PK - 12 Schools
Languages:
- Spanish,English
PreK-K | DC Bilingual Public Charter School | Charter school
Charter school
DC Bilingual Public Charter School
Washington, District of Columbia 20011
Inspire global LEADers by learning languages! Institute Background
Founded in Washington DC in 2004, DC Bilingual Public Charter School provides an innovative dual immersion Spanish and English learning program for all students, regardless of their home language. Through our rigorous academic curriculum, comprehensive arts, technology, and athletics programs, and our celebration of diverse cultures, DC Bilingual’s students learn the skills and values they need to become influential participants in their community.
For the 2022-2023 school year, DC Bilingual implemented the new equitable access preference during the public charter school lottery process. This new preference allows for applicants to indicate if they are (1) unhoused; (2) in foster care; or (3) enrolled in government support programs like TANF or SNAP. As a school, this means students in the most need are given a fair chance in the enrollment process to be matched with our high-quality dual language program. As we look to grow our school population over the next five years, this preference will be critical to ensuring equitable access to our program.
- Access
- Accountability
- Keys to Access & Accountability
Improve Access for all learners in more languages
Actively Recruit HULs
Yes
Strategies to Recruit HULs
Local recruitment campaigns targeting specific communities or learners
Strategies to Retain HULs
- Dedicated counseling programs
Obstacles HULs Face
- None
Specific practices that are the reasons your HULs enjoy success in your program
Practice 1
DC Bilingual has a robust family engagement program to ensure students and their families are deeply connected to classroom learning and school-wide activities and events. Caregivers are essential advocates for student learning and in order for our school to be successful we have learned they must be involved. In addition to frequent check ins regarding student performance, family engagement team members also work diligently to help recruit volunteers for school events and raise awareness about other issues facing the school. With students and families connected to the school, we enjoy improved success in our program.
Practice 2
Staffing is critical to the success of our students. In order for our students to be successful, we must hire teachers and support staff who believe in the mission wholeheartedly. For Spanish language learning, DC Bilingual seeks to hire native speakers who bring expertise in the language and cultural awareness into the classroom. We strongly believe that hiring a diverse workforce strengthens our language program and inspires our students from all backgrounds to be invested and engaged in language learning.
Practice 3
In order for our students to be successful, DC Bilingual employs critical language learning support systems to ensure students are performing at or above grade level in both English and Spanish. By using screening tests, our language department is able to identify students in need of one-on-one or small group interventions. Staff in the language department work with these students in their targeted growth areas and drive strong outcomes year over year.
Ethnic/Racial Profile of Students
Yes
Ethnic/Racial Profile of Students
Yes
Increase Accountability by effectively meeting all learner needs
Does your program publish description of its language program’s goals and requirements?
Yes
Does your program make public its efforts to increase HUL enrollments?
Yes
Does your program make public its definition of student success?
Yes
Does your program incorporate online learning in order to increase access and/or improve learning?
- No
Levels of Language
- 1
Years of Language Program Offer
- 8
Assess Language Outcomes
- Content-based state tests
- Program created tests
- Teacher created tests
- WIDA ACCESS, state test for all english language learners; IPT Oral & WIDA Screener, language screeners
Federal Sources of Support
- Title I
Receive Federal Funding
- No
Emphasize in Language Program
- Cultural Literacy
- Global citizenship, cosmopolitanism
- Human diversity, including linguistic diversity
- Intercultural Competence
- Social inclusion
- Social-Emotional Learning
- Social justice
Workforce Preparation Activity
No
Certain aspects of programming help ensure both Access and Accountability and merit more specific inquiry, including Teaching, Immersion Learning, and Partnerships.
Reaching to Recruit Teachers
- Historically underserved learner (HUL) communities
Mirror Population of Staff
Yes
LEA or SEA offer
- Professional learning specifically targeting language teachers
Immersion Experience
Yes
Immersion Experience HULs
No
Support Students to Participate
- Non profit organizations
Program Partner with
- Heritage communities’ organizations
Explicit Example
Over the course of the past few years DC Bilingual has worked together with local schools and organizations passionate about equity in our public school system to advocate for an equitable access preference in the charter school lottery process. This preference is essential to ensuring students and families in the most need are able to access high-quality program, specifically language learning. Without the support of partners across the city (and nationally), our advocacy efforts would not have been fruitful.
Institution Information
Urbanicity
Urban
Levels
PreK-K
Groups Over 10%
African Americans
Obstacles HULs Face
None
Free & Reduced Lunch
40 %
Authorized IB World School
No
Title I School
Yes
Second Language Requirement
No