Two Way Dual Language Program Model

1.
DEPARTMENT
OF
WORLD
LANGUAGES
Two-­‐Way
Dual
Language
Program
Guidance
June
2014
This
document
outlines
the
major
sections
campuses
should
be
familiar
with
regarding
student
participation
in
the
Two-­‐Way
Dual
Language
Program.

2. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
2
Background
In
the
fall
of
2003
the
first
two-­‐way
dual
language
program
began
at
Brandenburg
Elementary
School
with
a
kinder
enrollment
of
44
students;
21
native
English
speakers
and
23
native
Spanish
speakers.
Two
years
later,
Farine
Elementary
School
began
their
program
implementation
and
in
the
school
year
2012-­‐2013,
Thomas
Haley
and
T.
J.
Lee
Elementary
Schools
started
their
implementation
with
four
kindergarten
classrooms
at
each
campus.
The
two-­‐way
program
has
continued
to
expand
to
the
middle
school
and
high
school
level.
We
currently
have
361
students
enrolled
in
the
program
at
Travis
Middle
School
and
81
students
at
MacArthur
High
School.
There
are
1,139
Spanish
Speaking
ELL
students
participating
in
the
two-­‐way
dual
language
program.
In
addition,
there
are
894
Non-­‐ELL
students
participating
in
the
two-­‐way
dual
language
Program
K-­‐12.
.
A. Mission
Statement
of
Two-­‐Way
Dual
Language
Program
Produce
bilingual,
bi-­‐literate,
and
multicultural
learners
who
are
critical
thinkers,
leaders,
and
contributors
in
a
diverse
and
competitive
twenty-­‐first
century
world.
B. Program
Goals
1. Bilingual:
developing
speaking
and
listening
fluency
in
both
English
and
Spanish
2. Bi-­‐literate:
demonstrating
reading
and
writing
proficiency
in
both
languages
3. Culturally
Proficient:
developing
positive
attitudes
towards
all
students’
languages,
cultures,
and
people
they
represent
C.
Definitions
from
TEC
89.1203
English
Language
Learner
(ELL)-­‐
An
ELL
is
defined
as
a
person
who
is
in
the
process
of
acquiring
English
and
has
another
language
as
the
first
native
language.
The
terms
English
language
learner
and
limited
English
proficient
student
are
used
interchangeably.
Non
English
Language
Learner
(Non-­‐ELL)
–
A
Non
ELL
is
defined
as
a
student
whose
parent/guardian
has
requested
placement
in
the
Two
Way
Immersion/Dual
Language
Program.
This
student
is
in
the
process
of
acquiring
Spanish
as
a
second
language
and
has
English
as
their
native
language.

3. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
3
The
Two-­‐Way
Immersion/Dual
Language
Program
(TWIDLP)
An
educational
approach
in
which
students
learn
two
languages
in
an
instructional
setting
that
integrates
subject
content
presented
in
English
and
another
language.
Models
vary
depending
on
the
amount
of
each
language
used
for
instruction
at
each
grade
level.
The
program
must
be
based
on
instruction
that
adds
to
the
student's
first
language.
The
implementation
of
a
dual
language
immersion
program
model
is
optional.
Two-­‐Way
Immersion
programs
include
both
ELLs
and
English-­‐speaking
students
in
the
same
classrooms;
TWI
programs
create
unique
language
and
cultural
learning
environments
in
which
students
from
both
the
majority
language
group
and
the
minority
language
group
can
become
bilingual
by
learning
from
one
another.
Because
there
are
native
speakers
of
both
languages
in
TWI
classrooms,
all
students
are
both
first
language
models
for
other
students
and
second
language
learners.
(Hamayan,
Genesee
and
Cloud,
2013).
D. Supporting
Research
The
Two-­‐Way
Immersion/Dual
Language
Program
is
based
on
research
conducted
by
Dr.
Virginia
Collier
and
Dr.
Wayne
Thomas.
