Frequently Asked Questions
GradeSpeed and K – 6th Grade Bilingual Programs
Transitional Bilingual & Dual Language

Questions
1)  FAQ 1 Why must we indicate a language of instruction for core content area classes in GradeSpeed?
2)  FAQ 2 Who needs this information?
3)  FAQ 3 How is this information acquired?
4)  FAQ 4 What happens if the language of instruction is not selected?
5)  FAQ 5 How do we know what language to choose for each subject?
6)  FAQ 6 Why is there not a “bilingual” designation for language of instruction?
7)  FAQ 7 If a Dual Language campus is not teaching an indicated core subject in Spanish, is it ok to teach a different core subject in Spanish?
8)  FAQ 8 Why must I have both English Language Arts and Spanish Language Arts in GradeSpeed?
9)  FAQ 9 What are ELD and SLD? When and how are these categories used?
10)  FAQ 10 How many grades are required in each core area?
11)  FAQ 11 Can the same assignment be used for multiple content area grades?
 
Answers
1)  Q FAQ 1 Why must we indicate a language of instruction for core content area classes in GradeSpeed?
A
Indicating language of instruction:
➢ provides more accurate information about what students are learning in what language for parents and for student permanent records;
➢ provides supporting documentation for both state bilingual and federal Titles I and III programs to indicate how students are being served;
➢ indicates actual numbers of students receiving instruction in Spanish and entitled to Spanish textbooks;
(This is an important change from using LEP status to determine number of Spanish textbooks needed by a campus, which provides a count different from the actual number of students receiving instruction in Spanish due to non-LEP enrollment in dual language programs.)
➢ corresponds with the Parent Approval for Bilingual Program Placement and/or Dual Language Commitment Form
➢ aligns with PEIMS and TAKS identifications for bilingual program indicator;
➢ aligns with teacher web schedule indicating what is taught by whom in what language.
2)  Q FAQ 2 Who needs this information?
A
Accurate labeling of student academic language program placement and language of instruction impacts multiple areas including: campus and district accountability for both state and federal programs; teacher certification requirements; instructional materials access; student records; scheduling; budgeting; and others.
➢ Campus Administration
➢ Parents and Guardians
➢ Academic Language Programs (ALPs) Department
➢ Scheduling Clerk/Registrar
➢ Textbooks Campus Administrator
➢ District Textbook Distribution
➢ PEIMS – Student Data Management Systems
➢ YISD Internal Audit and Federal Programs
➢ Texas Education Agency
➢ U.S. Department of Education
3)  Q FAQ 3 How is this information acquired?
A
➢ At the campus level, the grade level report card templates for bilingual programs may be used to submit language of instruction information to the appropriate campus designee, often an administrator and individual responsible for scheduling. These documents can be found in Appendix A of this document.
➢ Parents, guardians, and others should be able to obtain this information from teachers’ YISD websites where their schedules are posted. For a sample web schedule template, please refer to Appendix B in this document.
➢ For district, state, and federal reporting purposes, budgeting, accountability, teacher certification and highly qualified status, instructional support, instructional materials, etc… this information is retrieved from a combination of the SASI (student information system), GradeSpeed, Datamart, and other district databases. The information in these separate systems must be consistent and accurate.
4)  Q FAQ 4 What happens if the language of instruction is not selected?
A
➢ Parents/guardians will not have accurate information about their child’s education.
➢ Textbooks will not be received in the languages and numbers required for all the students in the classrooms.
➢ Permanent records will be inaccurate and may not indicate that a student has ever participated in a bilingual program or received instruction in Spanish. This is particularly true for non-LEP students being served in a dual language classroom.
➢ Funding levels may be affected if YISD is unable to indicate with consistency and accuracy how many students are receiving bilingual services in what manner and through what languages.
5)  Q FAQ 5 How do we know what language to choose for each subject?
A
➢ Dual language classrooms should follow the YISD Dual Language Program Language Distribution by Grade and Subject dated 3-25-09. The chart is included in this document in Appendix C and can be found on the ALPs webpage under the dual language tab.
o Language of instruction for Science K – 5th grade in all Dual Language classrooms is English.
o Campuses that are in the process of developing a dual language program should indicate what is actually being taught in each language at each level as the dual language program grows from year to year.
➢ Transitional bilingual classrooms should follow the transitional bilingual chart included in Appendix D of this document.
o Language of instruction for Science in all Transitional Bilingual classrooms is English and all instruction is in English.
o Campuses that are in the process of aligning their transitional bilingual program should indicate what is actually being taught in each language at each level.
6)  Q FAQ 6 Why is there not a “bilingual” designation for language of instruction?
