Enrollment and Entrance Criteria

Enrollment & Entrance Criteria

  1. Enrollment in the Dual Language Program is optional and begins in Kindergarten.
  2. Parent preference for the kindergarten Dual Language Program can be indicated at district pre-registration in March or registration in August. Enrollment in the Dual Language Program will be determined following August registration. Parents will be notified of program placement. Students at the kindergarten level will be placed in the program in the following order of preference:
    1. Sibling of any student in the program
    2. Open lottery for any remaining slots
  3. When kindergarten class sections are full, a waiting list will be developed. Each child on the waiting list will be placed in one of the four waiting lists above. This is to ensure that language and gender balance are maintained as much as possible. There will be four waiting lists.
    1. Dominant English-speaker female
    2. Dominant English-speaker male
    3. Dominant Spanish-speaker female
    4. Dominant Spanish-speaker male
  4. Should there be more than one eligible student in each of the gender and language categories, the building principal, dual language coordinator, and receiving dual language teacher and exiting classroom teacher will jointly consider placement of students on the waiting list in the Dual Language Program.
  5. Thoughtful consideration should be given prior to the placement of students with known special needs into the Dual Language Program. The Individual Education Plan (IEP) team and the parents must confer and agree upon placement. It is generally thought best to place a child in the program where his or her dominant language is spoken, for example, dominant Spanish-speakers in the Dual Language Program and dominant English-speakers in the English-only program.
  6. English-speaking students may enter the Dual Language Program any time before the beginning of first grade or at the discretion of the district staff.
    1. It is important to have as many sections and as many English-speakers as possible in the early primary grades in keeping with the district’s design for balance.
    2. English speakers who leave the program will not be replaced by new students coming into the district after first grade unless special circumstances exist that indicate the dominant-English speaker has Spanish proficiency skills necessary to be successful in the program. The program in the upper grades may experience a disproportionate language, gender, and culture balance due to students choosing to withdraw.
  7. Spanish-speaking students new to the district may be admitted at any time as long as balance is maintained and space is available. These students will continue learning content curriculum while they are developing skills in English.