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Including all language modalities

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Opportunities for discourse
Involving the community
Upholding non-negotiables as best as possible
Exposing students to rich literature

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-How to develop a report card? Who is involved?
-How to maintain cohesive, collaborative grade level teams with the strand model?

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-Connecting Community-An active parent center
- Social Emotional Health of the students (SELs)
-Connection to college and career readiness and how this is a pathway

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Involve your community
Involve your teachers in decision-making
Be flexible

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Standard based first
Common preps and collaborative time built in
Authentic literature

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-no code switching for teachers
-use visuals, graphic organizers, TPR
-build background knowledge
-structures for collaborative student talk
-GLAD strategies
-connections between L1 and L2

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Scheduling in both languages is a must
collaboration time for teachers
support system for all stakeholders

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- schedules - make all PD, assemblies, minimum days do not benefit one over the other
- the text that we are offering is authentic piece of literature and not just a direct translation
- the standards as resources - SLD and common core assessments in Spanish

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Be true to instructional minutes
Collaboration is key
Have the right people in place (language and content)

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If doing 50:50, how to fit it all in?

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-Transitioning students and making sure they are connected with something other than the dual immersion

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What do middle school and high school DLI programs looks like? What does that transition look like?

How do we find quality teachers given the limited pool?

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How to create a schedule that works?
Accommodating for pull outs (RSP,PE...)and still adhering to the minutes

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- difference between code switching and translanguaging and the benefits of both
- assessments - what assessments to use and how to balance that for our DI students when we feel they are being over assessed

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How is translanguaging different from code switching?

How do we use the current resources that we have to support DLI programs, when we don't have the experience in DLI?

How do we schedule everything when everything is a priority?

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Making sure to focus on standards
Process & Product
Collaborative time
Using realia & resources

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Assessment... Which assessments to use at different grade levels (grades 4-8)
How to keep SPED (English speakers) from opting out of DLI?
How do we fit it all in? Depth instead of width?

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When should code switching happen?
Process and product...when do we allow students to use both languages?

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-Touch the standards each day, so students will know the standard and learning target.
-Release of Responsibility model-I do, we do, you do
-Checking for understanding frequently along with a ticket out the door.

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Graphic organizers
Rich visuals
Standard Driven Lessons

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Do not code switch
Be true to the Model 90:10 or 50:50
It's okay for students to struggle initially
GLAD

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Why are we treating SEL as a separate curriculum?
How would DLI impact courses at the high school level such as AP classes, honors, electives, etc..?

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- Keep consistency in what content is taught in what language across grade levels
- support in proficiency in bit language
- no code switching
- biliteracy - 2 languages joined together
- scaffolding
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Academic Discourse
Big/Small groups-Bilingual Pairings
Flexibility in speaking

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Covering Common Core Standards
Copious planning time for implementation and execution
Planning purposefully and intentionally

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No code switching
Languages are taught separately
Deciding what language content areas will be taught in
allow for healthy academic struggle and provide supports