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What assessments will be utilized to monitor progress in oral proficiency in elementary?

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How will we work with administrators on shifting their thinking to see students as emerging bilinguals as it pertains to students who enter later in the year not needing to be retained?

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Specials groupings at Middle Schools?  Any new thoughts on this to support the growing number of EL's?

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Specials groupings at Middle Schools?  Any new thoughts on this to support the growing number of EL's?

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Is there any support in place for new students in specials? (example 7 new WIDA one students were added at Cameron and we have three classes left of the 30. These students are lost)

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What kind of mentoring will be provided to teachers entering the DL programs?

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What kind of mentoring will be provided to teachers entering the DL programs?

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Will other FL offerings at the HS be eliminated since Port will be added?

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Will other FL offerings at the HS be eliminated since Port will be added?

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We currently have DL Spanish at Walsh, with (I assume) DL Portuguese planned for Cameron.  Both TBE programs are at Fuller.  Is there a way to better leverage this hard-to-find bilingual staff?  Can/should we look into providing TBE and DL Spanish at the same school, and TBE and DL Portuguese at the same school?

# data[].attributes.subject
We currently have DL Spanish at Walsh, with (I assume) DL Portuguese planned for Cameron.  Both TBE programs are at Fuller.  Is there a way to better leverage this hard-to-find bilingual staff?  Can/should we look into providing TBE and DL Spanish at the same school, and TBE and DL Portuguese at the same school?

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Parent check-in at schools piloting dual language strands? How often? Feedback?

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Parent check-in at schools piloting dual language strands? How often? Feedback?

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How can we create more alignment with OST programs from instruction, curriuclum to student referral processes.

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How can we create more alignment with OST programs from instruction, curriuclum to student referral processes.

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Is there opportunity for special education students to integrate, particularly at Barbieri (or is an English-strand needed)? And if an English strand were to be added, would that compromise the various recognitions of the existing Dual Language school-wide program?

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Is there opportunity for special education students to integrate, particularly at Barbieri (or is an English-strand needed)? And if an English strand were to be added, would that compromise the various recognitions of the existing Dual Language school-wide program?

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How and when do we address the balance of ELs (Wilson vs. King)?

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How and when do we address the balance of ELs (Wilson vs. King)?

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For students whose literacy skills in their native language are below grade level, whether in TBE or DL, what supports do the teachers have to help students get on grade level while also learning to read and write in English?  I'm particularly thinking about students who enroll beyond elementary school...

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For students whose literacy skills in their native language are below grade level, whether in TBE or DL, what supports do the teachers have to help students get on grade level while also learning to read and write in English?  I'm particularly thinking about students who enroll beyond elementary school...

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As we shift to DL from TBE, will students who enroll in FPS after the primary grades be able to be integrated into the DL programs?  Is that the plan for the longer term?

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As we shift to DL from TBE, will students who enroll in FPS after the primary grades be able to be integrated into the DL programs?  Is that the plan for the longer term?