A
➢ Bilingual Education Program is the umbrella term encompassing different models of instructional programs utilizing native language and English as instructional languages. Transitional Bilingual Programs are one model of Bilingual Education and Dual Language Programs are another model of Bilingual Education. Bilingual does not refer to instructional language or instructional strategies.
➢ Language of instruction is selected based on the language that is being developed along with the content area. Language attentiveness and literacy development is a key concept in all bilingual programs. Indicating the language of instruction brings an additional layer of focus to language development and language use in the classroom. See FAQ 5 and Appendix C and/or D for further information in reference to how to select language of instruction in transitional bilingual and dual language models.
7)  Q FAQ 7 If a Dual Language campus is not teaching an indicated core subject in Spanish, is it ok to teach a different core subject in Spanish?
A
➢ No. The YISD Dual Language Program Language Distribution by Grade and Subject is designed to ensure that students develop the confidence, literacy, and the linguistic flexibility in both English and Spanish across all content areas and takes into account a student’s K – 12th grade language development.
o If a campus is not yet able to teach a designated course in Spanish, then it must be taught in English until the campus is able to offer the course in Spanish with a highly qualified teacher. Replacing another content area designated to be in English with Spanish as the language of instruction reduces the opportunity for a student to gain confidence and language in that subject area across the K-12 journey. It can also result in the issue that YISD has experienced in all of our dual language learning communities where students have never taken a particular core content area, usually math, in English until their junior or senior year.
o It is equally important that students have the opportunity to develop their Spanish language confidence, academic vocabulary, and fluency in all designated areas so that they are able to handle the literacy levels required to read the textbooks and course materials and fully participate in courses taught in Spanish at the secondary level. Students who do not have the opportunity to develop content vocabulary, literacy, and confidence in a particular area, usually science, struggle greatly in high school when presented with textbooks in Spanish for that content area.
8)  Q FAQ 8 Why must I have both English Language Arts and Spanish Language Arts in GradeSpeed?
A
➢ In GradeSpeed, Spanish Language Arts (SLA), comprised of Spanish Reading and Spanish Composition is included for all students in transitional bilingual and dual language classrooms beginning in first grade and continuing through 6th grade.
o Kindergarten is not in GradeSpeed, however SLA is reflected on the kindergarten report card as well.
o In 7th and 8th grade, Spanish Language Arts is provided through the Spanish PreAdvanced Placement Language and Spanish Advanced Placement Program for those continuing or entering the Dual Language Program.
➢ English Language Arts, comprised of English Reading and English Composition is included for all students in transitional bilingual and dual language programs beginning in third grade with the inclusion of all ELA-R TEKS and formal reading and writing instruction in English. English Language Arts continues through graduation. English Composition incorporates oral language skills.
9)  Q FAQ 9 What are ELD and SLD? When and how are these categories used?
A
➢ ELD refers to English Language Development and SLD refers to Spanish Language Development. Both focus on the oral development of communication and presentational skills for both social and academic purposes.
➢ Both ELD and SLD grades are numerical as required by YISD grading policy.
➢ Both English dominant and Spanish dominant students receive a separate grade for ELD and SLD based on their communication skills, presentational skills, oral literacy skills, and vocabulary development in each language. The development of strong oral language is a vital component for academic success in students’ dominant and non-dominant languages.
➢ Dual Language and Transitional Bilingual students receive both an ELD and SLD grades K – 2.
➢ ELD and SLD grades are not required for either Dual Language or Transitional Bilingual report cards in grades 3 – 6, but campuses may continue to use both ELD and SLD to show oral language development in both English and Spanish and the importance of oral communication and presentational skills.
10)  Q FAQ 10 How many grades are required in each core area?
A
➢ Grading standards are determined by YISD policy. Current policy requires 10 daily grades and 3 project/test/major assignment grades in each 9 week grading period. The same policy applies to Dual Language and Transitional Bilingual Classrooms.
11)  Q FAQ 11 Can the same assignment be used for multiple content area grades?
A
➢ Yes, the same assignment may be used for multiple content areas if:
o the assignment meets the TEKS and student expectations for each area; and
o the same grade is not simply entered in multiple areas, rather the assignment is evaluated for the content specific TEKS; and
o the expectations for each area are known to the students and identified prior to the assignment.
• Example: A teacher assigns a social studies exercise in which students identify in full sentences the state flower, animal, symbol, and slogan for ten identified states. The teacher uses the same assignment for Spanish Social Studies, Spanish Composition, and SLD.
• The social studies grade is an 82, some of the required information is incorrect or missing.
• The Spanish composition grade is a 95 based upon complete sentences, correct capitalization, and the accurate use of end punctuation.
• The Spanish Language Development grade is a 78 based on errors in pronunciation, hesitations, inclusion of English, and lack of targeted vocabulary use in the oral presentation on the states and the identified items.