Dual language master plan by mcherald


									  Monterey Peninsula Unified School District
    Dual Language Immersion Program
               Master Plan

            A Design for Multilingualism,
Academic Excellence and Multicultural Understanding

                   September, 2012

                  Revised May, 2013
Monterey Peninsula Unified School District Dual Language Immersion Program (DLIP) Master Plan
Board Approved on August 20, 2012
MPUSD School Board of Education – Curt Parker, Helen B. Rucker, Diane Creasey, Debra
   Gramespacher, Jon Hill, Regena Lauterbach, Dr. Bettye Lusk

Monterey Peninsula Unified School District
700 Pacific Street, Monterey, CA 93940
831-645-1203 Phone | 831-649-4175 Fax

Dr. Marilyn K. Shepherd, Superintendent/CBO
Dr. Lily DeBlieux, Assistant Superintendent Elementary Education
Luisa Caballero, Principal, Marshall Elementary School
Parent Volunteers: Susan Lim, Karma Simons, Cecilia Contreras
Staff: Evelyn García-Monge, Katie Stubbendick Hayden, Cassie Milam, Deborah Pierce, Jeanine Boretz,
    Veronica Moncayo-Saldaña, Jennifer Ortíz
Lead Writers: Evelyn García-Monge, Katie Stubbendick Hayden, Karma Simons, Susan Lim, Cecilia
Additional Reviewers: Rosa Molina, Executive Director of Association of Two-Way & Dual Language
    Education (ATDLE), Luisa Caballero, Dr. Lily DeBlieux, Tanya Kelley, Joe Sampson, Jennifer Ortíz

This Dual Language Immersion Program Master Plan was developed with the dedicated support, effort
and collaboration of district parents, teachers, and administrators. Development began in the spring of
2011 and was completed through a sustained effort in the spring and summer of 2012. In 2013, staff
met with parents, teachers and stakeholders in an effort to expand the Dual Language Immersion
Program to grades 6-8. We greatly appreciate the guidance and support of contributors, and thank
them for their time in reviewing and providing input for this plan.

Additionally, we would like to acknowledge all of those who helped write guiding documents which we
used as reference in the drafting of our own, including the Davis Joint Unified School District Master
Plan for English Learners, The Burlingame School District Dual Language Immersion Program Master
Plan 2012, and Turlock School District Dual Language Immersion Program Master Plan.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13
Table of Contents
I.     Guiding Principles                                                                   1
       Mission Statement • Vision Statement • Program Goals

II.    Rationale for Development of a Dual Language Immersion Program in MPUSD              2
       Guiding Principles • Background • MPUSD Programs for Elementary English
       Learners • MPUSD Programs for Elementary English Speakers • Demographic
       Trends in MPUSD • Community Support for Language Instruction

III.   Current Research on Dual Language Immersion Education                                5
       Dual Language Research Review • Language Development • Academic
       Achievement • Benefits of Participation in a Dual Language Immersion Program •
       Criteria for a Successful Dual Language Instruction

IV.    Students                                                                             9
       Magnet Program • Student Criteria for Initial Enrollment and Re-entry • Enrollment
       Process • Parental Exception Waivers • Intra-District Transfers • Outreach,
       Education, and Recruitment • Serving All Students • Monitoring Student Success

V.     Program and Instructional Design                                                     13
       Historical and Projected Program Growth • Curriculum • Instruction • Instructional
       Time • Best Practices • Coordination and Oversight • Intervention

VI.    Standards, Assessment, and Accountability                                            18
       Student Assessment • Data Collection and Monitoring • Program Evaluation and
       Reporting • Recognition of High Levels of Language Proficiency

VII. Staffing and Professional Development                                                  21
     Highly Qualified and Inspired Educators and Staff • Teacher Recruitment,
     Selection, and Hiring • Multilingual Staff • Professional Development

VIII. Leadership, Support, and Resources                                                    24
      Site Leadership • District Leadership • Budget

