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Contact professional organizations to advertise open positions (language specific, bilingual organizations, and community organizations [international chambers of commerce] ).

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Create professional groups across schools and grade levels to facilitate collaboration and avoid isolation of DLI teams.

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Search for bilingual teachers within the current district staff

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Connect with University programs to publicize positions and collaborate with student teachers.

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What programs do you have in place to retain teachers. Ideas: Stipends, recognition, collaboration, and PD.

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What processes do you have in place to support visa requirements for candidates? Explore H1B and J1 visa options.

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Programs are looking for ways to support curriculum in DLI programs. There are resources but not with full program implementation.

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Ensuring we are not working in silos, looking at as many data points as possible, GROWTH mindset keeping in mind research (TIME needed for achievement effects to be realized),  TIER 1 interventions in place and documented?

Remove from program?  Really need to investigate case by case and dig deep to tease out is it even connected to language and what other tier 1 interventions can be maximized before decision to dismiss is made.....DATA

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PD at Center for Teaching for Biliteracy

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PD at Center for Teaching for Biliteracy

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Teacher Training videos

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Join Center for Teaching for Biliteracy and gain access to videos, helpful links, newsletter and blogs. ¡Inscríbase!!

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Elementary DLI teachers at my school are required to have Elementary and Spanish certifications. Has there been conversations with the PSC to increase the teaching waiver from one year to at least three years or revisiting the certification requirements?

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Parent engagement nights,  , testimonials from other DL parents, involvement in IEP meetings, commitment forms, data sharing

School level support (coach in the building) to ensure teachers have what they need

Focus walks--intentionally looking for visual supports, repetition, Q/A and making connections

Video library of exemplar practice that can also level set for others (look fors, modeling)

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Understanding teachers who have cultural and language backgrounds other than the US

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school wide videos, SIOP training, frequent meetings

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We are finding difficulties finding teachers with both the content and the language. Jamie Patterson suggested working with the PSC to find those teachers. Teachers must pass GACE in middle school content area. WL teachers may not have as big a barrier from moving to the secondary DLI classroom vs. elementary classroom. Those teachers, however, need the high literacy and the academic language necessary for a DLI classroom. Jamie suggested searching the district HR database to see what content areas teachers are certified in or even have in their background and cross reference with their language.

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How does this impact the success of the DLI students in the program?
Wider community
School community
School District community

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Characteristics of well-implemented DLI program

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Characteristics of well-implemented DLI program

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Teacher Qualifications
Consistent PD
Focused PD that supports and develops DL teachers
Time for teacher collaboration
Bridging between classrooms and curriculums
Curricular resources
Practical hands-on tools for teachers to use with students in the classroom
Understanding how to integrate language, culture and content
Communication between DLI program and non-DLI program
District understanding of the research and theory that supports DL programs

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Which ones are important for successful DLI programs?

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What are the Georgia requirements for students to receive the seal of biliteracy?

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Which is more important for a well-implemented DLI program?

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One-way DL program with no heritage students

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One-way DL program with no heritage students

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I am interested in disaggregated data for one-way DL programs where all of the students are English speakers and they are learning a second language through DL program.

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What is the ideal grade level for a student to begin a DLI program? For example, if I am a native english speaker and I want to enroll in 3rd grade, would the program benefit me?

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What is the ideal grade level for a student to begin a DLI program? For example, if I am a native english speaker and I want to enroll in 3rd grade, would the program benefit me?

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Do you have research or can you recommend research regarding ELs in DLI programs whose native language is not the target or partner language (essentially Multilingual learners)?

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What are the elements of a well-implemented secondary DL program?

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What middle schools in the country do you think are the "Gold Standard" of DLI? What districts would you recommend we reach out to in building our middle school DLI program?

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What middle schools in the country do you think are the "Gold Standard" of DLI? What districts would you recommend we reach out to in building our middle school DLI program?

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Sutton MS getting reading to move to 6th grade and looking for support and collaborate on great ideas.
Issues and challenges in resources that move beyond the K-6 grade bands.
Utah has advanced DLI programs through a statewide initiative--that is a start to look towards their resources and programs.
Globe Academy (Sandra Daniel is the contact here) and the International Charter School of Atlanta, Lexington #1 (South Carolina) also have middle school programs closer to home.  These are good resources.
Based on demographics, the SC and NC and Delaware programs would be good to look at in comparison with APS.

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How do you encourage parents who are concerned about their child's academic status when they don’t see or understand the positive impacts of DLI programs?

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How do you encourage parents who are concerned about their child's academic status when they don’t see or understand the positive impacts of DLI programs?

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Are the students reflected in your data students that began the DLI program beginning in Kindergarten?

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Are the students reflected in your data students that began the DLI program beginning in Kindergarten?

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Specific workshops to share good strategies that will help teachers maintain the target language, increase input and output,  and develop biliteracy in learners. Tools for administrators to lead PD and then also tools to evaluate effictivness of teachers using these strategies.

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How de we measure the success of DLI for ELs when the ELP assessment has no validated theoretical underpinnings to assess DLLs?

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Are English-dominant families displacing ELs from DLI programs and converting linguistic integration into opportunity hoarding?

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Are English-dominant families displacing ELs from DLI programs and converting linguistic integration into opportunity hoarding?