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- Importance of a positive and welcoming school environment / warm and caring
- Concrete vision
- Equity
- Awareness of diverse needs
- Benefits of adding on rather than replacing (additive bilingualism)

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Shared leadership through a leadership team can provide higher stability and sustainability for the program.

Program planning should be school wide and include teachers from all programs in the school.

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Recommended that students be in  dual language program for 6 years as that is as long as it takes to achieve native-like proficiency

Program design: informed decision-making about program development and instructional issues; fully plan out model prior implementing.

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- School's mission statement / classroom goals/rules : possible evidence through murals, paintings, posters that promote values
- Events that the school holds to include and embrace the community
- Inclusive practices of language (signs representing multiple languages)
- Interactions that students would have with their teachers with expected behavior
- Communication with teachers and administrators showcasing the practices used to develop diversity

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- Principals and teachers should all be supportive of and knowledgeable about the dual language programs at the school.
- teachers have time for joint planning
- there should be a clear description of the dual language program's model and should have been developed before implementation.

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K-8 school suggests a continuous program: age/grade level of students

- Talking to teachers about program/instruction design

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The ratio is important.

More English time doesn't equate to higher proficiency in English, but more second language time equates to higher proficiency in both English and 2nd Language.

Bilingualism and biliteracy may be more enhanced when students receive higher levels of instruction in the partner language.

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Research says 90/10 is better than 50/50 for acquiring SL proficiency.

Website/program pamphlet/signage in classroom/convo with staff regarding language allocation.

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- Language that is more subject to language loss must receive more focus in early stages of literacy development.
- Simultaneous instruction > Successive Instruction.
- 90:10 students with literacy emphasis in partner language were more likely to say they "loved to read or read for pleasure" in partner language than students in 50:50 instruction
- Children receiving simultaneous literacy instruction are not "confused" by learning 2 languages

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- Structure of program (language learning).  What is the ratio of literacy/language instruction? 90:10? 50:50?
- Is the program a simultaneous model or a successive one?
- Reading at home: what language are they reading it outside of school?
- Reading sources in the classroom: What is the split of English and partner language?
- Are students producing language in the partner language (i.e. essays, oral presentations) or in English?
- Test scores? Indicator of literacy strength in both languages.
-What languages are they producing per subject?

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- An ideal dual language program consists of: 50% English and 50% Partner Language Speaker. Interaction between the two groups of student is desirable.
-wide diversity among both groups(native english vs partner lang); depends on context of school
--> socioeconomic status, immigration status, parental education, students with disabilities (students with language processing difficulties in their native language admitted on a case by case basis)
--> native english speakers tend to be euro american and high to middle socioeconomic status, however diversity among group in socio economic status and racial makeup

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- See and listen to students
- Classroom Roster
- School's handbook breakdown of demographics
- School's website