IX.    Family and Community Involvement                                                     26
       Parent Commitment • Sharing News and Information • Hands-on Involvement for
       DLIP Parents • School Site Council • English Learners Advisory Committee (ELAC) •
       Community Partnerships

X.     Suggested Time-line for the DLIP Program                                             29

References                                                                                  30

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13
     Appendix A:       District and School Data Snapshot Including DLIP Students (2010-12)   32
     Appendix B:       Student Assessments                                                   34
     Appendix C:       Sample Daily Schedule                                                 35
     Appendix D:       Program Evaluation Tools                                              36
     Appendix E:       Language Arts Domains Division by Language and Transfer               40
     Appendix F:       Blueprint for Marketing and Outreach Plan                             41
     Appendix G:       Parent Compact                                                        42
     Appendix H:       Parental Exception Waiver                                             44
     Appendix I:       Leadership Roles and Responsibilities                                 46
     Appendix H:       Acronym Glossary                                                      49

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13
I.       Guiding Principles
 Goal: The Dual Language Immersion Program has a plan for the program, which includes a written
 statement of philosophy, goals, and standards appropriate to the needs and abilities of second
 language learners and consistent with federal, state and district requirements.

Mission Statement
The Monterey Peninsula Unified School District (MPUSD) believes that the Dual Language Immersion
Program (DLIP) prepares students to meet the challenges of an interdependent world community by
providing a bilingual and multicultural learning environment that enables participants to communicate
in another language, master all curricular subjects, and develop intercultural understanding and

Vision Statement
The DLIP will work to be nationally recognized as a model for academic excellence which promotes
high academic achievement in two languages and develops cross-cultural awareness for students. The
DLIP nurtures a vibrant K-8 learning community in which students from diverse backgrounds speak,
read, and write in both Spanish and English and thrives on collaboration among students, staff, parents
and the wider community. Committed to continual improvement, the DLIP will prepare students with
exceptional language skills and an expanded worldview, both of which serve them well by giving them
greater opportunities in secondary and higher education, in the work world, and in their everyday lives.

Program Goals
     ●   Bilingualism and Biliteracy:
         Students develop high levels of listening, oral, reading, and writing proficiency in both Spanish
         and English.

     •   Academic Excellence:
         Students achieve academic excellence in all subject areas as they learn educational content in
         both languages.

     ●   Multicultural Competence:
         Students develop positive cross-cultural understandings and demonstrate their ability to
         appreciate the traditions and values of various cultures in our society and around the world.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                          1
II.       Rationale for Development of a Dual Language Immersion Program in
 Goal: Implementation of a K-8 Dual Language Immersion Program to address the needs of the
 students within our district.

Guiding Principles
      •   The United States has always been a multilingual and multicultural nation and mastery of two
          or more languages has significant benefits to its individuals, families, and communities.
      •   MPUSD works to have career ready graduates and attaining bilingualism and biliteracy allows
          students to be adequately prepared for the growing need of a bilingual/biliterate workforce in
          Monterey County and beyond.
      •   Mastery of languages should be developed in an additive language program where all students
          learn a second language while enhancing – not sacrificing – their first language.
      •   Program delivery and instruction are to be carefully designed and research-based.

The DLIP was developed for English Learners and English speakers, so that they would be able to
complete their elementary education with bilingual and intercultural proficiencies in English and
Spanish and begin to realize their full learning potential. It was also created as a way to help close the
achievement gap between English Learners and English speakers, as stated by the California
Department of Education (2011c).

In the spring of 2005, Dr. Bill Melendez, President of LULAC, invited John Lamb, MPUSD
Superintendent, to the Two-Way CABE conference being held in Monterey that summer. Two-Way
CABE (now known as Association of Two-Way & Dual Language Education) is a nationally recognized
leader in guiding dual language immersion programs that garner attendance from school
administrators around the world.

