1. Dual Language Immersion: Steps to Successful Implementation

2. 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.

3. 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.

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

5. 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?

6. We were inspired by Nestor!
During the 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!

7. 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 school year.

8. 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 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.

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

10. 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!

11. 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.

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

14. 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.

15. 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.
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

18. Step 6 – Recruit students and parents for the program
Establish a protocol for placement in the program.
50% Spanish speakers % 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.

19. 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.

22. 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.

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

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

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