DLI Frequently Asked Questions

  • What is the purpose of the CISD Dual Language Program?

    The purpose of the Dual Language Program is to provide instruction in both English and Spanish preparing our Spanish-speaking ELs, English Learners, to immerse into English instruction while modeling the Spanish language for our English students (Spanish Learners) and enriching the education of our English-speakers (Spanish Learners) with the opportunity to acquire a new language. The program is intended to develop fluency and literacy in English and Spanish. The dual language core content curriculum, math, English, science, and social studies, remains the same as the CISD curriculum in monolingual classes, with the addition of Spanish Language Arts and Reading.  

    Who can apply to this program?

    All incoming kindergarten students are eligible to apply. First grade students are also eligible to apply (though seats are very limited). Students who are currently participating in a Dual Language program (outside CISD) will be considered, pending available space. See Lottery and Drawing Guidelines for more details.

    How are learners selected to participate in the program? 

    If the learner is a native Spanish speaker and is Limited English Proficient, he/she qualifies automatically to participate as the Texas Education Code dictates.  If the student is a native English speaker or English Proficient Native Spanish, the students will be selected to participate by lottery.  Note:  The District works to maintain a balance between the number of English Learners and Spanish Learners to preserve the integrity of the instructional approach and the program while maintaining compliance with state standards. 

    If my student is placed on the wait list what is the procedure for notification?

    Students who are placed on the wait list for DLI who are in kinder or first grade will be notified by the end of the week after the Labor Day holiday if there are any additional spaces available.  Note:  In placing new learners into the program, the District must adhere to the Dual Language Immersion guidelines.

    If my child has been enrolled in another Dual Language Immersion Program in another district or state, will my child be allowed to enroll?

    Yes, if the student has been participating in a Dual Language Program, with the proper paperwork from the sending school, the student will be allowed to participate with placement approved by the District DLI staff. 

    If my student has a sibling in the program, will my other students be given priority as it pertains to selection?

    In order to meet the tenets of the program by ensuring students are bilingual, bi-literate, and cross cultural and in support of the District Legacy practice, siblings will be given priority. 

    Is Coppell ISD committed to the continuation of the Dual Language Program?

    Yes, Coppell ISD is required to develop bilingual programming for our Spanish-speaking, Limited English Proficient population. The District has chosen the Dual Language Immersion model because of our belief that a two-way dual language program expands the benefit of multilingual learning beyond English Learners (ELs) to reach other populations. We believe Coppell ISD’s Two-Way Dual Language Program at Denton Creek and Wilson is mutually beneficial to all student groups, and is therefore, the best program design for our students. In addition, course offerings are available at Middle School to support the continued study in Spanish. 

    How will I know if my child is making progress in English and Spanish?

    Learners in the Dual Language Program will be assessed in their mastery of the curriculum. This content mastery will be reported to parents via progress reports and report cards. The state assessment, STAAR, will also be administered in grades 3-5. Every dual language student K-5 will also be given a Spanish Reading/Literacy Assessment at the beginning, middle, and end of year. These scores, along with student scores on an English Reading/Literacy Assessment will be reported to parents upon completion of the test administration.

    What supports are available if my child struggles in the program? 

    Tiered intervention supports are available to all students. Following the national Response to Intervention (RtI) model, the student’s first level of support is the classroom teacher. Regardless of the language of instruction, teachers will provide additional instructional interventions to promote academic success. This support may increase or decrease based on the student’s response to the intervention. If the student experiences success, interventions may be continued, or the child may move to a monitored status. If the child continues to have difficulty, additional classroom interventions, or specialized services may be provided, increasing the tiered support. Interventions beyond those provided by the classroom teacher will focus on the native language, with the exception of English Learners who may also receive intervention in English as well, as mandated by law.

    Is transportation provided for my child to participate in the Dual Language Program?

    Transportation is provided for students within the school attendance zones for Denton Creek, Wilson, Middle School North and Middle School West, who live in areas designated for free bus pickup. In addition, transportation will be provided for native-Spanish speakers who qualify as Limited English Proficient enrolled in the Dual Language Program. Native-English speakers or English Proficient students who choose to participate in the DLI program are responsible for their own transportation.

    How do dual language student achievement levels compare to their peers who are receiving English-only instruction? 

    When comparing data from monolingual and bilingual classrooms, student results are very similar in nature, and in some cases, students receiving bilingual instruction outperform the monolingual students. Teachers will continue to work as grade level teams to analyze student performance on common assessments. The area of data and assessment will be focus areas for us as we move forward, helping us to more clearly define student and program strengths, and target areas for improvement. 

    What opportunities exist for parents to be involved and support their learners in the program?

    The District has a Dual Language Advisory Council. The Council will meet throughout the school year to share information, research best practices as we work to grow and sustain DLI, and allow communication and collaboration among parent representatives, educators, and campus leaders. Each council meeting will be agenda-driven, and may include guest speakers from within or outside the district. In addition, the DLI Advisory Council will support campus administrators with research and ideas as they work with parent groups on their campus to promote social gatherings for students and families participating in the program.

    What resources are available to support my child’s teacher in delivering a quality instructional program?

    All teachers undergo content and pedagogy training throughout the school year. This training serves to build their confidence with the subject matter they teach and assist the teachers in developing their repertoire of instructional best practices with second language learners. 

    What plans are there to continue exposing those students who complete the dual language program in elementary school to Spanish in middle school?

    Based on feedback/questions from parents and staff, the Curriculum and Instruction Division will work with the DLI Advisory Council to make recommendations on the options for students regarding programming for middle and high school. The purpose of these options are to continue to build on the skills students have acquired in both languages to prevent any language regression.

    What does the instructional setting look like for students enrolled in DLI in elementary grades?

    Instruction is delivered in one of two staffing models.  A co-teach model is two teachers partnered where one teacher teaches in English and the other in Spanish. A self-contained model is one teacher who teaches the content in English and Spanish based on the language of the day/week. *No content repeats. In addition, learners receive additional support and intervention as needed for Gifted and Talented and Special Services.

    If I have questions regarding the program, to whom should I direct my inquiries?

    If your student is currently enrolled in the program and your question is in regards to teaching and learning, please contact your learner’s educator or principal.  If you have questions regarding the Dual Language program or the selection process, please contact Patricia Cheatham, Director of ESL & Bilingual Programs.