Adherence to Programs/Instructional Design
I. Language Allocation
Program Level:
 The School will follow an 80/20 model: K=80/20, 1 st =80/20, 2 nd =70/30 3 rd =60/40, 4 th /5 th =50/50 (see District Recommended Language
Allocation chart).
Curricular Level:
For systematic ELD instruction using Rigby or other approved Core Curriculum:
 All ELL students will receive a minimum of 30 minutes of daily, differentiated systematic ELD instruction.
 Delivery of systematic ELD instruction may vary (i.e. some grades may integrate by proficiency levels or grades may change teachers while classrooms stay intact with differentiation occurring in a heterogeneous group).
 Teachers at each grade level will plan together to decide academic content to be delivered during integrated, leveled (by proficiency) ELD instruction.
 The focus during systematic ELD instruction will be on language acquisition at appropriate language levels referencing ELD standards.
Content comes second only during systematic ELD instructional time.
For all other academic content areas:
 Each content area is designated on the Language Allocation Chart as either English or Spanish at each grade level.
 The language of delivery is aligned to district recommended language allocation chart.
 These content area breakdowns need to match the correct percentages of English and Spanish for the grade level.
 Extras such as library, music, etc. need to be taken into account in calculating percentage of English/Spanish.
 SDAIE and Frontloading strategies will be used with EL students during instructional periods in English (and as needed in Spanish) and
English only students receiving instruction in Spanish.
Instructional Level:
 Monolingual delivery: English and Spanish are separated by time of day, content area, teacher, and location taught. (DUAL LANGUAGE
IMMERSION students never hear English from their own teacher or in their own classroom). We will, as much as possible, switch languages at natural breaks.
 In all grades, student utterances in the “non-target language” are accepted, but the target language teachers will use the accept/model approach.
 Student language errors will be corrected sensitively. (Grade level and individual student comfort level will be considered.)

II. Public Language Use
 Within this model language delivery will be monolingual (a second person will be used for translation).
 Environmental print in all common areas will be bilingual and updated on a regular basis.
DUAL LANGUAGE IMMERSION teachers:
 Are seen as primarily Spanish speakers who are bilingual.
 Speak only English in classroom during designated instructional times.
 Speak only Spanish outside the classroom (to students, other teachers and staff, families, etc), especially when their students are present. This is to respect and model the high status of Spanish at The School.
 If a DUAL LANGUAGE IMMERSION teacher must speak with someone in English, this needs to be done in a non-public area or, if absolutely necessary, whispering in their ear or scribbling a note if the students are present.
 Families need to be educated that DUAL LANGUAGE IMMERSION teachers will not speak to them in English in public or in the classroom. Arrangements need to be made for families to contact teachers when students are not present (i.e. after and before school).
Other staff:
 All bilingual staff (para-professionals, secretary, principal, etc.) will make every effort to speak Spanish in public places within the school and only speak English when necessary to communicate with someone who doesn’t speak Spanish.
Some logistical points:
 At intake, Mondays and Wednesdays will be in Spanish (with English translations) and Tuesdays and Thursdays will be in
English (with Spanish translations). Friday intake will alternate between English and Spanish. The translations must be provided by a second person, not the speaker. Exercises will not be translated as everyone can pick up the visual cues.
 Whenever translation is needed (meetings, assemblies, etc.), it will be provided by a second person, not the speaker. Students may serve as translators. Planning of events/meetings must include translation. Spanish to English and English to Spanish should take place and alternate at all events.
 Bilingual speakers must also refrain from code switching.
 Families and volunteers are welcome at any time regardless of language. They will be given an explanation of our language policy and tools/strategies to work with. We need to write up a language policy that will be given to parents.
 Announcements using the school intercom will be bilingual.

III. Instructional Climate
At The School we promote a positive, safe, and supportive environment by:
 Encouraging positive interactions amongst staff, students, and students’ communities and between language minority and language majority staff, students, and families.
 Offering cooperative learning opportunities that optimize student interactions and shared work experiences. This facilitates extensive interactions among native and non-native speakers when norms/processes for working collaboratively and productively are established.
 Providing ample opportunities for using language actively to ensure oral and written language development (i.e. pair-shares, author’s chair, writing circles, collaborative writing, presentations, and language frame practice).
 Creating a culturally sensitive climate by building on the students’ home culture into our instruction and providing culturally inclusive modalities of participation.
 Modeling cooperative and collaborative professional interactions and teaming for our students.
At The School, our instruction:
 Is based on the premise that language is learned most efficiently while learning other challenging content (OR WHEN
CONTENT BASED) .
 Includes the use of a variety of assessment geared to the needs of students who are learning academic content through their second language.
 Demands teachers adhere to high standards in all subject areas by scaffolding (guiding) the students’ instruction to an independent level.
 Is guided by reflection on our teaching practice.
 The programs at The School are enrichment, not compensatory. Student learning will be accelerated.

IV. Professional Development
Teachers will agree to ongoing professional development including:
 Continual review, adherence, and adjustments of program agreements.
 Observation of other classrooms/schools to see best practices (on site and off site).
 Contracting outside experts to assess our program and/or instruct teachers once or twice a year.
 Weekly grade level meetings.
 Teachers at The School will possess native or native-like ability in the languages in which they are instructing; otherwise, they will be provided with professional development opportunities to develop/improve their language skills.
 All children must have equal access to support services. Therefore services such as RSP, Reading Recovery, Speech, and Student
Advisers’ intervention should be provided with the language of instruction.
V. Qualified and Supportive Administration
 The Principal will attend DUAL LANGUAGE IMMERSION principals’ meetings.
 The principal will be present at all program meetings (Bilingual, ELD and TWBI). If the Principal is unable to attend, a time should be set up for de-briefing and acquiring information and materials.
 The Principal should be current on research, program rationale, success rate, and be able to explain programs knowledgeably to families and community members.
 The Principal will attend CABE or Two-Way CABE conference annually.
 The Principal will ensure that all staff (i.e. paras, secretary, custodial, cafeteria staff) is informed of program information.
 The Principal will follow the public language agreements.
 The Principal should make all efforts to hire bilingual, culturally diverse staff with high academic, native-like abilities. This staff should reflect the communities that our students come from.

VI. Family Involvement
 Families will be educated about the need for a commitment to the program.
 Families will sign a contract of their commitment to the school programs.
 Orientation and recruitment about The School instructional programs will be provided to families during the enrollment process.
 Ongoing education throughout the program will be offered to families, specifically having to do with program structure, language acquisition, and academic achievement.
 All families will be encouraged to be involved in the school. (This could be time, resources, skills, etc.)
 The School newsletter and all notices will be equitably bilingual.
 All teachers will send home weekly or monthly notices.
 Homework will be in target language. Homework directions will be bilingual.
 Families will be invited to attend 2-Way CABE with intent of having Parent Leaders of Dual Immersion.
 Funding permitted; we will provide language classes to English speaking and Spanish speaking families.