The superintendent then invited Kathryn Knauf, MPUSD Bilingual Coordinator, and several MPUSD
teachers, including veteran teacher Evelyn García-Monge, to attend the conference with him. After
attending the conference, a dual immersion planning committee was formed. The committee visited
the dual language immersion program at Castroville Elementary School and met monthly at the
MPUSD district office to develop a program plan. An initial plan of an 80-20 program was presented to
the board of MPUSD, which they declined. The committee returned with two students from Castroville
Elementary, who shared their learning experiences in the dual language immersion program, and an
idea for a 50-50 program. The MPUSD Board approved the start of a 50-50 program; Kathryn Knauf
provided oversight and Evelyn GarcÍa-Monge was hired to begin the orientation process for
kindergarten. Throughout the first year, Ms. Monge was tasked with visiting other dual language
immersion schools, attending Two-Way CABE conferences, and consulting with Rosa Molina, Executive
Director of Two-Way CABE (now Association of Two-Way & Dual Language Education), in order to
continue working and improving the program.
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                          2
MPUSD Programs for English Learners
Currently, MPUSD offers three types of programs for English Learners:

•   Structured English Immersion (SEI): Students who score at less than reasonable fluency on the
    CELDT test are placed in an SEI program and are taught overwhelmingly in English. Some assistance
    may be provided in the primary language. Students are taught daily English Language Development
    (ELD) and other core subjects by authorized teachers using district-adopted textbooks and
    supplementary materials, including Treasures, Holt, Gateways, and Wilson Reading. Instruction is
    based on ELD and grade-level content standards.
•   English Language Mainstream (ELM): Students who score at reasonable fluency in English are
    placed in an ELM program. They are taught daily ELD and other core subjects by authorized
    teachers using district-adopted textbooks and supplementary materials, including Treasures, Holt,
    Gateways, and Wilson Reading. Instruction is based on ELD and grade-level content standards.
    Students receive any additional instruction needed for them to be reclassified as fluent English
•   Alternative Program (ALT): Students with an approved “Parental Exception Waiver” are taught
    some core subjects in their primary language (Spanish). Students receive daily instruction in ELD
    through Treasures and grade level content area standards. The district is committed to providing
    teachers special training required to work in a dual language program. They use district-adopted
    textbooks (Treasures/Tesoros, Holt, Envision Math, etc.) and supplementary instructional materials
    to provide instruction in grade level standards. Students receive any additional instruction needed
    for them to be reclassified as fluent English proficient. Note: In either program, the first 30 days of
    initial enrollment will be in the Structured English Immersion Program.

    MPUSD offers two types of Alternative Programs: the Bilingual Program and the Dual Language
    Immersion Program at Marshall.

MPUSD Programs for English Speakers
Currently, MPUSD offers two types of programs for English speakers:
   • Dual Immersion instruction in both English and Spanish for students placed in classes with a
       BCLAD Certified teacher and Spanish Language Development instruction as a core course
   • English-only instruction

Demographic Trends in MPUSD
MPUSD has a large population of Spanish-speaking English learners who can benefit from participation
in a Dual Language Immersion Program. In addition, this growing segment of the population has the
ability to sustain a robust program for years to come.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                       3
       Figure 1: MPUSD K-5 Spanish-Speaking English Learners

                     Academic Year                           # of English Learners
                        2011-12                                      1,891
                        2010-11                                      1,943
                        2009-10                                      1,881
                        2008-09                                      1,844
                        2007-08                                      1,727
                        2006-07                                      1,644
                        2005-06                                      1,482
       (Source: California Department of Education, 2011a)

The MPUSD Dual Language Immersion Program is an elective program that serves both English
and Spanish learners, with additional English Language Development (ELD) classes for English
Learners. This program is open to students of different backgrounds and abilities.

Community Support for Language Instruction
MPSUD is located in a community rich with community organizations furthering education, language
education, and multicultural opportunities. These organizations can be a resource for recruitment of
interested families and collaboration for DLIP educators.
    • Monterey Institute for International Studies
    • Defense Language Institute
    • League of United Latin American Citizens
    • California State University-Monterey Bay

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    4
III. Current Research on Dual Language Immersion Education
 Goal: Implementation of a K-8 Dual Language Immersion Program based upon a solid philosophical
 and empirical foundation.

