Frequently Asked Questions

How does the recommendation to move to a self-contained class resolve some of the challenges presented?
By moving to a self-contained model, Spanish-speaking teachers would have more flexibility in how to structure their day. If they need to spend more time in English to reinforce a concept they can do so. If they need to spend more time instructing in math, they can do so. With departmentalization, there is a hard stop when it is time to switch. Exploring a self-contained model might allow us to explore a different model as well, like a 90/10 model. Also, the self-contained model, especially at the lower grades, allows initial instruction and reinforcement to be delivered by the same teacher who is already familiar with the conceptual struggles a student is experiencing.

Additionally, we have a higher percentage of students receiving special education and ⸹504 services and more emergent bilingual students in the traditional classrooms. The recommendation to move to one self-contained classroom allows for students with more educational needs to be less clustered.
 

Adding another section with a bilingual teacher displaces current teachers in those grade levels.  It also increases the overall cost of the program since those teachers receive a stipend.  Additionally, with the shortage of bilingual teachers, it is concerning to try to expand the number of bilingual teachers needed. Depending on the decision to departmentalize in certain grades, Eanes ISD would need to hire 12 to 16 more bilingual teachers in order to have two SI bilingual classrooms.

Lastly, having two sections of Spanish Immersion does not provide an additional section in which to place traditional students.

Yes, we have looked at other models and will continue to do so over the next several months. There is a distinction between Spanish Immersion programs (as offered by EISD) and Dual Language programs. Many of the SI models begin in 1st grade and percentages for the target language are higher. Most of the program models are 90/10, 80/20 or 70/30 in a self-contained setting.

We plan to explore other models before making changes. When we were researching, a 50-50 model seemed like the best choice at the time. We are now seeing there are some big challenges we did not anticipate with this model.

It should be noted that moving to a 90/10 structure necessitates moving to a self-contained model.

The data was not presented to show that students are performing poorly, and academic performance was not the driving factor in the recommendation.  The purpose of this data was to highlight that our traditional students are beginning to outperform our Spanish Immersion students at a few points. Over time, the loss of instructional minutes in language arts and math does slowly start to negatively impact our SI students.

We want to take a proactive approach to instructional delivery and ensure all of our students are making progress and demonstrating the appropriate growth.

We also understand the differences between the two groups are not statistically significant.

To access the math and science curriculum in Spanish, students have to be able to read and write in Spanish. We realized we needed to add additional literacy instruction. Also, in the initial 50/50 model for 5th grade, we knew we needed to move Spanish instruction to the English/Language Arts block to maintain the 50/50 time and accommodate for compacted math so Spanish literacy was built over time. We recognize we need to adjust the literacy block in 5th grade; however, in the earlier grades, the literacy instruction is still integral to the program to gain the needed vocabulary. That is why many districts choose the 90/10 model.

We are required by state law to teach grade-level TEKS with fidelity each year. The way in which we ensure TEKS are covered is through our district’s scope and sequence. If teachers are unable to provide the instruction outlined in the scope and sequence, they are at risk of not covering all of the TEKS. We are happy to see data points showing our students’ successes, but our teachers are reporting they are having difficulty teaching all the required TEKS, which is a problem. We are being proactive to address the issue now, rather than when students have fallen behind.

Additionally, when there is misalignment in instruction, pacing and instructional practices between the traditional and SI classroom, a barrier is created for teachers in their planning process and professional learning communities as they are unable to work with their teammates.

The district originally adopted the 50/50 model.  The two longest blocks of instruction are in English/Language Arts and math. In order to balance the time between the two teachers, we had to divide the instructional time as evenly as possible. Instructionally, it made the most sense to teach math and science in Spanish while teaching ELA and social studies in English.

The students would not be confined to only interact with their classmates. In the board presentation in October, it was highlighted that departmentalization could possibly start as early as 3rd grade. The students would not be self-contained their entire elementary career. Students have an opportunity to be with all grade level peers at recess, and they often integrate with other classes/classmates during WIN and specials. Campus administration can make a concerted effort to look at all opportunities for blending during the self-contained years.

We have students receiving special education services and supports who are excelling in our Spanish Immersion program.  

However, the decision to place or retain a student in Spanish Immersion is ultimately left up to the family. For many families, the cognitive load of learning a second language is a challenge they do not want for their students. When a current SI student who also receives special education service is struggling, campus administration and teachers work with the family to determine the best placement. This occurs through the Admission, Review and Dismissal (ARD) process where an Individualized Education Plan (IEP) is developed or reviewed.

Because the Individuals with Disabilities Act (IDEA) is a federally mandated law, the District must ensure it is providing a Free and Appropriate Public Education (FAPE). Sometimes that setting is not the SI classroom, and the special education needs of the student outweigh the interest in learning a second language.

Students in K-2 do not take STAAR. Additionally, we only have two years of STAAR data (current 4th and 5th graders). We have six years of MAP data and it is taken three times per year to show growth over time.

Unfortunately we do not have a limitless funding source and have to work within a budget. Even if more funds were available, staffing support positions have proven to be very challenging this year, and there are numerous vacancies in our district and across the state/nation.

Relying on parents to financially support the Spanish Immersion program is not sustainable across campuses.