The
research
was
conducted
in
16
states
from
1985
to
the
present,
and
analyzed
6.2
million
student
records
(Collier
&
Thomas,
2009).
Native
English
speakers
and
native
Spanish
speakers
need
between
four
to
seven
years
to
demonstrate
what
they
know
on
school
tests
in
their
second
language,
at
the
level
of
the
native
speaker
of
that
language
(p.
27).
The
research
describes
the
two-­‐way
immersion,
dual
language
model
as
an
additive
model.
The
students
are
adding
the
target
language
to
their
linguistic
repertoire
(p.39).
Students
are
educated
throughout
the
day
in
cognitively
challenging,
grade
level
academic
content
in
interactive
classes
that
emphasize
solving
problems
in
authentic,
real
world
contexts.
Alternating
between
languages
takes
place
not
by
translation,
but
by
subject
or
thematic
unit
or
instructional
time,
so
that
after
several
years
students
become
academically
proficient
in
both
languages
of
instruction,
able
to
do
academic
work
on
grade
level
in
either
language
(Collier
and
Thomas,
2010).
Recent
empirical
research
shows
that
English
Language
Learners
(ELLs)
acquire
enough
English
proficiency
to
be
tested
equitably
in
English
only
after
five
to
six
years
of
schooling
(Tsang,
Katz
&
Stack,
2008).
Other
research
suggests
that
fully
proficient
bilinguals
often
demonstrate
certain
cognitive
advantages.
Bilingual
students
perform
better
than
monolinguals
students
on
tasks
that
call
for
divergent
thinking,
pattern
recognition,
and
problem
solving
(Cloud,
Genesee
&
Hamayan,
2000).

4. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
4
Communication
Regarding
the
Dual
Language
Program
and
Enrollment
Process
Each
elementary
campus
is
responsible
for
communicating
the
procedures
for
parents
and
guardians
who
may
be
interested
in
selecting
the
Two-­‐Way
Dual
Language
Program
for
their
entering
kindergarten
or
first
grade
student
at:
Brandenburg
ES,
Farine
ES,
T.
Haley
ES
and
T.J.
Lee
ES.
A
parent
meeting
is
held
in
late
spring
at
Clifton
EC.
At
this
meeting
parent
receive
information
about
the
program
opportunities
and
information
from
each
of
the
four
two-­‐way
dual
language
elementary
schools
in
the
district.
The
communication
forum
may
include
notification
through
the
district
and
all
elementary
campus
websites,
letters
sent
home
and
brochures
with
information
on
all
elementary
campuses.
E. Target
Class
Composition
The
two-­‐way
dual
language
program
is
designed
according
to
Chapter
89
Commissioner’s
rules
concerning
Two-­‐Way
Immersion/Dual
Language
Immersion
Programs.
Whenever
possible,
50%
of
the
students
in
a
program
should
be
dominant
English
speakers
and
50%
of
the
students
should
be
native
speakers
of
the
other
language
at
the
beginning
of
the
program.
§89.1210
(d)
(3)
(B)
Program
Content
and
Design
F. Entry
Criteria
for
ELL
students
Native
Spanish
speakers
who
have
met
the
state
entry
requirements
for
bilingual
services
(one-­‐way
or
two-­‐way
bilingual)
shall
participate
for
the
duration
of
their
eligibility.
Parents
of
coded
ELL
students
may
opt
for
continued
program
participation.
Those
students
who
meet
exit
criteria
will
lose
the
ELL
code
in
PEIMS.
Students
in
this
category
will
have
their
classification
changed
from
ELL
participant
to
Non
ELL
participant
and
a
parent
approval
letter
will
be
required
to
continue
the
student
participation
in
the
program.
G. Entry
Criteria
for
Non-­‐ELL
(Native
English
Speaking)
students
Students
New
To
the
Dual
Language
Program
Non-­‐limited
English
speakers
and
speakers
of
other
languages
may
enter
the
Two-­‐Way
Dual
Language
Program
during
kinder
and
the
first
semester
of
first
grade.