Dual Language Research Review
The leading researchers in Two-Way Bilingual and Dual Language (TWBI/DL) education are Dr. Kathryn
Lindholm-Leary, Dr. Virginia Collier, and Dr. Wayne Thomas. All three conducted extensive longitudinal
research on Two Way Bilingual Immersion and Dual Language Immersion programs and are responsible
for informing the field about the effectiveness of these programs on the development of both a target
language (Spanish, Chinese, Korean, Russian) and English. They are also researching the development
of intercultural proficiencies.

The most pertinent research in Dual Language and Two Way Bilingual Immersion education focuses on
three areas: oral language proficiency levels of both non English speaking students and native English
speaking students, academic achievement levels for both groups of students, and the difference in
performance between 50/50 and 90/10 program models.

The definition of two-way immersion programs encompasses four critical features (Sugarman and
Howard, 2001; Sugarman, Howard, and Christian, 2003):
       1. The program involves instruction through two languages where the non-English language is
           used for a significant portion (from 50% to 90%) of the students’ instructional day.
       2. The program involves periods of instruction during which only one language is used (i.e.
           there is no translation or language mixing)
       3. Approximately equal numbers of English Only and Native Spanish-speaking students are
       4. The students are integrated for most or all instruction

Language Development
The national research trends indicate that English academic assessments demonstrate that all English
dominant students entering fluent in English retained their English abilities and that their participation
in a dual language immersion program causes neither language delays nor linguistic interference, and
indeed they gained a second language (Thomas and Collier, 2002). Studies showed that both English
and Spanish speakers in 5th and 6th grade who had participated in a two-way program since kinder or
first grade gained proficiency in both languages (Lindholm-Leary, 2004).

Development of Spanish is strong, but the degree of Spanish development is dependent on the
program model chosen by the districts. In 90/10 programs, English speakers developed higher levels of
Spanish proficiency than in 50/50 programs. Despite less instructional time in English, Spanish speakers
gained equivalent proficiency in English (Lindholm-Leary, 2001).

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                      5
Academic Achievement
Thomas and Collier (1997, 2002) analyzed 700,000 student records from five school districts to track
the long term educational benefit of English Learners during their K-12 academic experience and found
that when programs are implemented well, there is a significant program effect that is apparent by late
high school.

The researchers also found the length of time in the program to be crucial: 4-7 years was a minimum
for extensive study in both languages to allow students to close the gap between their test scores and
those of their non-English speaking peers. In a research review, Lindholm-Leary (2004) reports that by
5th grade, both English speakers and English learners “showed academic achievement at comparable or
superior levels to the achievement of peers who spoke the same native language but had not gone
through a bilingual immersion program” (p. 58). Thomas and Collier (2002) also found that the fewest
high school dropouts came from two-way programs.

Low-socioeconomic status English Learners who participate in Dual Language Immersion Programs
tend to outperform ELs in other programs as measured by their scores in English reading achievement
tests [see Figure 2 below]. English-dominant students in Dual Language Immersion Programs also tend
to score higher on English achievement tests than their English-only peers in regular monolingual
programs (Thomas and Collier, 2002).

Figure 2

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                  6
Benefits of Participation in a Dual Language Immersion Program
The DLIP has been designed to maximize the benefits of second-language learning for student
participants, based on the premise that the earlier a child is introduced to a language, the greater the
likelihood that the child will become truly proficient.

The program design is evidence-based. A significant body of research has established many benefits for
learning a second language. These benefits are cognitive, academic, economic, and social in nature.
Additionally, learning other languages encourages students to participate actively in an increasingly
interdependent world.

   1. The “additive bilingual” immersion setting allows all students to learn two languages
      simultaneously, instead of losing one to learn another (Howard, Sugarman, Perdomo and
      Adger, 2005).

   2. Second-language learning enhances comprehension in the native language as learners apply
      reading and language analysis skills to their native language (Thomas and Collier, 2002).

