Wills Point ISD

Bilingual education is a comprehensive instructional program that uses students' native Spanish language as a foundation for teaching the academic content outlined in the Texas Essential Knowledge and Skills (TEKS). Eligibility for the program is determined by administering language proficiency tests in both Spanish and English, and parental permission is required for students to enter the program.

This approach provides students with limited English proficiency an equal opportunity to master grade-level TEKS using their native Spanish while also developing proficiency in English. As students progress through grade levels, the amount of English used in instruction increases, and the academic content is reinforced with the English Language Proficiency Standards (ELPS). District guidelines ensure that the program is developmentally appropriate, the distribution of instruction between both languages is balanced, and that students are suitably challenged to perform at levels that reflect their linguistic proficiency and academic potential in both languages.

Wills Point ISD has adopted a One-Way Dual Language program for Pre-Kindergarten through fourth grade. This program is specifically designed for students who are fluent in Spanish and have limited proficiency in English. The One-Way Dual Language model aims to develop literacy in both Spanish and English. Students will study core academic subjects while building their language skills, all while fostering an appreciation for multiculturalism.

This model guarantees that students have access to a high-quality, grade-level curriculum, as well as special program options. It also ensures that students' backgrounds are recognized and considered when planning instruction.

We have carefully considered our diverse Emergent Bilingual population, which includes simultaneous bilingual learners, sequential bilingual learners, and heritage speakers. The One-Way Dual Language program is an additive model that emphasizes challenging, interactive, and authentic instruction. Research has shown that this approach leads to stronger long-term educational achievement in secondary education.

Wills Point ISD’s Dual Language Program is committed to developing students as balanced bilinguals—individuals who view bilingualism as a powerful asset. Our students are nurtured to build a strong bilingual identity, achieve high academic success in both English and Spanish, and demonstrate cultural competence and pride in their linguistic abilities.

• Support students in learning through their native language, building a strong academic foundation while acquiring a second language.
   
• Develop high levels of linguistic proficiency in both English and Spanish.
   
• Promote academic achievement across content areas in both languages.
   
• Foster positive cross-cultural attitudes and appreciation of diversity.
   
• Ensure students graduate from the program able to listen, speak, read, write, and comprehend in both social and academic settings in Spanish and English.

The Dual Language Program at Wills Point ISD is built on the Gómez & Gómez Dual Language Enrichment Model, emphasizing rigorous, student-centered instruction in both languages. Through daily opportunities to engage in authentic listening, speaking, reading, and writing experiences, students develop biliteracy in meaningful and purposeful contexts.

Key features of the program include:

• Language of the Day (LOD): Promotes oral language development by designating one language per day for informal interactions and classroom routines (outside core instruction).
   
• Content-Based Language Allocation: Each content area is taught in only one language (e.g., Math in English, Science/Social Studies in Spanish), ensuring consistent academic language development.
   
• Bilingual Learning Centers (PK–2): Foster independent, student-led learning through hands-on, language-rich activities in both English and Spanish.
   
• Student Pairing (Bilingual Pairs/Groups): Students are intentionally paired to support peer language modeling and bilingual cooperation.
   
• Dual Language Classroom Libraries: Classrooms have rich, leveled libraries in both English and Spanish to promote biliteracy and a love for reading.
   
• Academic Vocabulary Development: Direct instruction and use of bilingual academic word walls help students master essential academic terms in both languages.
   
• Lesson Delivery in One Language Only: Each lesson is taught entirely in the designated language of instruction, with no translation, to strengthen language proficiency.
   
• Cross-Linguistic Connections (CLC): Teachers guide students in identifying transferable skills between English and Spanish to reinforce biliteracy.
   
• Student Writing Portfolios: Students maintain writing samples in both languages to track growth and reflect on their development as bilingual writers.
   
• Weekly Collaborative Planning: Grade-level teams collaborate to align instruction, language use, and biliteracy strategies across classrooms.

Wills Point ISD has adopted a 50/50 One-Way Dual Language program, which is a bilingual/biliteracy model designed to serve both students identified as Emergent Bilinguals and those who do not qualify. In this program, students receive instruction in both English and Spanish. The aim is to help students develop high levels of language proficiency and literacy in both languages while attaining strong academic performance and fostering an appreciation for diverse cultures (USDE, 2016, p. viii).

This program model is considered additive and enriching. It allows English learners to acquire proficiency in English without hindering their development in their primary language. Additionally, it helps them maintain a robust bilingual and bicultural identity (García, 2009; Genesee, 2004). The language allocation is structured as follows:

PK - 4: 50% Spanish / 50% English

The language of instruction is determined by the core subjects taught. In the early grades (PK-1), Language Arts instruction primarily occurs in Spanish. This approach aims to help students learn in their native language and build a strong foundation while acquiring English. The stronger students are academically and cognitively in their first language (L1), the more effectively they will learn their second language (L2). The knowledge and skills learned in L1 transfer to L2.

Maintaining a separation of languages in a dual language classroom is crucial, as it ensures the proper language distribution of the program model.

The following information outlines the content allocation, detailing the language of instruction for each grade level:
 

What language of instruction will my student receive?

The language of instruction is determined by the core subject. Please refer to the table under "Content Allocation" for detailed information regarding the language of instruction.

Will my student interact with peers beyond his/her classroom?  

Yes, although your student will be placed in a bilingual classroom, they will frequently interact with peers across the grade level. Teachers will arrange flexible groupings across classrooms and sometimes across grade levels based on student needs. Additionally, students will have opportunities to interact with peers in other classrooms during specials, recess, lunch, and any school-hosted activities.

Will transportation be available for my student?

Yes, transportation will be provided to the assigned bilingual school. The bus pickup and drop-off schedule will be finalized days before school starts, and this information will be available during Meet the Teacher Night. Parents also have the option to drop off and pick up their students at the school.

Will I be able to communicate with staff in Spanish?  

Yes, every bilingual school has staff members who can communicate with you in Spanish. Classroom teachers and our Bilingual Learning center (BLC) personnel are the best contacts for fostering a positive, respectful, and welcoming connection between home and school. 

What if I don't want my student enrolled in the bilingual program?  

Program placement is determined by the parents. If a parent chooses not to participate in the bilingual program, they can enroll their child at their home campus and have the option to participate in the ESL program to achieve full proficiency in English and participate equitably in school. Parents can evaluate their decision about program placement at any time. If a change in placement is desired, parents must meet with the classroom teacher and program Coordinator to review available programs and their benefits.

If my child was in a bilingual program in a previous Texas school district, does he/she automatically participate in WPSD’s one-way bilingual dual language program? 

Not necessarily. Many Texas school districts offer a two-way dual language program, where both English native speakers and Spanish native speakers learn together in a bilingual class. Since WPISD’s bilingual program model is a one-way dual language program, only bilingual transfer students with limited English proficiency may continue in our program when moving to Wills Point ISD.

If I have one child in a bilingual dual language program, does that mean his/her sibling is automatically qualified to participate? 

No, each sibling must go through the same identification process, which begins with the Home Language Survey.