Class
size
must
remain
within
the
state
guidelines
for
dual
language
programs.
There
may
be
Non
ELL
students
on
a
waiting
list
for
classrooms
in
order
to
adhere
to
size
and
student
participant
requirements
as
defined
through
the
Commissioner’s
Rules
for
dual
language.
Beginning
in
2014-­‐2015,
potential
new
students
at
Kinder
and
first
grade
will
be
tested
for
oral
proficiency
in
both
English
and
Spanish
with
LAS
LINKS.
In
IISD,
the
potential
new
students
may
be
tested
as
early
as
thirty
days
prior
to
the
first
day
of
participation
in
the
program.

5. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
5
Students
continuing
in
the
Dual
Language
Program
from
another
District
Native
English
speakers
who
have
continually
participated
in
a
Two-­‐Way
Immersion/Dual
Language
Program
in
another
district
may
enter
at
their
appropriate
grade
level
provided
there
is
space.
These
potential
students
at
grades
2-­‐5
will
be
assessed
for
oral
proficiency
in
English
and
Spanish
using
LAS
LINKS
if
their
previous
district
did
not
conduct
any
baseline
or
annual
testing.
H. Prescreening
Process
The
Dual
Language
Program
requires
participation
of
both
native
Spanish
speakers
and
non-­‐ELLs.
For
students
interested
in
Dual
Language
whose
Home
Language
Survey
indicates
a
language
other
than
English,
the
IISD
Testing
Center
will
conduct
a
language
prescreening
in
English
and
Spanish
using
LAS
LINKS
instrument.
Students
whose
results
indicate
they
may
fall
in
the
category
of
limited
English
speaker
will
be
considered
a
dual
language
participant
who
is
also
a
potential
English
Language
Learner
(ELL).
Students,
whose
results
indicate
they
may
fall
in
the
category
of
fluent
English
speaker,
will
be
considered
for
Non
ELL
dual
language
entry.
I. Program
Placement
Guidelines
Native
Spanish
Speakers
• Home
Language
Survey
• Oral
English
Language
Proficiency
Assessment
(LAS
Links)
• LPAC
Process
• Parent
Permission
Letter
• Parent
Commitment
Letter
Native
English
Speakers
(Non-­‐LEP)
•
Parent
conference
with
administrator,
lead
teacher
or
office
personnel
about
placement
in
the
Two-­‐Way
Dual
Language
Program.
•
Dual
Parent
Commitment
Letter
is
completed.
•
Campus
personnel
administer
an
oral
language
proficiency
test
in
Spanish/English.
•
NON
LEP
Parent
Permission
letter
completed,
scanned
and
forward
to
PEIMS
Clerk.
•
Original
parent
permission
and
DL
program
documents
are
placed
in
the
red
DL
folder.
The
folder
is
kept
with
the
cumulative
student
folder.

6. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
6
• Student
is
placed
in
the
program.
•
DL
classroom
teacher
enters
the
student
into
D2SC,
creating
a
Dual
Language
Non-­‐LEP
Speaker
rubric.
•
LPAC
administrator
or
designee
reviews
REG
3300-­‐B
(Non-­‐LEP
in
a
bilingual
program)
and
PCG
on
a
monthly
basis
to
ensure
student
was
correctly
coded
in
PEIMS.
•
DL
students
are
reassessed
annually
in
the
spring
with
the
oral
language
proficiency
test
in
Spanish.
•
Spring
oral
language
proficiency
test
results
are
placed
in
the
DL
folder
annually
and
entered
in
PCG
NON
LEP
Speaker
rubric
as
an
update.
J. Siblings
of
Participating
Dual
Language
Students
For
the
purpose
of
the
dual
language
program,
siblings
are
defined
as
biological
brothers
and
sisters,
adopted,
step
and/or
half
brothers
and
sisters,
foster
children
who
are
residing
at
the
same
address.
These
siblings
will
receive
first
consideration
for
available
seats
in
a
dual
language
class.
