Dual Language Immersion: Steps to Successful Implementation

Our goals for today: Provide an overview of the steps we took to implement our DLI program Share our successes Share our challenges Provide an opportunity for interaction and collaboration with teachers and administrators from our DLI schools.

About the Rialto Unified School District: Located in San Bernardino County 29 schools 19 elementary 5 middle schools 3 comprehensive high schools 2 alternative education high schools Total enrollment 25,522 ( as of 3/2017) Approximately 7026 English Learners or 27.53% of our students.

In August, 2016, we began DLI kindergarten classes at 4 of our elementary schools. Planning for DLI began during the 2014-2015 school year.

Step 1 – Take the time necessary to lay a strong foundation for the program. Our guiding questions: How does DLI accelerate the achievement of English Learners? How is DLI good for all kids? Is DLI something our district will fully commit to?

We were inspired by Nestor! During the 2014-2015 school year: The Director attended the CABE DLI Institute The EL Coordinator visited Nestor Language Academy The Director ensured that DLI was included in the LCAP The Director met with our superintendent to ensure his support. We were inspired by Nestor!

We explored the resources available through the Center for Applied Linguistics and downloaded the Guiding Principles for DLI We sent instructional strategists to a CABE regional training on how to start a DLI program We spent lots and lots of time reading and discussing. We designed a K-12 pathway for DLI and invited principals to participate. We all attended the ATDLE conference together at the end of the 2014-2015 school year.

Dual Immersion Program Elementary: Boyd Garcia Kelley Morris Middle School: Jehue High School: Rialto The Dual Language Immersion program began with one kindergarten class at each of the four elementary schools in 2016-2017. One grade level will be added each year. The Rialto Dual Language Immersion program will create a pathway to the Seal of Biliteracy on students’ high school diplomas.

Step 2 - Establish a DLI implementation committee Our committee, made up of teachers, instructional coaches, and administrators, met twice a month during the 2015-2016 school year.

All Dual Immersion decisions are made by our committee! Committee tasks: Reading and discussing research articles Reviewing and discussing the Guiding Principles book Visiting successfully implemented DLI programs to observe, ask questions, collect artifacts that we could use in our design, and then report back to the committee. Design and develop the RUSD Dual Immersion program. All Dual Immersion decisions are made by our committee!

Step 3 – Seek out Support and Guidance from experts We contracted with CABE PDS and began working with Dr. Kris Nichols. Dr. Nichols: Reaffirmed our foundation Met with site administrators to discuss how to integrate DLI into the culture of their schools. Helped us develop an outreach program.

Silvia Dorta Duque de Reyes provided our teachers with 3 full days of outstanding training in Spanish Language Arts and DLI methodology.

Step 4 – Develop a high quality curriculum Our guiding philosophy has been to adopt the best programs available in Spanish – even if they differ from what is available in the English-only classroom.

Step 5 – Inform all stakeholders about the program Parents Letters sent to all pre-school parents Presentation at DELAC and ELAC Blackboard message Parent meetings at four DLI schools RUSD Presentation to the School Board Presentations to the staff at each of the four schools. Email sent to all employees Banners at each school and at other District sites Banner on RUSD web page. Community Flyers in local businesses Article in local newspaper Director interview on Spanish radio

Step 6 – Recruit students and parents for the program Establish a protocol for placement in the program. 50% Spanish speakers 50% English Speakers 2nd Priority – Students who live in the attendance area of other schools in the district. 1st Priority – Students who live in the attendance area of the school. 3rd Priority – Students who live outside the district.

Hold parent interest meetings at each site Hold parent interest meetings at each site. Deliver presentation on the program, have parents complete an interest form. Invite parents and students to individual parent interviews.

At the Parent-Child interviews: Ensure parent is aware of the structure of the program Gather information about the parents and their children Give child an informal language inventory to determine language dominance Explain placement in the program vs. waiting list Have parent sign DLI Contract Develop class rosters and waiting lists for each school.

Step 7 – Provide on-going support for DLI teachers Teacher collaboration On-going professional development opportunities Visitations to other DLI programs EL Strategist support

Step 8 - Provide on-going involvement opportunities for parents. Parent involvement activities at both site and district level each trimester.

Questions and Answers Meet our teachers and our site administrators. Our contact information: Marina Madrid, Ed. D. Director, English Learner Programs 909 820 7700 ext. 2322 Carolyn Palmer Coordinator, English Learner Programs