Vision and Philosophy

HPS believes that language is learned and taught best through integrating literacy with content, with an equity of time and focus in all language domains: writing, reading, listening, speaking, and metalinguistic awareness. Standards based instruction is taught through units of inquiry based on answering essential questions. Performance tasks are grounded in authentic rigorous learning experiences that incorporate meaningful connections with a student’s funds of knowledge and community.

Dual Language students understand how to apply content standards in both languages at every grade level. Students are explicitly taught language development skills which are regularly integrated into daily lessons through specific language learning goals, GLAD, and other language acquisition instructional strategies in both English and the target language. Dual Language teachers employ instructional strategies that are grounded in Dual Language researched best practices, and engage students in content and language learning by using culturally responsive practices.

Dual Language teachers utilize standards-based planning, differentiated instruction, and multilingual data analysis to provide each student with the individual scaffolds they need to achieve their academic goals. Scaffolds and supports for students are connected to the standards based core content and occur through core classroom instruction using
inclusionary practices such as co-teaching, GLAD strategies, UDL, and push-in support, with an equity of time and focus in all language domains, to the greatest extent possible. All special program supports (ELL, Special Education, Title/LAP, etc) are offered equitably in English and the target language. Students with IEPs have a plan of support in both English
and the target language.

HPS believes that our multilingual families are valued partners in the education of their children. We are committed to communicating to families in their home language whenever possible, and to building meaningful and collaborative relationships with our multilingual families. All families entering HPS should be consulted on the opportunities and
benefits of a Dual Language education. All Dual Language families should have regular opportunities to learn about the Dual Language model and how they can best support their student’s success in a Dual Language education.

The HPS Dual Language program is a comprehensive K-12 program where students will ultimately graduate with a Seal of Biliteracy. The Elementary (K-5) Dual Language program is a 50/50 model where students receive half of their core instruction in English and half in the target language with minimal transitions. The secondary DL program (grades 6-12)
is structured to provide a minimum of two year-long courses in the target language. All students are included and represented in culturally responsive instruction where students see themselves reflected in the books they read and the curriculum they study. Students are continuously empowered through instruction that promotes the development of
sociocultural competence and critical consciousness (e.g., identity development, cross cultural awareness, multicultural appreciation, conflict-resolution strategies), which is consistently provided in both languages at all grade levels, so that students recognize themselves as valued members of their school and community prepared to disrupt inequitable systems of power in society, and experience success in the future they choose.

HPS believes that language is learned and taught best through content, with an equity of time and focus in all language domains: writing, reading, listening, speaking, and metalinguistic awareness. Standards based instruction is taught through interdisciplinary units of inquiry based on answering essential questions. Performance tasks are grounded in authentic rigorous learning experiences that incorporate meaningful connections with a student’s funds of knowledge and community.

Multilingual students are explicitly taught language development skills which are regularly integrated into daily lessons through specific language learning goals, OCDE Project GLADR, and other language acquisition instructional strategies. Highline teachers employ instructional strategies that are grounded in multilingual language learning best practices, and engage students in content and language learning by using culturally responsive practices.

Teachers utilize standards-based planning, differentiated instruction, and careful assessment analysis to provide each student with the individual scaffolds they need to achieve their academic goals. Teachers also regularly promote student’s translanguaging skills to enhance instruction and comprehension. Scaffolds and support for students are connected to standards based core content and occur through core classroom instruction using inclusionary practices such as co-teaching, GLAD strategies, UDL, and push-in support, with an equity of time and focus in all language domains, to the greatest extent possible. Students with IEPs have a plan of support that takes into account their language proficiency and incorporates the use of their home language to help meet their IEP goals.

HPS believes that our Multilingual families are valued partners in the education of their children. We are committed to communicating to families in their home language whenever possible, and to building meaningful and collaborative relationships with our Multilingual families.

In HPS all multilingual students are included and represented in culturally responsive instruction where students see themselves reflected in the books they read, and the curriculum they study. Students are continuously empowered through instruction that promotes the development of sociocultural competence and critical consciousness (e.g. identity development, cross-cultural awareness, multicultural appreciation, conflict-resolution strategies), which is consistently provided at all grade levels, so that students recognize themselves as valued members of their school, local, and global community prepared to disrupt inequitable systems of power in society, and experience success in the future they choose.