Bilingual Education Overview
(PreK - 5th Grade)

Bilingual education is a full-time instructional program that utilizes the student’s native Spanish language as a foundation for teaching the academic content outlined in the Texas Essential Knowledge and Skills (TEKS). Student eligibility for the program is determined through the administration of Spanish and English language proficiency tests, and parent permission is required for entrance into the program. 

Bilingual education affords students of limited English proficiency an equal opportunity to master grade level TEKS using their native Spanish language while attaining proficiency in English. The amount of English used increases as students move up grade levels and the content area instruction is reinforced with the English Language Proficiency Standards (ELPS). District guidelines are implemented to ensure that the program is developmentally appropriate, that the amount of instruction in each language is appropriate, and that the students are challenged to perform at a level commensurate with their linguistic proficiency and academic potential in both languages.

About the One-Way Dual Language Program

Frisco ISD adopted the One-Way Dual Language program Pre-Kindergarten to Fifth Grade. Frisco ISD's one-way dual language program only serves students of limited English proficiency as opposed to a two-way program which would serve both fluent Spanish speaking students as well as fluent English speaking students. The One-Way Dual Language program model seeks to develop literacy in Spanish and English. Students study academic subjects and develop literacy in both languages, while gaining an appreciation for Multiculturalism. This model ensures that students have access to viable and guaranteed grade level curriculum, special program choice, and the opportunity to ensure students’ background is validated and taken into consideration when planning for instruction. 

Careful consideration was taken to our changing and varied Emergent Bilingual population which consists of simultaneous bilingual learners, sequential bilingual learners, and heritage speaker. One-way dual language is an additive program model that focuses on challenging, interactive, and authentic instruction. Research has proven that there is stronger long-term secondary educational achievement with this model.

Program Vision

To develop students as balanced bilinguals who embrace bilingualism as an advantage, understand the power of being bilingual, have a strong bilingual identity, possess high levels of sociocultural competence and high academic achievement in both Spanish and English

Program Goals

The goal is for students to learn in their native language and create a solid foundation while acquiring English.

  • High linguistic proficiency in two languages

  • High academic proficiency in two languages

  • Positive cross-cultural attitudes promoting bilingualism

Students leaving our Bilingual Program will listen, speak, read, write, and understand in an academic and social setting in both languages: Spanish and English.

Program Pedagogy

Frisco ISD’s Dual Language Program is an educational program that provides students with rigorous student-centered literacy and content instruction within a balanced meaningful context. Students are afforded opportunities to participate in authentic, meaningful listening, speaking, reading, and writing experiences daily, in English and Spanish, that foster group and individual accountability. Through intentional planning and the delivery of rigorous instruction, teachers support students in reaching their potential as fully developed and proficient bilinguals. Students participate in engaging, hands-on, high level learning experiences. Teachers track students’ academic progress and language proficiency in order to adapt instruction by scaffolding and providing differentiated instruction based on students’ needs. In order to reinforce academic achievement and to gain an appreciation for multiculturalism, students will have access to an abundance of rich, diverse, and culturally relevant literary and informational texts at their independent and instructional levels.

In order to gain a deeper understanding of skills, literacy is taught through interdisciplinary units. Daily TEKS-based content and literacy units of study are provided each day. These units strategically integrate the study of language, literacy, and content instruction in Spanish and English. Students study academic subjects in each language, as outlined by the TEKS and Frisco ISD’s language and content allocation plan, to develop biliteracy in Spanish and English. The program’s TEKS based curriculum instructional model includes whole group, small group, and interventions based on a foundation of strong oracy and background knowledge. This model ensures that students have access to viable and guaranteed grade level curriculum, special program choice, and the opportunity to receive differentiated instruction that is tailored to their needs. In order to fulfill the above pedagogy, it is the district’s expectation that all professionals work collaboratively within and across grade levels and departments to support the essential components of the district’s literacy and biliteracy program while engaging in data informed decisions that will directly impact student success. Guidelines are provided for both, teachers and administrators, to use to make decisions about effective instruction.

Language Allocation

Frisco ISD adopted the 80/20 One-Way Dual Language program, a bilingual/biliteracy program model in which students who are identified as English learners and students who do not qualify as English learners are served in both English and Spanish. “Students are taught literacy and academic content in English and a partner language aim[ing] to help students develop high levels of language proficiency and literacy in both program languages, attain high levels of academic achievement, and develop an appreciation and understanding of multiple cultures” (USDE, 2016, p. viii).