   3. The mental discipline of learning a second language system increases intellectual flexibility and
      translates into higher achievement in all subject areas. The longer the exposure to the second
      language, the more significant the cognitive advantages for the student (Genesee and
      Lindholm-Leary, 2010).

   4. Knowledge of more than one language enables people to communicate in a variety of cultures
      and settings. A heightened level of multicultural awareness and communication skills foster
      intergroup contact and appreciation (Soltero, 2004).

   5. Second language course content naturally explores social studies, math, science and the arts,
      facilitating interdisciplinary perspectives and cross-cultural understanding (ACTFL, 2006).

   6. Proficiency in other languages enables people to gain direct access to additional sources of
      knowledge, as well as understanding about the similarities and differences in the structures of
      the languages they know (ACTFL, 2006).

   7. For English Learners, immersion helps close the achievement gap. Research shows that English
      Learners have a higher rate of success in Immersion Education versus English mainstream. This
      is because students have maximum access to the curriculum and the opportunity to develop
      literacy and academic skills in both their native language and English in a culturally-validating
      setting (Genesee and Lindholm-Leary, 2010).

   8. English Learners have a more positive self-concept and are more likely to remain in school and
      attend college than English Learners in mainstream English classes (Thomas and Collier, 2002).

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                        7
Criteria for Successful Two-Way Immersion Education
Howard and Christian (2002) established eight important characteristics based on the work of
Lindholm-Leary for the development of bilingualism, biliteracy, academic success, and
multicultural understanding, as shown in Figure 3.

           Figure 3: Criteria for Success in Two-Way Immersion Education
               1. Programs should provide a minimum of 4 to 6 years of bilingual
                  instruction to participating students.
               2. The focus of instruction should be the same core academic curriculum
                  that students in other programs experience.
               3. Optimal language input (input that is comprehensible, interesting, and
                  of sufficient quantity) as well as opportunities for output should be
                  provided to students, including quality language arts instruction in both
               4. The target (non-English) language should be used for instruction a
                  minimum of 50% of the time (to a maximum of 90% in the early grades),
                  and English should be used at least 10% of the time.
               5. The program should provide an additive bilingual environment where all
                  students have the opportunity to learn a second language while
                  continuing to develop their native language proficiency.
               6. Classrooms should include a balance of students from the target
                  language and English backgrounds who participate in instructional
                  activities together.
               7. Positive interactions among students should be facilitated by the use of
                  strategies such as cooperative learning.
               8. Characteristics of effective schools should be incorporated into
                  programs such as qualified personnel and home-school collaboration.
           (Source: Howard and Christian, 2002, adapted from Lindholm-Leary, 1990)

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                            8
IV. Students
 Goal: Students of varying abilities, needs, and backgrounds contribute to the diversity of the
 community and as such, can reap the rewards of a bilingual and multicultural education. Therefore,
 all students eligible to attend MPUSD public schools may apply to the Dual Language Immersion

Magnet Program
The MPUSD DLIP is a magnet program, thus it is open to all students within the MPUSD attendance
area. In addition, students must opt in to participate rather than automatically enroll based on their
neighborhood of residence (California Department of Education, 2011b).

Student Criteria for Initial Enrollment and Re-entry
The DLIP is strongest and can best serve its students when they enter the program with the following

     -Proficient native speaker of English or Spanish
     -Family support of student’s long-term academic development in two languages

     First Grade, fall admittance
     -Proficient native speaker of English or Spanish
     -Family support of student’s long-term academic development in two languages

     Mid-First Grade through Eight Grade
     -Proficient speaker of Spanish or the target language
     -Successfully meets the criteria for entry
     -Demonstrating oral proficiency in the target language
     -Academically proficient in both languages as measured by:
         • a writing sample in the target language
         • reading from grade level text
         • oral interview
     Family support of student’s long-term academic development in both languages

     Newcomers (See above criteria)
     -Spanish-speaking newcomers to MPUSD seeking enrollment in the DLIP must meet the criteria as
     stated above.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                      9
Students meeting these criteria will be offered admission (and an Intra-District Transfer if necessary)
on a space-available basis. Students with skills short of these criteria will be asked to re-apply the
following year.