K. Assessment
• Assessment
Guidelines
o Assessments
are
generally
administered
in
language
of
instruction.
However,
because
the
goal
is
to
measure
content
knowledge
and
not
language
proficiency,
school
principal(s)
and
teacher(s)
may
determine
if
a
student
or
a
group
of
students
should
be
assessed
in
the
dominant
language.
o Progress
monitoring
and
authentic
assessments
must
be
ongoing.
Team-­‐
teachers
should
have
weekly
discussions
about
students’
literacy
and
content
knowledge
progress.
o Additional
instructional
support
(i.e.
tutoring)
should
be
in
the
language
of
the
day
or
target
language
of
instruction.
School
principal(s)
may
make
exceptions;
however,
at
the
end
of
the
six
weeks,
students
should
have
received
tutoring
support
in
both
languages.

7. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
7
Grade
Type
of
Assessment
Purpose
Kinder
–
1
st
• Informal
–
oral
• Formal
ELL/Non-­‐ELL
• LAS
Links
• Monitor
Progress
• Measure
oral
proficiency
(Eng.
/Sp.)
2nd-­‐5
th
• Informal
–
oral
• Formal
ELL/Non-­‐ELL
• LAS
Links
• Monitor
Progress
• Measure
oral
proficiency
(Eng.
/Sp.)
• Measure
Reading
and
Writing
Proficiency
(Eng/Sp)
• Benchmark/Progress
Monitoring
Assessments
Benchmarks
are
administered
to
students
in
the
language
of
instruction
for
the
content
area
assessed.
*Students
may
have
the
opportunity
to
test
in
the
target
language.
The
primary
purpose
of
benchmark
assessments
is
to
improve
the
quality
of
teaching
and
learning.
Benchmark
data
must
drive
instruction.
ELL
and
Non-­‐ELL
students
must
be
provided
appropriate
linguistic
accommodations
for
assessments,
when
necessary
and
appropriate.
The
primary
purpose
of
benchmarking
is
to
inform
instruction.
If
ELL
students
are
designated
as
beginning
or
intermediate
level
per
TELPAS
or
initial
oral
language
proficiency,
the teacher
MUST
USE
LINGUISTIC
ACCOMMODATIONS.
Additionally,
no
pre-­‐teaching
of
specific
items
on
benchmark
assessments
should
occur.
Benchmark
Accommodations
The
classroom
teacher
should
coordinate
with
the
campus
special
education
staff,
testing
coordinator,
and/or
ELL
specialist
to document
and
provide
appropriate
testing
accommodations.
Non-­‐ELL
accommodations
should
be
provided
and
documented
for
the
first
benchmark
both
ELL
and
Non-­‐ELL
students.
ELL
students
can
use
the
allowed
accommodations
based
on
the
documentation
provided
by
the
teacher
in
the
Linguistic
Accommodation
Documentation
Form.
Note: STAAR takers –
ELL
students may only use accommodations
allowed
by
the
Texas
Education
Agency
on
STAAR
during
benchmark
testing.

8. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
8
L. Parent
and
Teacher
Expectations
for
participation
in
the
Two-­‐Way
Dual
Language
Program
Campus
ELL
Leadership
will
clearly
articulate,
communicate
and
ensure
the
following:
Framework
• Parents
make
a
commitment
of
continued
enrollment
in
the
Two-­‐Way
Dual
Language
Program
for
a
minimum
of
five
to
six
years
depending
on
grade
level
of
entry
(Kindergarten
or
1st
grade
first
semester).
• In
the
event
that
a
family
moves
within
the
district
boundaries,
the
dual
language
placement
is
not
guaranteed
to
continue
at
the
new
campus.
Parents’
may/may
not
have
the
option
to
complete
current
year
on
original
campus.
