Disponible en: Español

Multilingual Services Department

Aldine ISD’s Multilingual Framework

Aldine ISD will provide academically rigorous and culturally relevant instruction that accepts, embraces, and respects cultural and linguistic diversity, and prepares all students to be effective communicators with the skills and knowledge needed to succeed in a diverse global community.  Our goal for multilingual learners is biliteracy.

Multilingual Services

Grace Delgado
Executive Director of Multilingual Services
[email protected]
281.985.7370

Lizbeth Cavazos
Secretary for the Executive Director of Multilingual Services
[email protected]
281.985.7371

Christine Kujawa
Multilingual Program Specialist
Accelerated English Academy & Secondary Newcomer Program (Grades 7-12)
[email protected]
281.985.4768

Dolores “Lola” Perejon Lasheras
Program Director of Dual Language
[email protected]
281.985.7300

Stephanie Gomez-Templeton
Multilingual Program Director for Elementary Professional Learning
[email protected]
281.985.6189

Karen Burdick
Program Director for LPAC Compliance for High Schools
[email protected]
281.985.6621

Hope Garza
Multilingual Program Director for LPAC Compliance for Primary and Middle Schools
hjgarza@aldineisd.org
281.985.6413

TBD
Secretary for Federal Programs, Dual Language and Accelerated English Academy & Secondary Newcomer Program

Elizabeth Godoy
Title III Family, Literacy and Outreach Liaison
[email protected]
281.985.2193

Eva Carrillo-Iniguez
Director for Multilingual Special Programs
emcarrillo-iniguez@aldineisd.org
281.985.6959

Xochila Ramirez
Multilingual Program Director for LPAC Compliance for Elementary Schools
[email protected]
281.985.6208

Jeanette Mercer
Director of Multilingual Instructional Support
[email protected]
281.985.7307

Cynthia Parra
Secretary for LPAC Compliance
[email protected]
281.985.6171

TBD
Secretary for LPAC Professional Learning and Instructional Support

Ayanna Davis
Multilingual Program Director for Secondary  Professional Learning
[email protected]
281.985.6619

Instructional Support

Spanish Language Arts

Migdalia Trevino
Program Director for Multilingual Curriculum
Grades 3-5
[email protected]
281.985.6649

Angela Cala
Program Director for Multilingual Curriculum
PK-Grade 2
[email protected]
281.985.7946

Dual language immersion/one-way is a bilingual/biliteracy program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL. The goal of one way dual language immersion is for program participants to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in the students’ primary language as well as English, with at least half of the instruction delivered in the students’ primary language for the duration of the program.

Dual language/two-way is a bilingual/biliteracy program model in which students identified as English learners are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education, for the assigned grade level and content area. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher certified in ESL, for the assigned grade level and content area. The goal of two-way dual language immersion is for program participants to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in English and another language with at least half of the instruction delivered in the non-English program language for the duration of the program.

The Two-Way Dual-Language program can be found at the following campuses:

  • de Santiago EC/PK/K School
  • García-Leza EC/PK/K School
  • Hinojosa EC/PK/K School
  • Magrill EC/PK/K School
  • Vines EC/PK/K School
  • Ermel Elementary
  • Black Elementary
  • Dunn Elementary
  • Thompson Elementary
  • Escamilla Elementary

Transitional bilingual/early exit is a bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education, for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students’ primary language along with instruction in English that targets second language development through academic content.

An ESL/content-based program model is an English acquisition program that serves students identified as English learners through English instruction by a teacher appropriately certified in ESL, through English language arts and reading, mathematics, science, and social studies. The goal of content-based ESL is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies.

An ESL/pull-out program model is an English acquisition program that serves students identified as English learners through English instruction provided by an appropriately certified ESL teacher, through English language arts and reading. The goal of ESL pull-out is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading. Instruction shall be provided by the ESL teacher in a pull-out or inclusionary delivery model.

Aldine ISD offers a transitional bilingual program for students enrolling in PK – grade 6 from other countries and with no English proficiency.

Students entering Aldine ISD in grades 6 – 12 from other countries and with no English proficiency qualify for our newcomer program.  The Accelerated English Academy serves students in grades 6 -12 at their zoned campus.  First-year, non-English speaking students are provided an accelerated English language curriculum using the Accelerated Learning methodology.  Sheltered instruction is used in all content area courses.

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

The purpose of the Migrant Education Program is to design and support programs that help migratory students overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle. These efforts are aimed at helping migratory students succeed in school and successfully transition to postsecondary education and/or employment. The district contact for this program is Eva Carrillo-Iniguez.

In Aldine ISD, we believe…

  • in biliteracy development and sheltered instruction practices when teaching all content areas.  All students are explicitly taught through an additive value lens that capitalizes in the use of metacognitive and metalinguistic strategies.  Linguistic development of native and second language begins in early childhood with an emphasis on oracy and vocabulary development; as students progress, language continues to be developed through explicit instruction that includes cross-linguistic connections to help bridge native and second languages, with an emphasis on academic vocabulary.  We understand that receptive and expressive language deserve equal attention and are mutually beneficial to each other. As such, our goal for language development is to provide authentic experiences for students that build their linguistic repertoire allowing them opportunities to showcase their knowledge and communicate their experiences to and within diverse audiences.  Lastly, biliteracy requires students to take ownership of their linguistic development.  We will be intentional in building each student’s metalinguistic capacity including helping them take control of their individual language goals and the self-monitoring of progress.
  • in educational opportunities that are equitable and representative of the diversity of the district. As a culturally and linguistically diverse district, the instruction provided  promotes the acquisition of language and knowledge through instruction that allows students to assign meaning to the world we live in through cooperative learning structures.  To do so, high quality instructional materials, differentiated instructional methods and varied learning opportunities are utilized to methodically expand students’ knowledge and vocabulary through enriching lessons that share cognitive and conceptual foundations in order to facilitate the acquisition and use of more than one language in all instructional subjects.
  • that our students’ diverse backgrounds and experiences are valuable.  The affective needs of students are met through culturally responsive practices and supplemental supports. These practices center around students’ personal strengths, which are identified and nurtured to promote student achievement and a sense of well-being about their unique identity and cultural place in the world.  District staff continually reflect on their practices to ensure biases are checked, acknowledged, and discarded in order to appreciate and welcome other identities, cultures and languages.