Enrollment Process
The DLIP is a highly sought-after specialized enrichment program for students within MPUSD. In order
to ensure the program goals are met, a process is in place so that classes are filled based on several
criteria. Each step of the process must be completed by the stated deadlines or students risk losing
program acceptance or priority on the wait list. This process takes place in the spring of each year for
the incoming kindergarten class and on an ongoing basis for all other students.

       1. DLIP Orientation and Application Form: Success in the DLIP requires a long-term parent
          commitment and a high level of parent involvement. Whether parents are English or Spanish
          speaking, they will need to provide support to their child as he or she studies both
          languages. Therefore, parents are required to attend an orientation, tour the DLIP program
          classrooms, and sign a parent compact prior to enrolling their child.

       2. Parent Compacts: Parents will sign and complete a Parent Compact to assure alignment
          between parent goals and expectations and program goals and expectations. Parents of
          English learners are required annually to sign a waiver to participate in the program, as
          outlined in California state law and the MPUSD English Learner Master Plan.

       3. Assessment: Students will be given a school-readiness and a language assessment to
          determine the level of readiness and proficiency in the primary language. This information
          will be used to help create classrooms balanced with role models proficient in both English
          and Spanish. (See Appendix B for assessments and criteria.)

       4. Notification of Acceptance: Students who complete the above steps within the priority
          deadline will receive a written notification of acceptance until classes are filled, based on the
          following priorities:

       I.   Student resides within MPUSD attendance area and has a sibling in the program
      II.   Student resides within MPUSD attendance area
     III.   Student resides outside of MPUSD attendance area and is a child of an MPUSD employee
     IV.    Student resides outside of MPUSD attendance area (following inter-district enrollment

       5. Waiting lists will be created and priority numbers issued by lottery when the number of
          applicants meeting stated criteria exceeds available spaces at a given grade level.

       6. Intra- and Inter-District Transfer: Parents who reside outside the school’s or district’s
          regular attendance boundaries will need to complete an Open Enrollment request at the
          Instructional Materials Center. Open Enrollment criteria apply.

       7. Enrollment Packet: Once a child has received written notification that he/she is accepted
          into the program, parents must complete an enrollment packet, which includes the DLIP
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                       10
          Parent Compact (see Appendix G), and return it to the school office. Failure to return a
          completed packet within the school’s timeline may result in placement on a waiting list.

Parental Exception Waivers
Waivers must be requested by parents and/or guardians and approved annually (See EL Master Plan,
California Educational Code, and Appendix H.)

Intra-District Transfers
Students who reside outside the attendance area will have to submit a request for Intra-District
Transfer annually. If a child does not continue in the DLIP, he/she will attend his/her neighborhood
school unless a request for Intra-District Transfer is approved.

Outreach, Education, and Recruitment
Each year there needs to be sufficient enrollment to fill two kindergarten classes at a ratio of 50%
English-dominant students and 50% Spanish-dominant students.

The DLIP shall practice open recruitment from all attendance areas district-wide and may accept
students from beyond the district on a space-available basis. Recruitment shall include the following:

    •   Annual formation of an Outreach, Education, Recruitment Committee (composed of
        administrators, teachers, and parents) tasked with organizing recruitment and promotion
        activities throughout the year
    •   Recruitment & marketing materials translated into both English and Spanish
    •   Inviting parents of currently enrolled students to make presentations or speak with
        prospective parents as parent-to-parent communication is often the most effective way to
        promote the benefits of the program
    •   Contacting younger siblings of current students at the preschool – first grade age
    •   Sending flyers to Monterey Peninsula pre-schools
    •   Providing information at all MPUSD schools to all incoming kindergarten families and students
        in grades 1-8 new to the district about their educational options, including the Dual Language
        Immersion Program
    •   Radio and television public service announcements and newspaper ads in community papers
    •   Mandatory orientations in the spring for prospective families and an invitation to Open House
    •   English Learner notification letter sent home to all ELs to inform of program options, including
        the DLIP as an Alternative Program