• Parents
understand
the
language
distribution
for
instruction
in
the
program:
Kinder
to
Fifth
50%
Spanish
50%
English
Sixth
to
Twelfth
25%
Spanish
(1
content
+
1
Spanish
Lang/Elective)
75%
English
(rest
of
their
content
and
elective
requirements)
Expectations
for
Parental
Support
Attendance
/Conduct
• Parents
will
support
appropriate
classroom
behavior
and
the
IISD
Student
Code
of
Conduct.
• Parents
will
ensure
their
child’s
daily
school
attendance
and
punctuality
both
for
arrival
and
departure.
• Parents
understand
that
the
student
will
follow
the
attendance
and
tardy
guidelines
for
each
campus.
• Parents
understand
that
language
is
a
process
that
takes
time.
Collier
and
Thomas
(2009)
“native
English
speakers
experience
the
same
pattern
as
that
of
English
learners,
when
they
are
school
bilingually.
Four
to
seven
years
is
the
typical
time
frame
for
these
students
to
reach
the
point
where
they
can
show
off
what
they
know
on
the
school
tests
in
their
second
language,
at
the
level
of
a
native
speaker
of
that
language.”
Their
research
also
proved
that
“these
‘advantaged’
English
speakers
require
four
to
seven
years
to
reach
full
academic
proficiency
in
their
second
language,
we
should
not
be
surprised
when
English
learners
take
this
long
(or
longer)
to
become
fully
proficient
in
their
second
language.”
(p.
27).

9. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
9
Academic
Support
• Parents
will
provide
encouragement
and
support
for
bi-­‐literacy
and
bilingualism
for
their
child.
• Parents
understand
that
homework
will
have
directions
in
English
and
in
Spanish.
• Parents
understand
that
homework
is
an
extension
of
learning.
• Parents
understand
that
their
children
will
be
provided
routine
and
consistent
linguistic
accommodations
through
the
beginning
and
intermediate
levels
of
target
language
proficiency.
Admission
to
the
program
• Parents
understand
that
Non
ELL
participants
must
complete
a
program
agreement
and
sign
an
acceptance
letter.
• Parents
understand
the
Home
Language
Survey
responses
do
not
guarantee
or
provide
advantage
for
enrollment
in
the
two-­‐way
dual
language/bilingual
program.
• Parents
understand
their
child
will
be
reported
to
the
state
through
the
Pupil
Education
Information
Management
System
(PEIMS)
as
a
bilingual
program
participant.
• Parents
understand
that
initial
oral
proficiency
testing
of
Non-­‐ELL
students
is
not
a
criterion
for
program
acceptance.
Rather,
it
is
to
establish
a
baseline
for
oral
proficiency
in
the
target
language.
Teacher
Expectations
• Teachers
will
be
advocates
for
the
Two-­‐Way
Dual
Language
Program.
• Teachers
will
maintain
academic
language
proficiency
in
both
languages.
• Teachers
will
follow
the
IISD
50/50
elementary
dual
language
model
framework
and
the
non-­‐negotiable
separation
of
the
language
of
instruction.
• Teachers
will
adhere
to
the
IISD
content
curriculum
scope
and
sequence
and
the
calendars
for
language
of
instruction.
• Teachers
will
follow
internal
campus
protocol
before
advising
parents
on
any
student
changes
to
participating
in
the
DL
program.
• Teachers
will
positively
represent
the
Dual
Language
program
with
professionalism
and
integrity.
M. Program
Progression
In
IISD,
the
language
distributions
for
all
two-­‐way
classes
are
identical.
Students
will
receive
instruction
in
Spanish
and
English
in
a
balanced
format
for
grades
6
–
12.
There
is
a
gradual
decrease
of
Spanish
instruction
at
the
secondary
level.
See
chart
below
with
content/language
distribution
information.
Based
on
research
findings,
students
at
the
upper
elementary
grades
who
have
received
consistent,
systematic
language
and
content
instruction
over
the
course
of
5-­‐7
years
should
exhibit
characteristics
of
balanced
bilinguals,
proficient
in
both
languages
and
bi-­‐literate.

10. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
10
Middle
School
and
High
School
Language
Distribution
by
Grade
and
Subject
SPANISH
COURSES
ENGLISH
COURSES
6th
7th
8th
9th
10th
11th
12th
ELA
ELA
ELA
or
Eng
I
(GT)
Eng
I
or
Eng
II
(GT)
Eng
II
or
AP
Eng
Lang
(GT)
Eng
III
or
AP
Eng
Lit
(GT)
Eng
IV
or
Eng
V
(GT)
Science
Science
Science
or
Biology
(GT)
Biology
or
Chem
(GT)
Chemistry
or
Physics
(GT)
Physics
Or
AP
Sci
(GT)
4th
Science
Or
AP
Science
(GT)
Math
Math
or
Alg
I
(GT)
Math,
Algebra
I
or
Geometry
(GT)
Alg
I
Or
Alg
II
(GT)
Geometry
Or
Pre-­‐Cal
(GT)
Algebra
II
Or
Cal
AB
(GT)
Cal
BC
(GT)
World
Cultures
Texas
History
US
History
Pre-­‐AP
World
Geography
Pre-­‐AP
Spanish
Culture
&
Lang
AP
Span.
Lit.
or
Pre-­‐AP
Span.
Culture
&
Lang.
US
Hist./
Special
Topics
in
Social
Studies
(Latin
American
Studies
&
Juvenile
Justice)
Gov/
Econ
Spanish
3A
Spanish
3B
Spanish
AP
Language
Health/
Comm.
Applications
Theater
Arts
I
AP
Spanish
Literature
Mentorship
PE
PE
PE
PE/Athletics
PE
Elective
Elective
Fine
Arts
Fine
Arts
Fine
Arts
Fine
Arts
3rd
Lang.
(French,
Mandarin
Chinese
or
ASL)
3rd
Lang.
(French,
Mandarin
Chinese
or
ASL)
3rd
Lang.
(French,
Mandarin
Chinese
or
ASL)

11. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
11
N. Homework
Policy
for
Bilingual
Program
Guidelines:
In
accordance
with
IISD
Local
Grading
Procedures
Handbook
homework
is
designed
to
focus
on
academic
success
for
all
students
with
short
term
application
and
long
term
goals.
A
comprehensive
set
of
practices
are
required
to
increase
student
achievement
such
as
designing
and
differentiating
homework
tasks,
providing
feedback
on
homework
as
assessment
FOR
the
learning
DURING
the
learning,
and
improving
homework
completion.
Both
the
teacher
and
the
student
should
have
a
clear
understanding
of
the
purpose
of
each
homework
assignment
and
the
relevance
of
the
assignment
to
the
student.
Purpose
of
Homework
Pre-­‐Learning/Preparation
• Introduce
a
topic
to
students
in
preparation
for
a
more
in
depth
lesson
(e.g.
determine
what
they
already
know
or
want
to
know
about
a
topic).
Checking
for
Understanding
• Students
explain
their
thinking
and
processing
for
a
given
concept
so
that
teachers
gain
insight
into
a
student’s
thinking
as
well
as
learning
misconceptions
(e.g.
sample
math
problems
to
explain
the
steps
they
took
to
solve
the
problem).
Practice
• Activities
to
increase
speed
and
accuracy
of
a
skill
• Full
benefit
to
students
requires
1)
the
student
must
have
a
full
understanding
of
the
concept
being
practiced,
2)
practice
homework
should
occur
only
after
checking
for
understanding
has
occurred
so
that
students
do
not
incorrectly
practice
the
skill,
and
3)
practice
must
be
distributed
over
several
opportunities
to
reach
long
term
memory.
Process
• Tasks
to
reflect
on
concepts
discussed
in
class,
apply
skills
or
knowledge
learned,
synthesize
information,
or
show
that
they
see
the
big
picture
(e.g.
long
term
projects
such
as
summarizing
major
concepts
in
a
unit).
