Academics

For elementary students in GPISD, Bilingual/ESL Programs provides a dual language program whose goal is bilingualism, biliteracy, and biculturalism. In this program, we provide one and two-way models, according to the needs of our campuses. In each of the models, the subjects contained in the curriculum are divided between the two languages of instruction, which are Spanish and English. No matter the language of instruction, the focus of the program is to develop knowledge of the necessary content in a way that can be transferred. The uniqueness of these models lies not in the way the subjects are taught, but in the students, who compose the classes.

A los alumnos de primaria en GPISD proveemos un programa de lenguaje dual cuya meta es de ayudar a los alumnos a lograr el domino en hablar, escribir y leer en dos idiomas, y valorar de forma equitativa dos culturas. Este programa se ofrece mediante los modelos de una y de dos vías, de acuerdo con las necesidades de cada campus. En ambos modelos las materias del currículo se dividen entre los dos lenguajes de enseñanza - inglés y español. Independientemente del lenguaje de enseñanza, el enfoque del programa es el desarrollo del conocimiento de la materia de modo que el alumno pueda transferirlo de un idioma al otro. La distinción entre los dos modelos consiste no en la manera en que se presenta la enseñanza, sino en los alumnos que componen las clases.

English

Spanish

One-Way

In a one-way classroom, all the students are from a non-English-speaking background. They are consistently provided with opportunities to acquire English. Beginning students learn to read and write in their native language, and these skills are later transferable to English. The student’s native language is not subtracted as English develops. It continues to be developed, with the end result being that students who complete the program will be proficient readers, writers, and speakers of both languages.

En el salón de una vía, todos los alumnos son de antecedentes de habla no inglesa. De forma consistente se les proveen oportunidades para adquirir el inglés. Los alumnos principiantes aprenden a leer y escribir en su idioma natal, y después pueden transferir estas destrezas al inglés. El desarrollo del idioma natal del alumno no se suspende mientras desarrolla el inglés. La habilidad del lenguaje sigue aumentando en los dos idiomas y el resultado es que al completar el programa entero los alumnos serán competentes en leer, escribir, y hablar los dos idiomas.

Elementary campuses that offer one-way dual language are:

• Austin Environmental Science Academy
• Bowie Fine Arts Academy
• Global Leadership Academy at Barbara Bush Elementary
• Daniels Academy of Science and Math
• Morton Elementary
• Dickinson Montessori Academy
• Eisenhower Elementary
• Garcia Elementary
• Marshall Leadership Academy
• Ochoa STEM Academy
• Rayburn Elementary STEAM Academy
• Seguin Elementary
• Whitt Fine Arts Academy
• Williams Elementary
• De Zavala Environmental Science Academy

Two-Way

In the two-way model, each class is composed of both native English speakers and speakers of other languages. The goal is to have both languages equally represented. Each language group receives initial literacy, reading and writing instruction, in their native language, whether that be English or Spanish. Once students reach 2nd grade, all students receive both English and Spanish literacy equally.  For this reason, our Two-Way program cannot accept Opt-in students past 1st semester of 1st grade unless they have a documented Dual Language history. This will ensure students can be successful when they reach second grade literacy in both languages across content areas.

As with the one-way model, the subjects in the curriculum are purposefully divided between the two languages. This arrangement allows students to transfer their knowledge of the subjects from one language to the other. The ultimate goal is the same as for the one-way model: proficiency in reading, writing, and speaking in two languages.

En el modelo Dual de dos vías, cada clase está compuesta tanto por hablantes nativos de inglés como por hablantes de otros idiomas. El objetivo es que ambos idiomas estén igualmente representados. Cada grupo lingüístico recibe instrucción inicial de alfabetización, lectura y escritura en su idioma nativo, ya sea inglés o español. Una vez que los estudiantes llegan al segundo grado, todos los estudiantes reciben alfabetización tanto en inglés como en español por igual. Por esta razón, nuestro programa Dual de dos vías no puede aceptar estudiantes nativos de inglés después del 1er semestre de 1er grado, a menos que tengan un historial documentado de instrucción en un programa de lenguaje dual. Esto garantizará que los estudiantes puedan tener éxito cuando alcancen la alfabetización de segundo grado en ambos idiomas en todas las materias.

Al igual que con el modelo Dual de una vía, las materias del plan de estudios se dividen intencionalmente entre los dos idiomas. Esta división permite a los estudiantes transferir sus conocimientos de las materias de un idioma a otro. El objetivo final es el mismo que el del modelo Dual de una vía: dominio de la lectura, la escritura y el hablar en dos idiomas.

Elementary campuses that offer two-way dual language are:

Las escuelas que ofrecen el programa Dual de dos vías son:

• Mosely Elementary
• Travis World Language Academy

Elementary Gifted students take part in a pull out program in grades 1-5th.

The campus Gifted Specialist provides instruction for this regularly scheduled class. Curriculum units at this level are interdisciplinary and based on broad themes.

These units incorporate logical critical and creative thinking skills into the core academic areas of math, reading, science, and social studies. independent research opportunities allow students to investigate specific topics of interest and to develop sophisticated products.

Welcome, Parents and Students!

The Texas Education Code §29.121 defines a "gifted and talented student" as a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:

(1) exhibits high performance capability in an intellectual, creative, or artistic area;
(2) possesses an unusual capacity for leadership; or 
(3) excels in a specific academic field. 

Grand Prairie ISD has also had a long standing commitment to its gifted students, developing a gifted program over two decades ago. For gifted students, who come to us with advanced knowledge and an unusual capacity for learning, this commitment includes identifying this unique population and providing specialized services that are designed to meet their learning needs. Gifted students have distinctive characteristics that include the capacity to absorb content at an advanced level and an accelerated pace, the ability to explore areas in significant depth and to develop understanding at a more complex level, the tendency to ask and grapple with difficult questions, and the desire to use their abilities to make a difference in the world. 

Curriculum and learning experiences for gifted students in GPISD are designed to challenge and motivate academically advanced learners and to provide opportunities for them to think critically, problem solve, conduct independent study, communicate their learning, and persist in the face of challenges. When gifted students are engaged in appropriately differentiated learning experiences, they have opportunities to develop their unique abilities and to cultivate a passion for learning that will ultimately last a life-time. 

GPISD Gifted and Talented Program Goals

Implement an ongoing identification process for grades K-12 based on multiple and specific criteria that will ensure every population has an equal opportunity for nomination, screening, and selection into the program

Provide an array of learning experiences that are appropriately differentiated and meaningfully linked to core content

Promote creative-problem solving and divergent thinking

Foster higher order thinking skills (analysis, synthesis, evaluation)

Guide students to develop a healthy self awareness of what it means to be gifted and encourage them to apply their talents toward responsible service to others

Assist students with college readiness pathways

Provide ongoing training opportunities for administrators, counselors, and teachers involved in serving the needs of gifted and talented students

Encourage students to think not only of what is, but what can be!