Program Design

Tier II

Tier I: One-Way 50-50 Dual Language Bilingual Education
Description:

  • The bilingual program uses the student’s native language as a foundation for teaching academic content through the English Language Proficiency Standards as outlined by the Texas Essential Knowledge and Skills..

  • The bilingual program is a full-time bilingual instructional program that promotes language acquisition, literacy development, and academic learning in two languages.

  • The bilingual program is dual language so that students experience both Spanish and English language immersion.

  • The bilingual program is one-way which indicates that the program serves only Spanish-speaking students who are limited English proficient.

  • The bilingual program is additive for the purpose of promoting full bilingualism and biliteracy by adding the second language (English) while maintaining and continuing to develop the first language (Spanish).

  • The bilingual program evaluates results and makes adjustments as warranted to address student learning at both campus and district levels.

  • The bilingual program supports staff development on cultural and linguistic diversity and second language acquisition strategies / methodologies.

  • The bilingual program actively promotes parental involvement as an integral part of a student’s education.

Goals:

  • To enable limited English language learners to become competent in comprehension, speaking, reading, and listening of the English language through the integrated use of second language methods.

  • To develop literacy in the student’s first language (Spanish) and equally literate in their second language (English)

  • To promote inquiry, research, and life-long learning

  • To promote acceptance of bilingual instruction as an integral part of the whole school program.

  • To promote understanding and respect for diversity by students, parents, staff, and community.

  • To enhance student’s self esteem and promotes a positive school climate.

Eligibility:

IPT (below fluent English speaking skills), Stanford 10 (below 40th %), and non-English or low limited English speaking skills.

Curriculum:

The curriculum is based on the Texas Essential Knowledge and Skills content area subjects (math, science, social studies, and rotation) and the English Language Proficiency Standards.

Methodology:

Instruction is provided in Spanish in all subjects but math in Pre-K through fifth grade. Thereafter, the shift to English is gradually and strategically integrated into the curriculum which is highly interactive and focused on language development in all language skills: listening, speaking, reading, and writing.

Methodology should include but is not limited to:

  • Language of the Day (alternating BIC in English and Spanish)

  • Establishing a “listening time”

  • Total Physical Response (TPR)

  • Questioning, prompting, elaborating, clarifying, extending, modeling, rephrasing, explaining.

  • Using cooperative strategies

  • Sustaining instruction in one language (avoiding concurrent translations)

  • Using open-ended problem solving, stress metacognition

Assessment:

  • Students newly enrolled in the district are assessed on the Stanford 10 (2nd – 12th) and oral proficiency assessment.

  • Students in the ESL –R/PO program are assessed using oral proficient test IPT, TELPAS, and TAKS

Design:

  • Students are enrolled in the program based on qualifying assessments and with parent permission.

  • Students study the same grade level curriculum as the all-English program. Instructional materials are provided in both languages.

  • Students experience both Spanish and English language immersion in a systematic and structured manner which is as follows:

Pre-Kindergarten - 5th Grade
50/50 One-Way Dual Language Model:
Language Arts, Science, and Social Studies – Spanish
Math – English
Language of the Day Component

Campus Sites for the One-Way Dual Language (Bilingual)

Program:

Taylor Elementary
Pre-Kindergarten    7:45 a.m. - 10:45 a.m.
                                 11:45 a.m. - 2:45 p.m.
Kindergarten           7:45 a.m. - 2:55 p.m.
First Grade              7:45 a.m. - 2:55 p.m.
Second Grade        7:45 a.m. - 2:55 p.m.

Third Grade             8:00 a.m. - 3:10 p.m.

Fourth Grade           7:45 a.m. - 2:55 p.m.

Fifth Grade               7:45 a.m. - 2:55 p.m.

English as a Second Language

ESL Description:

  • The ESL program is for speakers of other language enrolled in the regular curriculum.

  • The ESL program utilizes the TEKS to develop English language skills.

  • The ESL program provides intensive instruction designed to develop proficiency in comprehension, speaking, reading, and composition in the English language.

  • Teachers in the ESL program coordinate and collaborate with the regular education program to ensure that students are challenged to perform at a level commensurate with their linguistic proficiency and academic potential in all required subjects.

  • The ESL program evaluates results and makes adjustments as warranted to address student learning at both campus and district levels.

  • The ESL program supports staff development on cultural and linguistic diversity and second language acquisition strategies / methodologies.

  • The ESL program actively promotes parental involvement as an integral part of a student’s education.

ESL Goals:
To enable limited English proficient students to become competent in the comprehension, speaking, reading and composition of the English language through the integrated use of second language methods.

To emphasize the mastery of English language skills in acquiring academic language in all content areas.