(Marzano,
Pickering,
&
Pollock,
2001;
Vatterott,
2009)
O. Response
to
Intervention
for
ELL
Students
In
accordance
with
§89.1210(b),
“the
bilingual
education
program
must
be
a
full
time
program
of
instruction”;
therefore,
a
bilingually
certified
teacher
must
provide
intervention.
Student
must
be
provided
the
necessary
linguistic
accommodations
during
Tier
I
core
instruction.
These
accommodations
must
be
documented.
In
addition,
please
refer
to
the
chart
of
Spanish
RTI
Resources
that
the
department
has
provided.
Intervention
for
students
must
meet
the
minimum
time
requirements
as
established
by
the
district
and/or
SSP
team.
Testing
will
be
completed
in
English
and
Spanish
and
results
will
be
shared
with
the
team.

12. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
12
P. Program
Description/Instructional
Accommodations
In
order
to
ensure
teacher
accountability,
students
must
remain
with
their
assigned
Two-­‐
Way/Dual
teacher
(who
is
bilingually
certified)
for
core
content
instruction.
Interventions
may
be
conducted
by
a
bilingually
certified
teacher
who
may
not
be
the
assigned
homeroom
teacher
and/or
additional
campus
support
teachers
that
may
include
the
Math,
Science
or
Reading
Specialists.
Teachers
should
accept
student
responses
in
English
in
the
early
grades
(k-­‐1)
and
ALWAYS
model
the
appropriate
use
of
the
target
language.
Q. Professional
Development
Opportunities
All
teachers,
interventionists
and
academic
specialists
shall
attend
the
annual
IISD
Summer
Institute.
Teachers
will
further
develop
strategies
in
best
practices
in
second
language
development
and
acquisition,
Spanish
Literacy,
and
English
Language
Proficiency
Standards
(ELPS),
RTI
for
ELL’s,
Depth
and
Complexity
for
ELL’s,
Assessment
for
ELL’s,
academic
conversations,
team
teaching,
sheltered
instructional
strategies,
etc.
The
Department
of
World
Languages
and
the
Professional
Development
Department
will
continue
to
post
professional
development
opportunities
through
out
the
year.
R. Course
and
Grading-­‐Elementary
Grading
guidelines
for
ELL
and
Non-­‐ELL
students
in
the
Two
Way
Dual
Language
Program
are
in
accordance
with
the
elementary
and
secondary
district
grading
policy.
S. Six
Week
Grading
Reviews
It
is
expected
that
the
ELPS
be
included
in
lesson
plans.
Necessary
linguistic
accommodations
must
be
documented
for
every
bilingual
program
participant
(ELL
and
Non-­‐ELL)
for
each
grading
period.
The
Linguistic
Accommodations
Form
must
be
used
to
document
the
accommodations.
This
is
for
all
students
in
the
bilingual
programs
(ELL
and
Non-­‐ELL).
T. End-­‐of-­‐Year
Assessment
At
the
end
of
the
school
year
the
Language
Proficiency
Assessment
Committee
(LPAC)
shall
review
each
ELL
student’s
progress
of
academic
language
proficiency
in
English
and
Spanish.
The
Dual
Language
Campus
Committee
shall
review
each
Non-­‐ELL
student
for
English
and
Spanish
oral
language
proficiency.
Each
student
will
be
assessed
using
a
state
approved
assessment
tool.

13. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
13
U. Promotion
The
LPAC
should
review
the
progress
of
all
identified
ELL
students
at
the
end
of
the
school
year
in
order
to
make
recommendations
to
the
Grade
Placement
Committee
(GPC)
in
accordance
with
state
and
local
policy.
The
Dual
Language
Campus
Committee
shall
review
the
progress
of
all
Non-­‐ELL
Two-­‐Way
Dual
Language
Program
participants
in
order
to
make
recommendations
to
the
Grade
Placement
Committee
(GPC)
in
accordance
with
state
and
local
policy.
ELL
students
who
meet
exit
criteria
must
be
officially
exited
by
the
LPAC
at
the
end
of
the
year.