Teacher shortages are a global problem. One of the most common types of US exchange programs is the J-1 visa teacher program which involves foreign teachers visiting the US on a teacher visa. A candidate must be a qualified teacher in their home country to be eligible for a US teacher visa and demonstrate oral English language proficiency. On the J-1 Visa program, the teacher may only stay in the US for three years before they are required to return to their country. Knowing a teacher can only be employed for three years is not aligned to the EISD Board Priorities and District Improvement Plan goals for retaining highly qualified teachers. The amount of time and money dedicated to professional learning for a new-to-Eanes teacher is a significant investment. Losing these teachers after three years would be a continual set-back to the program.

Other challenges with visa teacher programs include providing a district liaison to assist with an appointment with the Social Security Administration, connections with trusted car dealerships, leasing agencies, and banks, and identifying schools and daycare centers for teachers’ children. Programs offering J-1 Visa opportunities typically place candidates in districts with bilingual programs first, this is to prioritize and serve students that are English language learners.  Immersion programs do not receive priority of teacher placement.   

Outside of these challenges, the navigation of the process plus legal fees required for this program is an expensive process. The cost for the district would be approximately $15,000 per teacher for an initial application. Eanes ISD continually reviews the Visa process.

No. Stipends are provided for different skills sets, certifications, degrees or for extra duties and responsibilities. From the onset of the Spanish Immersion program, Eanes ISD recognized the value and skill set brought by a bilingual teacher. Special education life skills teachers and SI teachers (both bilingual and English side) are the only teachers in the district that receive a stipend based solely on their teaching assignment. Other stipends may be given for other duties such as teacher mentoring, coaching, or chairing a department or grade level but not based on teaching assignment. At the inception of the program, it was decided to provide the  English side SI teachers a stipend based on the number of students they teach, assuming they would be teaching twice as many students as the traditional side teacher.  In some grades with departmentalization, this is not the current scenario.

We recognize the unique skill set of a bilingual teacher and support providing stipends to them for this reason. However, as highlighted in the presentation, as bilingual teachers become more difficult to find, the stipends offered are beginning to increase substantially relative to other stipends given in the district for other positions or job responsibilities.

Students completing the Eanes ISD Spanish Immersion program in elementary school will be eligible to take Spanish 2A in 6th grade and Spanish 2B in 7th grade. In 8th grade, students will be eligible for Spanish 3.  

The Spanish 2A, 2B and 3 classes offered in middle school will be a variation of the traditional middle school Spanish 2 and 3 classes; however, the TEKS will still be covered to ensure the students earn credits. Because the skill level and experiences of an immersion student are different from traditional middle school Spanish, the curriculum will focus on enhancing the skills learned in immersion while introducing grammar and other skills explicitly taught in Spanish 1. The awareness and appreciation of the Spanish language and cultures will continue as an integral part of these classes. The majority of the classes will be conducted in Spanish, with minimal English.

With the exception of splitting Spanish 2 into two years, the middle school model did not change; this is the model presented in spring 2022. It should be noted, however, the Utah version of a 6th-grade model was presented in 2019, but because 6th grade is still in elementary school in Utah, the program would not transfer.

We are not. We are providing an additional option for students in sixth grade. Traditionally, students in sixth grade have enrolled in the Wheel, a music elective and the state-required PE. However, some students, based on their needs, have selected other more instructionally targeted electives such as a reading or study skills class in lieu of the other electives. Similarly, sixth-grade students now have the option of continuing their Spanish instruction in lieu of another elective.

Spanish is considered a core class. Eanes ISD administration does not feel it is developmentally appropriate for a sixth-grade student to take five core academic courses and three electives beginning at 7:30 am and ending after 4:00 pm. Offering a zero hour also interferes with teacher schedules, staffing and transportation. Currently a zero hour is also not offered at Westlake High School.

For Spanish Immersion students to continue on their pathway of gaining high school credits for Languages Other Than English (LOTE) during their secondary Spanish Immersion experience, the following criteria must be met:

1. the student must be enrolled in a course that covers LOTE TEKS,
2. the course must be taught by a teacher that has obtained a LOTE Spanish EC-12 certification and
3. the student must demonstrate proficiency on the course TEKS. 

Core classes taught in Spanish can only award a student credit for the course they are enrolled in, and not a LOTE credit. For example, a student would not receive a credit in Texas History and Spanish, they would only receive a credit for Texas History.

Providing opportunities for native English speakers to learn a second language and explore the cultural aspects of the language is one way to provide instruction around diversity of culture. However, these opportunities have existed and will continue to exist in the elementary, middle and high school in more languages than just Spanish.

Additionally, the work of DEI is much broader than just learning a second language and studying other cultures. The district is actively engaged in curriculum work embedding DEI principles. Equity teams on each campus look at culture and climate with the campus, and student voice is being incorporated into many of the activities and practices within a school. For more information on the DEI initiatives undertaken by Eanes ISD, see the DEI Town Hall video and presentation.

We will seek parent and staff involvement in spring 2023. A variety of stakeholders will be selected to provide input. At this time, how those stakeholders will be determined and their charge is still being determined.

VVE does not have the capacity to fit the current model as-is with 44 students per grade level.  
Any decision about relocating the program would involve several factors to consider.