ESL Design: Tier II
Elementary, Pre-K – Grade 5; Middle School, 6th-8th, High School 9-12

  • Students are enrolled in the program based on qualifying assessment and with parent permission.

  • Instruction is offered by ESL certified teachers for all or part of the day using special materials and second language methods.

  • Time allotted for intensive ESL instruction is commensurate with the student’s level of English proficiency and academic achievement.

  • Rigorous pull-out program where students are clustered in one or more homerooms per grade. Elementary: The homeroom teacher is ESL certified and will provide ESL instruction all day in all core subjects at the elementary level. Another ESL certified teacher is available to pull ESL students across or within grade levels for English language arts / ESL instruction in elementary. Middle School and High School: The ESL specialist will serve as the Language Arts teacher.

  • Teachers in the content areas are trained in, and implement sheltered instruction strategies.

  • ESL teachers deliver TEKS based instruction through the English Language Proficiency Standards (ELPS) that supports, supplements, and reinforces the curriculum of the regular education program.

  • Students exit the program when exit criteria are met as determined by the Language Proficiency Assessment Committee (and in collaboration with the Admission, Review, and Dismissal Committee when appropriate).

Eligibility:

IPT (below fluent English speaking skills), Stanford 10 (below 40th %), and non-English or low limited English speaking skills.

Curriculum:

The curriculum is based on the English Language Proficiency Standards as outlined in the Texas Essential Knowledge and Skills content area subjects (math, science, social studies, and rotation)

Methodology:

Instruction is provided solely through English. It is highly interactive and focused on language development in all language skills: listening, speaking, reading, and writing.

Methodology should include but is not limited to:

  • Establishing a “listening time”

  • Total Physical Response (TPR)

  • Questioning, prompting, elaborating, clarifying, extending, modeling, rephrasing, explaining.

  • Using cooperative strategies

  • Sustaining instruction in one language (avoiding concurrent translations)

  • Using open-ended problem solving, stress metacognition

Assessment:

  • Students newly enrolled in the district are assessed on the Stanford 10 (2nd – 12th) and oral proficiency assessment.

  • Students in the ESL –R/PO program are assessed using oral proficient test IPT, TELPAS, and TAKS


ESL Design: Tier III

Elementary, Pre-K – Grade 5; Middle School, 6-8, High School 9-12

  • Students are enrolled in the program based on qualifying assessment and with parent permission.

  • Instruction is offered by ESL certified teachers for all or part of the day using special materials and second language methods.

  • Time allotted for intensive ESL instruction is commensurate with the student’s level of English proficiency and academic achievement.

  • Mainstream learning environment for English Language Learners where students are clustered in one or more homerooms per grade with an ESL certified teacher who provides ESL instruction all day in all core subjects. Middle school: Students are served by an ESL certified teacher in a mainstream Language Arts class.

  • Teachers in the content areas are trained in, and implement sheltered instruction strategies.

  • ESL teachers deliver TEKS based instruction through the English Language Proficiency Standards (ELPS) that supports, supplements, and reinforces the curriculum of the regular education program.

  • Students exit the program when exit criteria are met as determined by the Language Proficiency Assessment Committee (and in collaboration with the Admission, Review, and Dismissal Committee when appropriate).

Eligibility Guideline:

Students with moderate to advanced proficiency in English, have met level C or D on the Oral Proficiency Test, and Advanced/Advanced High on the TELPAS composite. The LPAC will use this as a guideline but make the most appropriate decision on student placement on a case-by-case basis.

Curriculum:

The curriculum is based on the Texas Essential Knowledge and Skills for English language arts (ELA) ESL and Content area subjects (math, science, social studies, and rotation)

Methodology:

Instruction is provided solely through English. It is highly interactive and focused on language development in all language skills: listening, speaking, reading, and writing.

Methodology should include but is not limited to:

  • Establishing a “listening time”

  • Total Physical Response (TPR)

  • Questioning, prompting, elaborating, clarifying, extending, modeling, rephrasing, explaining.

  • Using cooperative strategies

  • Sustaining instruction in one language (avoiding concurrent translations)

  • Using open-ended problem solving, stress metacognition

Assessment:

  • Students newly enrolled in the district are assessed on the Stanford 10 (2nd – 12th) and oral proficiency assessment.

  • Student in the ESL program are assessed using oral proficient test IPT and TELPAS, TAKS


Campus Sites for Elementary ESL Programs:

Tier II
Taylor Elementary
Hughes Middle School

Kerr MS

BHS
Bransom Elementary

Tier III
Academy at Nola Dunn
Brock Elementary at Oak Grove
Frazier Elementary
Hajek Elementary
Mound

Clinkscale

Norwood Elementary
Stribling Elementary
Taylor Elementary
Kerr Middle School

Hughes Middle School

BHS

CHS


ESL Growth