Written
notification
of
the
official
exit
and
coding
change
from
LEP
to
Non-­‐LEP
must
be
sent
to
the
parent
or
guardian.
A
parent/guardian
signature
on
the
form
must
be
kept
on
file
in
the
students’
LPAC
folder.
Exited
ELL
students
may
continue
in
the
dual
language
program.
As
explained
earlier
in
this
document,
these
students
will
have
a
program
participation
code
change
from
LEP
dual
language
participant
to
Non-­‐ELL
dual
language
participant.
All
former
ELL
students
must
be
monitored
for
two
consecutive
years
after
exit.
A
copy
of
the
Non
LEP
parent
acceptance
letter
must
be
placed
in
a
red
folder
in
the
student
PERM
folder.
Conclusion
The
IISD
Two-­‐Way
Dual
Language
Program
Guidelines
are
reviewed
annually.
Adjustments
are
made
through
a
review
committee
format.
Edits
are
made
as
a
result
of
new
guidance
and
regulations
from
TEA
and/or
the
US
Department
of
Education.
Each
campus
operating
the
Two-­‐Way
Dual
Language
Program
in
IISD
will
have
the
opportunity
to
revise
and
provide
feedback
about
this
document.
Suggested
Guideline
Review
Committee
Members
for
2014-­‐2015
Principals
and/or
Assistant
Principal
of
the
Two-­‐Way
Dual
Language
Program
Campuses
Tittle
III
Specialist(s)
for
2014-­‐2015
Dual
Language/LOTE
Academic
Coordinator
State
and
Federal
Program
Compliance
Coordinator
Director
of
World
Languages
Department
Dual
Language
Classroom
Teachers

14. Two-­‐Way
Dual
Language
Program
Guidelines
Updated
June
2014
Page
14
References:
Chapter
89.
Adaptations
for
Special
Populations.
Retrieved
from
http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html.
Cloud,
N.,
Genese,
F.
&
Hamayan,
E.
(2000).
Dual
Language
Instruction:
A
handbook
for
enriched
education.
Boston,
MA:
Heinie
&
Heinie.
Collier,
V.P.,
&
Thomas,
W.
P.
(2009).
Educating
English
Learners
for
a
Transformed
World.
Albuquerque,
NM:
Fuente
Press.
Hamayan,
E.,
Genesee,
F.
&
Cloud,
N.
(2013).
Dual
Language
Instruction
from
A
to
Z:
Practical
Guidance
for
Teachers
and
Administrators.
Portsmouth,
NH:
Heinemann.
Howard,
E.
R.,
Sugarman,
J.,
Christian,
D.,
Lindholm-­‐Leary,
K.
J.,
&
Rogers,
D.
(2007).Guiding
Principles
for
Dual
Language
Education
(2nd
ed.).
Washington,
DC:
Center
for
Applied
Linguistics.
Retrieved
from
http://www.cal.org/twi/guidingprinciples.htm.
Marzano,
R.
J.,
Pickering,
D.
J.,
and
Pollock,
J.
E.
(2001).
Classroom
instruction
that
works:
Research-­‐based
strategies
for
increasing
student
achievement.
Alexandria,
VA:
ASCD.
Thomas,
W.P.
&
Collier,
V.
P.
(2010).
A
National
Study
of
School
Effectiveness
for
Language
Minority
Students’
Long-­‐Term
Academic
Achievement.
CREDE.
Retrieved
from
http://www.usc.edu/dept/education/CMMR/CollierThomasComplete.pdf.
Tsang,
S.
L.,
Katz,
A.
&
Stack.
J.
(2008).
Achievement
Testing
for
English
Language
Learners,
Ready
or
Not?
Education
Policy
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Retrieved
from
http://scholarcommons.usf.edu/cgi/
Vatterott,
C.
(2009).
Rethinking
homework:
Best
practices
that
support
diverse
needs.
Alexandria,
VA:
ASCD.