Frequently Asked Questions about Paramount USD’s Dual Language Immersion (DLI) Program

The goals of the program are bilingualism and biliteracy, sociocultural competence, and academic achievement in both languages.

We will use a sequential literacy model where literacy is developed in the target language, Spanish, before moving onto formally developed English. This is also referred to as a  90-10 model where students receive 90% of their instruction in the target language starting in Kinder. Then, the amount of English instruction increases by 10% at each grade level until students receive 50% of their instruction in each language, starting in the 4th grade.

There are numerous benefits to multilingualism including cognitive benefits (such as increased intellectual flexibility), educational benefits (promotes higher levels of abstract thinking), sociocultural (greater understanding of other cultures and increased empathy), and economic benefits (greater job opportunities).

With a DLI program, students begin in Kindergarten and gradually matriculate up into the other grades. Starting early in the program is essential for developing students’ proficiency in listening, speaking, reading, and writing in the target language.  During the 2025-26 school year, the program will offer two Kindergarten classes at each of our dual immersion schools and two first grade classrooms for matriculating Kindergarten students currently enrolled in the program as well as eligible first-grade students. In subsequent years, we will add an additional grade-level for students matriculating up into the program. Based on interest, additional classes may be added.

In the 2025-26 school year, Mark Keppel and Theodore Roosevelt Elementary Schools will each offer dual language starting in Kindergarten and continuing into first grade. 

Kindergarten classrooms typically have a 24:1 student to teacher ratio.
In dual language classrooms, ideally there is a balance in each classroom of students that speak the target language and those that speak English. Incoming Kindergarten students will be assessed for their Spanish language proficiency in order to aim at balancing classrooms accordingly. 

Because students take up to 6-8 years to become bilingual and biliterate, ideally students begin in the program starting in Kindergarten. However, as the program progresses with more grade levels, students could be eligible for placement if they pass a Spanish language assessment in their grade-level content.

Yes, teachers must hold a bilingual credential in order to be qualified to teach in the program.

Yes, the District will provide transportation for students who live within district boundaries and whose home school is other than Keppel and Roosevelt.

Keppel will serve students from the following schools: Keppel, Tanner, Los Cerritos, Collins, and Gaines. 

Roosevelt will serve students from the following schools: Roosevelt, Lincoln, Mokler, Jefferson, Wirtz, and Hollydale.

Students with an Individualized Education Plan (IEP) who have been selected in the lottery will be referred to their current school IEP team. The student’s current IEP team will hold an IEP team meeting to determine appropriate placement and services. 

Because one of the goals of the program is to ensure students achieve academically in both English and Spanish, students will be assessed in both languages as a means of monitoring student progress. English Learners will also be required to take the English Language Proficiency Assessment for California (ELPAC assessment).

Students who are designated to attend a school in a different district, will be required to seek a permit and may contact Paramount USD’s Student Services Office at (562) 602-6035. Students that live within the boundaries of Paramount USD will not need a permit to attend.

Our district-adopted programs in English for all content areas of English Language Arts, Mathematics, Science, and History Social/Science offer a Spanish language option.

Students in grades 3-8 and 11 take the SBA state assessment. We are currently exploring options for Spanish assessments to determine students.

The best support a parent can provide is to provide many opportunities for students to develop oral language (listening and speaking), regardless of the native language of the parent. However, individual schools will provide support to parents based on needs

This is a possibility if a student demonstrates academic proficiency in the target language.

Because language acquisition can take at least 6-8 years, we ask that families commit to the program throughout the student’s elementary school experience. However, individual student needs are always considered and determined in partnership with the school team and family

The District will implement a lottery system for families that apply to the program. Those families that are not accepted into the program initially will be placed on a waiting list.

Spanish was selected as the language of instruction for the DLI program based on parent surveys administered in spring 2022 and 2023.

If you are interested in enrolling your child, complete the Dual Language Immersion Program Interest Form, which can also be found on the PUSD website.

We are asking families to minimally commit to the program throughout their child’s elementary school experience. The district plans to offer dual immersion in middle school as students gradually matriculate up to that level. Typically, students who participate in dual immersion throughout middle school have the opportunity to accelerate in world language courses in high school.  Students who continue their language studies at the high school level and meet designated criteria, may be eligible to receive the California State Seal of Biliteracy upon graduation.