Multilingual
Bilingual
Vision
Building capacity equipping our community through collaboration and empowerment.
Mission Statement
Success for all through ongoing collaboration which yields an environment that supports equal learning for all.
Success for all through ongoing collaboration which yields an environment that supports equal learning for all.
Values
- Creativity
- Respect/Inclusive
- Problem Solving - We believe in learners, problem solve their own learning.
- Leadership - We believe in students taking ownership and leadership of their own learning
- Community/Support - We believe in building a community of learners in which they support each other in their learning
Goals
We Will:
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make a difference by supporting our students, staff, and community because of the diverse needs of Emergent Bilinguals.
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practice self care by prioritizing our needs in order to be efficient in our job roles.
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practice empathy when working with students, staff, and community because of the diverse needs of Emergent Bilinguals.
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communicate effectively by identifying and prioritizing the needs of our Emergent Bilingual community.
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support our Emergent Bilingual community by building relationships because of the diverse needs of Emergent Bilinguals.
Dual Language (DL) students will develop a high academic and linguistic proficiency in two languages by participating in a rigorous academic program that enhances the development of bilingualism, biculturalism, and biliteracy so that students will graduate ready for college, career, and life in a globally competitive economy.
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Students will participate in a rigorous academic program.
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Students will develop a high academic proficiency in two languages.
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Students will develop a high linguistic proficiency in two languages.
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Students will develop positive cross-cultural attitudes.
The Dual Language Program is available at the following campuses: Rosehill Elementary, Canyon Pointe Elementary, Tomball Intermediate and Oakcrest Intermediate.
One-Way Dual Language: A biliteracy model. This model provides instruction in both English and the student's home language.
Two-Way Dual Language: A biliteracy model. This model provides instruction in both English and Spanish.
Bilingual Resources
Health/Salud
Brain Development/Desarrollo cerebral
School/Escuela
Economics/Economías
Social
https://www.nytimes.com/2016/03/13/opinion/sunday/the-superior-social-skills-of-bilinguals.html?_r=1
Statistics/Estadística
ESL
Our mission is to ensure high levels of language proficiency and academic achievement for ALL English learners while celebrating diversity and culture within our community.
The Collaborative Model is provided for English Language acquisition for content support in general education classrooms.
This model is being implemented at the Intermediate, Junior High and High School campuses. The goal for this model is to have an ESL specialist and an academic classroom teacher provide instructional activities which include:
1) joint planning, 2) parallel teaching, 3) co-developing instructional materials and 4) co-teaching.
The collaborative model includes:
• Integration instead of Isolation – students work cooperatively with peers during the course of the school day fostering English language development and reinforcing academic learning.
• Two teachers collaborating and co-teaching so as to provide an effective framework for integrated ESL practices to accommodate the academic, sociocultural, and linguistic needs of English language learners.
• Differentiated instruction for all, especially for ELLs.
• Two teachers collaborating and co-teaching so as to provide an effective framework for integrated ESL practices to accommodate the academic, sociocultural, and linguistic needs of English language learners.
• Differentiated instruction for all, especially for ELLs.
This combination of skills provides English Language learners with high-level instructional supports for their continued progress in their content-area skills while they learn English.
Student Assessment
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The English Language Proficiency (ELP) standards contain the language skills that limited English proficient children in Texas are taught to ensure that they have the full opportunity to learn English and succeed academically. The ELP standards are part of the state-required curriculum, the Texas Essential Knowledge and Skills (TEKS). The ELP standards consist of the Spanish language arts TEKS (grades K-6) and the English as a second language TEKS (grades K-12).
TEAs annual review of approved tests for use in the identification of students of limited English proficiency as well as entry/exit from bilingual education and special language programs, in accordance with 19 TAC §89.1225(d) relating to Testing and Classification of Students.
Information on State Assessment for English Language Learners
TEA accessibility policies may apply to any student taking STAAR or TELPAS depending on his or her needs and whether or not the student meets the eligibility criteria, if applicable.