This program model is considered additive and enriching, providing opportunities for English learners to acquire English at no cost to development of their primary language (Hamayan, Genesee, & Cloud, 2013) with the added benefit of retaining a strong sense of bilingual and bicultural identity (García 2009; Genesee 2004). Language allocation is outlined the following way:

  • PK - K: 80 Spanish / 20 English

  • First: 70 Spanish / 30 English

  • Second: 60 Spanish / 40 English

  • Third - Fifth: 50 Spanish / 50 English

Content Allocation

Language of Instruction is based on grade level. In the early grades (PK-1) instruction takes place predominantly in Spanish. The goal is for students to learn in their native language and create a solid foundation while acquiring English. The stronger academically and cognitively students are in their first language (L1) , the stronger their second language (L2) is going to be.  The knowledge and skills acquired will transfer to the second language. 

Separation of language in a dual language classroom is important as it ensures the language distribution of the program model. 

The following information outlines the content allocation which determines the language of instruction per grade level:

Grade Level Language of Instruction
 Pre-K Spanish: Reading, Writing, Other Language Components, Science, Math
English: Social Studies and ELAR Integration
 Kindergarten - Second Spanish: Science and SLAR integration, Math
English: Social Studies and ELAR Integration
 Third - Fifth Spanish/English: Reading, Writing, Other Language Components
English: Math
Spanish: Science, Social Studies

Program Zoning

Currently, Frisco ISD offers the Bilingual Program in two schools. Frisco ISD drew attendance zones to determine campus placement in the Bilingual Program. Zoning might change based on district needs.

PK- 5  Locations Serves Students Zoned for:
Carroll Elementary Allen, Bledsoe, Boals, Carroll, Corbell, Fisher, Hosp, Miller, Minett, Newman, Nichols, Phillips, Pink, Purefoy, Robertson, Sparks, Spears, Vaughn
Christie Elementary Ashley, Anderson, Borchardt, Bright, Christie, Comstock, Curtsinger, Elliott, Gunstream, Isbell, Liscano, McSpedden, Mooneyham, Norris, Ogle, Riddle, Rogers, Scott, Sem, Shawnee Trail, Smith, Sonntag, Tadlock, Talley, Taylor

Frequently Asked Questions

What Language of Instruction will my student be receiving?
Language of instruction is based on the grade level that the student is in. Please refer to the table under Content Allocation for detailed information regarding the language of instruction. 

Will my student interact with his/her peers beyond his/her classroom?
Although your student will be placed in a Bilingual classroom, he/she will constantly interact with peers across the grade level. Teachers group students flexibly across classrooms, and sometimes grade levels, based on student needs. In addition, students will interact with peers in other classrooms during specials, recess, lunch, and any activity hosted by the school. 

Will transportation be available for my student?
Yes, transportation will be provided to the Bilingual school assigned. Bus pick up and drop off schedule is finalized days before school starts. This information is 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? 
Every Bilingual school has staff that will be able to communicate with you in Spanish. Classroom teachers and our Parent Liaison will be the best way to connect home and school in a positive, respectful, and welcoming manner. Parent Liaison also has information regarding students’ day to day activities and programs that will be of benefit to our students. 
 
What happens if I don't want my student enrolled in the Bilingual Program? 
Program placement is always determined by the parent. If a parent chooses not to participate in the Bilingual Program, they will enroll at their home campus and have the choice to participate in the ESL program in order to attain full proficiency in English in order to participate equitably in school. Parents at any point can evaluate their decision regarding student program placement. If a change of placement were to take place, parents would need to meet with the classroom teacher and language coach to review programs available and the benefits of each. 

If my child was in a bilingual program in a previous Texas school district, does s/he automatically participate in FISD’s one-way bilingual DL program?
That depends. Many Texas school districts offer the two-way dual language program where both English native speakers and Spanish native speakers learn together in a bilingual class. Since FISD’s bilingual program model is a one-way DL and not a two-way, bilingual transfer students of limited English proficiency are the only ones that may continue in our one-way program when moving to Frisco ISD.

If I have one child in bilingual DL, does that mean his/her sibling is automatically qualified to participate?
No. The sibling must go through the same identification process that begins with the Home Language Survey.