Transitional Bilingual Program is a researched-based program for students whose primary language is Spanish and are considered English Learners (ELs). Students are taught the state required Texas Essential Knowledge and Skills (TEKS) by using their primary language for instruction as they learn English and achieve academic success. Research indicates that using the primary language as a means of academic instruction supports transition into the second language. Concepts and skills transfer from one language to the other. Strong primary language development helps students learn English. Students are placed in classrooms with certified bilingual teachers who are specially trained to teach students who are learning English.
