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Denton ISD expands IB, dual-language and new STEM campuses inside feeder patterns
Summary
District leaders and principals described expanding two-way dual language, International Baccalaureate and a new STEM certification pathway at select elementaries to keep students in-feeder and offer choice within the district.
DENTON — Denton ISD trustees on Feb. 11 heard district leaders and campus principals describe an expansion of innovative design campuses intended to offer more choices within each high-school feeder pattern, including dual-language, International Baccalaureate (IB) and a growing STEM pathway.
District presenters said the goal is to provide high-quality program choices within existing feeder patterns so families do not need to leave the district for specialty programming. Nicole Poole, principal at Alexander Elementary, described the district’s first STEM intensive program at Alexander and said the campus is pursuing national campus certification from the National Institute for STEM Education and plans for all teachers to pursue individual STEM credentials.
Matt Preston, principal at Schultz Elementary, described two-way dual-language classrooms that put native Spanish-speaking and native English-speaking students together to develop biliteracy and biculturalism. Other principals described the Primary Years Programme (PYP) IB model at Newton Raeser and Borman elementaries, which emphasizes inquiry-based, cross-curricular instruction.
Trustees and the superintendent said the programs are being rolled out within feeder patterns so middle and high school competitive programs (for athletics and UIL activities) are not fractured by cross-town enrollment shifts. Doctor Rainey and Doctor Rivera said the district has previously offered many choice programs and that the new emphasis is to broaden options while keeping students in their feeder zones.
Why it matters: District leaders said offering more choices supports student engagement, recruitment of teachers seeking innovative environments and greater family involvement. Principals gave examples of student work — from windmill design challenges in third grade to students using engineering vocabulary — as indicators of engagement.
Next steps: The district plans to expand STEM to additional elementary campuses next year and to continue staffing and curriculum work so programs are operational within feeder patterns. Trustees praised the work as an investment in long-term student outcomes and recruitment.
