Dual Language Kindergarten Information Meeting

• Cristin DiRienzo, Principal of Winston Campus Dual
• Amber Danielcyzk, Principal of Jane Addams Elementary
• Michelle LaCamera, Principal of Kimball Hill
• Kari Keith, Director of Multilingual Programs
• Renee Urbanski, Asst. Supt. of Multilingual Programs

District 15 Multilingual Programs

• 3,642 Direct Service
• 676 Dual Language Students
• 475 Recent Exits
• 80+ Languages
• 50% of D15 students report another language spoken in their homes

CCSD15 Mission & Vision

The mission of District 15 is to leverage strengths and provide high quality support. We will honor our diverse learners in reaching their full potential.

CCSD15 Dual Language Mission & Vision

The goal of Community Consolidated School District 15’s Dual Language Program is to support our learners in the achievement of academic excellence through a standards-based curriculum.

It is our mission for students to become bilingual and biliterate, and to develop cross-cultural competencies in preparation for their future as productive leaders in our ever-changing global community.

Globally Connected Communities

• How many people are there in the world today? 8,204,301,500 (worldometer.info)
• What percent speak 2 or more languages? 50-70% (Language and Identity in a Dual Immersion School by Kim Potowski)

• How many countries have Spanish as their official language? 22 countries

• What percent of the world does not speak English? 75%

Dual Language Program Goals

The goals of dual language are for students to:

• Develop high levels of language proficiency and literacy in both program languages
• Demonstrate high levels of academic achievement
• Develop an appreciation for and an understanding of diverse cultures

Illinois University Admissions - College credits for Seal of Biliteracy

• Cognitive Skills Improved—Those who are bilingual have sharp cognitive skills and keep their brain alert and active even when only one language is used.
• Executive Functioning
  • Increased concentration and skillful, focused attention.
  • Improved ability to switch from one task to another.
  • Increased listening skills and skillful memory attention.
• Denser Grey Matter—Grey matter is responsible for processing language, storing memory, and dictating attention spans.
• Improved Standardized Test Results—Participation in early foreign language shows positive results in areas of standardized testing. (Armstrong & Rogers, 1997)
• Native Language—Research shows that studying more than one language actually deepens children’s understanding of their native language. (Lapkin, et al., 1990)
• Self Concept—Children studying an additional language have an improved self-concept, self-esteem, and sense of achievement in school. (Caine & Caine, 1997)
• Pronunciation—Children have the ability to learn and excel in the pronunciation of the new language. (Krashen, et al., 1982)
• Mindset—Children develop a sense of cultural pluralism, openness, and appreciation of other cultures. (Met, 1995)
  • One of the benefits of being bicultural is simply the awareness that how you live is not the only way. (Ann Campanella)
• Engagement—Children have higher levels of engagement, and the use of two languages results in accelerated instruction for all. (Thomas and Collier, 2017)
• Communication—Children develop stronger communication skills. (Thomas and Collier, 2017)
  • The art of communication is the language of leadership. (James Humes)

Economic Superpower

• 85% of US employers say they rely on Spanish.
• Greater incomes and competitiveness for bilingual workers.
• 96% of the world’s consumers are outside of the US.
• Unleashing the full potential of our community.

Dual Language Implementation at CCSD15

• 2018-19 - Kindergarten
• 2019-20 - Kindergarten, Grade 1
• 2020-21 - Kindergarten, Grade 1, Grade 2
• 2021-22 - Kindergarten, Grade 1, Grade 2, Grade 3
• 2022-23 - Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4
• 2023-24 - Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5
• 2024-25 - Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6
• 2025-26 - Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7
• 2026-27 - Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8

