Program Model


Program Model

Dual language students receive grade level instruction in the core content areas using the West Liberty Community School District’s Standards and Benchmarks for math, science, social studies, and language arts/reading.

  1. The program team strives to have a 50/50 balance of English and Spanish-speakers.
    1. A 60/40 split is the lowest configuration the program can accept at the entrance level(Kindergarten).
    2. It does not matter which language group is dominant in a 60/40 split.
    3. Language dominance data is used to balance classes and to determine first and second language development.
  2. Teachers are responsible for assisting students in the development of their native language.
  3. Native language literacy is emphasized in the primary grades.
  4. Teachers are responsible for assisting students in the development of their second language through content area instruction and through instruction in second language development-English as a Second Language (ESL) and Spanish as a Second Language (SSL). Language development includes gaining knowledge and skills in the areas of listening, speaking, reading, and writing.
  5. First and second language instruction will take place in the classroom.
  6. The importance of language separation is understood. Concurrent translation does not exist.
  7. Dual language students will receive the same curriculum as English-only students.
  8. All students learn together in mixed, linguistic groupings for literacy, math, science, and social studies in English and Spanish. By rotating the schedule of subjects, each subject can be taught 50 percent of the time in English and 50 percent of the time in Spanish, building upon and expanding the previous day’s learning.
  9. Based upon the availability of certified staff, dual language students are eligible for all district programs and services, providing they are compatible with the native language philosophy and methodology of two-way immersion programming.
  10. The program will work with other programs in context, including At Risk, Talented and Gifted (TAG), and Special Education, to communicate the needs of students in order to secure appropriate services.
  11. The Dual Language Program is envisioned as a system-wide program. Students in grades K-5 will have daily dual language instruction in all core content areas. Students progressing beyond grade 5 will experience participation in dual language course offerings each semester in grades 6-12 to maintain and enhance skills for English and Spanish proficiency.
  12. While maintaining a 50/50 model, each grade level separates instruction time in each language differently.
    1. The kindergarten daily schedule provides for four blocks of instruction that alternate between Spanish and English.
    2. First through fifth grade classes alternate languages weekly.
  13. The 6th grade students receive daily social studies and literacy instruction in Spanish. The 7th and 8th grade students receive daily instruction in Spanish literacy and World Cultures.
  14. The anticipated scope and sequence of coursework at the high school level includes a continuation of Spanish language instruction through Spanish as a foreign language.  Dual Language students have the opportunity to enroll in Advanced Placement Spanish Language and Advanced Placement Spanish Literature and Culture.
  15. Modification of the system-wide program will be accomplished jointly and with consensus, involving all building-level Dual Language team members, administrators, the Superintendent, and the District Board of Education. Where consensus is not reached, the Board of Education, having been fully informed, is the final authority.