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Programs Waller ISD has adopted the Transitional Bilingual Program Model. In this model the English language is increased annually until the student is able to make the complete transition into an all-English curriculum. The students receive native language instruction for concept development with focus on vocabulary. For example the ratio of English to Spanish in Pre-Kindergarten is 10 % English and 90% Spanish and will continue to make significant increases. English will become the dominant language for instruction beginning in 4th Grade. Using the transitional bilingual Program, the time of instruction in English is specifically controlled to ensure development of the student's native language as well as acquiring the English language. Research shows that if the students learn concepts in their native language that the transition to the English is much easier. Individual student proficiency in both languages is the determining factor on the extent to which each student is challenged in each subject. Charts below clearly define the amount of time bilingual teachers need to allocate for daily instructional time. The expectations for the Transitional Model Program are for student to:
Other Students The transitional Bilingual Program is primarily designed for Limited English Proficient Students. Participation of non-LEP students is allowed by law with parent approval as long as the LEP students get first priority. Recent Immigrants: For those students who have limited schooling or who have entered school later than the 3rd grade, an accelerated native language development approach either through tutoring or teaming should be implemented. A primary curriculum that best fits his/her needs should be if the student is unable to function on level. For example, if a student enters the 3rd grade and he's unable to comprehend or follow a third grade curriculum then a 2nd or 1st grade curriculum should be followed. English as A Second Language All Limited English Proficient students in the elementary level should be taught according to their individual knowledge and skills. Instruction should be focused using ESL teaching strategies and methodologies that best fit their individual learning style. Emphasis should be placed in the core subjects such as English, Reading, Writing and Math. At a minimum, assessments should be done upon initial entry and at the end of every year to establish second language growth. Secondary All Limited English Proficient students in secondary levels 7 through 12 should be assigned an ESL level (Beginning, Intermediate, and Advanced ). A student can progress from one ESL level to the next when he/she masters at least 75% of the ESL objectives for each level. Description of student's characteristics for each ESL level are as follows:
TRANSITIONAL BILINGUAL PROGRAM Continuum Chart (Language Use / Allocation)
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