The State Board of Education (SBOE) has legislative authority to adopt the TEKS for each subject of the required curriculum.
The required bilingual education or English as a second language programs shall be provided to every English language learner with parental approval until such time that the student meets exit criteria as described in §89.1225(h) of this title or graduates from high school.
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ESL FAQs
What is an English as a Second Language (ESL) program?
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ESL is intensive English language instruction by teachers trained in effective language acquisition strategies who work with English Language Learners.
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ESL instruction shall be commensurate with the student’s level of English proficiency and academic achievement.
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An ESL program provides intensive instruction that develops competency in the listening, speaking, reading, and writing of the English language.
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An ESL program uses the academic and cultural background of the student as a platform to provide the appropriate instruction in English.
What is the purpose of an ESL program?
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An ESL program develops competence in English.
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An ESL program prepares the students to be successful in all academic subjects.
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An ESL program emphasizes the mastery of English language skills, as well as, mathematics, science, and social studies, using research-based methodologies appropriate for second language acquisition.
Who is eligible for an ESL program?
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Students in prekindergarten through high school who speak or hear a language other than English in their home and who are learning English are eligible.
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Students will be assessed in language proficiency and based on their results, a recommendation for placement will be made by the Language Proficiency Assessment Committee (LPAC), and parent permission will be required for participation.
Will my child be taught the same subjects and learn the same skills as students in the regular program?
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Yes, all students in an ESL program will receive instruction in the Texas Essential Knowledge and Skills (TEKS) in English with linguistic accommodations based on their English language proficiency level.
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Yes, language arts, reading, mathematics, science and social studies are integral parts of the state mandated curriculum.
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Yes, students will have a meaningful opportunity to participate in art, music and physical education which are part of a balanced curriculum.
Texas Education Code§29.051 – State Policy Public Schools are responsible for providing a full opportunity for all students to become competent in speaking, reading, writing, and comprehending the English language. The mastery of basic English language skills is a prerequisite for effective participation in the state’s educational program.
Who is responsible for teaching an ESL program?
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Teachers, who are highly qualified, specially trained, and certified to teach in ESL settings/ classrooms/programs in a manner or approach that meets the special language needs of the students.
How is an ESL program different from English language arts instruction?
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The focus is on learning social and academic English within the context of all content area subjects.
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State-adopted ESL materials and ESL certified teachers support students become proficient in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.
How can parents help their child learn by participating in an ESL program?
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Parent approval is required to allow their child to participate and benefit from the program.
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Parents can participate as a member of the LPAC that helps determine how students are identified, placed, instructed and assessed.
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Parents can become involved at home by encouraging their child to achieve, providing him/her a place to study and showing interest in his/her schoolwork.
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Parents can volunteer and help in classroom activities.
LOTE
The TISD program in other languages promotes understanding multicultural diversity as well as oral language proficiency. The junior high programs of study offer courses such as: Exploratory Languages, Intro to Spanish, Spanish 1, Spanish for Native Speakers 1/2 (1.0 HS Credit). High school students have a choice of studying Spanish, French, or German. The high school program stresses oral language proficiency in an interactive setting at various levels of difficulty. The goal for all levels of the program is to encourage students to work cooperatively with people from different cultures and to become aware of career opportunities involving a second language.
Learning a language other than English:
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introduces students to other languages as a means of accessing other people's ideas and ways of thinking;
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inspires interest in and respect for other cultures;
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intersects with a range of communication technologies;
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develops an array of transferable skills that support other areas of the curriculum.
These outcomes have far-reaching benefits for:
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individual students, their families and communities;
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TISD, in its vision of creating the future;
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TISD's growing diverse cultural community;
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TISD's position in the global community.
Effective Languages education is an integral part of a balanced school curriculum.
These include:
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the ability to communicate within and across cultures
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the development of language awareness and literacy skills and
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the development of cognitive and critical thinking skills
Competence in a second language can also enhance employment and career prospects. As learners gain similar social, cognitive, linguistic and cultural benefits, all languages are equally valid.