Language Instructional Allotment

• Kindergarten
  • 80% in Spanish: Spanish Literacy, Social Studies, Science, Math
  • 20% in English: English Language Development with focus on English Literacy, Specials
• 1st Grade
  • 70% in Spanish: Spanish Literacy, Social Studies, Science, Math
  • 30% in English: English Language Development with focus on English Literacy, Math Cross-Language Connections (approx 30 min/week), Specials
• 2nd Grade
  • 60% in Spanish: Spanish Literacy, Social Studies, Science, Math
  • 40% in English: English Language Development with focus on English Literacy, Math Cross-Language Connections (approx 75 min/week), Specials
• 3rd Grade
  • 50% in Spanish: Spanish Language Development with the focus on Spanish Literacy, Math, Social Studies, Science
  • 50% in English: English Literacy, Math Cross-Language Connections (approx 75 min/week), Specials
• 4th-6th Grades
  • 50% in Spanish: Spanish Language Development with the focus on Spanish Literacy, Math, Social Studies, Science
  • 50% in English: English Literacy, Math Cross-Language Connections, Specials

Students who are able to apply for our Dual Language program are incoming kindergarten students who have completed the online registration process and have provided the necessary documentation to their home school, and are considered fully registered with CCSD15.

• Students who speak English and/or another language at home
• Students who only speak Spanish at home who qualify for bilingual services at Jane Addams, Winston Campus Elementary, or Kimball Hill
• Students who speak Spanish at home but are English dominant as assessed on the Kindergarten WIDA Online Screener and who score a 5.0-5.4. These students will still benefit from the program as emerging bilinguals.

Parents of Dual Language Students Understand ...

• their child is in the program from grades K-5
• Kindergarten is a full-day program
• the instruction will begin 80% in Spanish and  20% in English in Kindergarten, and will decrease Spanish by 10% each year until 50% of each language is reached
• they will participate in Dual Language events
• their child will be taught to read in Spanish first
• acquiring a second language takes time
• the learning environment is academically challenging
• transportation is provided for those out of the school boundaries; however, bus rides may exceed 30 minutes

Parents of Dual Language Students Commit to ...

• read to their child every night in the language in which they are most proficient
• communicate with the teacher any concerns they have or that their child has
• ask their child about his/her day in their most proficient language
• continue to talk to their child about everyday happenings, in their most proficient language
• support and encourage their child as needed

The purpose of the Dual Language Parent Advisory Committee is to establish communication and collaboration among parents, teachers, and administrators of the Dual Language program in order to: 

• achieve the program goals by sharing information about the key components of the program.
• generate ideas that promote student achievement and growth.
• plan activities that bring the whole Dual community together.

The Dual Language Parent Advisory Committee this year will consist of two parents from each grade level.  Our goal is to have a balanced number of representatives from different language backgrounds.

• maintaining high expectations for all students that will prepare them for college and a global society
• planning and implementing instruction that reaches all students
• engaging parents, culturally and academically, in the education of their child
• promoting an environment where all students can thrive
• only sending practice work to be completed at home that the child can complete independently
   

Students whose home school is Jane Addams or Kimball Hill (Spanish Dual Language host sites) will be given preference into the program, along with siblings of those who are already in the program.  If there is more interest than available space, students will be entered into a random selection process.

Random Selection Process

If the number of interested families exceeds the amount of space available, based on enrollment, a random selection process will be conducted in the first week of April. Two lotteries will be conducted.

• One is for families who reside north of the tracks. These families will go to Jane Addams.
• The other lottery is for families who live south of the tracks. These families will go to Kimball Hill.

*Please note, in order to be considered for the Dual Language program the Kindergarten students
must be fully registered (excluding fees and physicals) with CCSD15. This includes the online process along with submitting all required documentation into the student’s home school office. Kindergarten Dual Language application forms must be submitted by March 14, 2026. 

All forms will have an equal opportunity in the random selection process for entrance into the Dual Language program. The random selection process is not based on the timestamp of submissions. Any forms submitted after the March 14th due date will be placed on a wait list. 

Transportation

District-provided transportation to the dual language school sites is provided for students outside of Jane Addams or Kimball Hill attendance boundaries. Please note bussing times may exceed 30 minutes. 

School site attendance, if not your home school

District 15 has the right of school assignment regarding Spanish Dual Language. Families cannot indicate a preference of school when submitting their application.