Serving All Students
Much research suggests that students of all ability levels and backgrounds can benefit from the study of
world languages (Marcos and Kreeft Peyton, 2000). The DLIP is designed to serve both English-speaking
and native-speaking students.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    11
English Learners: English Learners contribute to classroom diversity and promote the authentic use of
the Spanish language in the classroom. They receive many benefits by participating in the program. A
key benefit to this group of students, particularly if their home language is Spanish, is their
opportunity to learn English while maintaining and improving their Spanish language in an academic
setting. A further benefit to this group is the opportunity to show their highest academic abilities with
no language barriers for part of every day in the classroom. In general, English Learners who
participate in the program are more likely to succeed than if they attend mainstream English classes
(Genesee and Lindholm-Leary, 2010).

Special Education: Students with special educational needs can be equally successful in dual language
immersion instruction as in mainstream instruction (Fortune). Consideration for Special Education
services or an existing Special Education Individual Education Plan (IEP) shall not preclude a child from
entering or continuing in the Dual Language Immersion Program. The program offers students the
appropriate type and level of differentiation, and many of our students with an IEP are very
successful. However, for some students with Special Education needs, the program may not be
appropriate, as determined by an IEP team consisting of teachers, administrators, and parents.
Ultimately, “the IEP team determines placement of each special education student regardless of
language proficiency” (34 CFR 300.324[2][ii]). The IEP team will also be responsible for ensuring that
appropriate supports are in place for children to be successful in any program placement.

Gifted and Talented (GATE): While learning a second language is in itself enough of a challenge for
many, some of these students require special types of differentiation to thrive. Data from a two-year
study of Davis Joint Unified School District demonstrates that GATE-identified immersion students
performed as well or better than other GATE students outside the program and had the additional
benefit of being bilingual (Lindholm-Leary, 2009).

Special Services: Speech concerns of articulation, fluency, or voice will be referred for speech
services. Language concerns of receptive/expressive language, sentence structure or organization
will be brought to a Student Study Team (SST) to discuss concerns and approaches. If needed, a
Special Education referral will occur. Behavior concerns also may be brought to a Student Study

Special considerations are addressed on a continuous basis as part of the normal operation of the
program. If new concerns or progress issues arise, parents, teachers or administrators may request a
conference to discuss a student’s best interests and placement.

Monitoring Student Success
Many structures are already in place to ensure that students make appropriate progress. These
include annual processes for every child (Individual Learning Plans, Language Review Teams for
language learners, and parent-teacher conferences, among others). In addition, a Student Study
Team (SST) or Individualized Educational Plan (IEP) team will be convened with teachers,
administrators, and parents for students who are experiencing challenges.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     12
V.     Program and Instructional Design
 Goal: The program has a K-8 plan and process for the selection, development and implementation
 of standards-based, articulated curriculum and student-centered instruction, which is based on
 general education, bilingual education and second language acquisition research. Curriculum and
 instruction promote academic achievement and cultivate the development of bilingual, biliterate,
 and multicultural competencies for all students.

Historical and Projected Program Growth
Due to classroom space availability, the DLIP began in 2006 with two Kindergarten classes at the site of
what was Stillwell Elementary/Central Coast High School. As such, the DLIP then aligned itself with
Marshall Elementary School due to the physical proximity of schools.

Each year since, additional grade levels have been added as students advanced and were promoted
through the program. The program has grown and is projected to continue growing.

In the future, a team will be investigating an implementation plan to transition to a 90/10 model.. This
model has demonstrated equivalent gains in English for Spanish speakers relative to 50/50 models, and
increased gains in Spanish, particularly for native English speakers (Lindholm-Leary, n.d.). In such a
model, 90% of kindergarten instruction is delivered in Spanish, and 10% in English; in second grade, the
ratio is 80/20, and in third grade, it is 67/33, until it becomes 50/50 for grades 3-5.

Combination classes will be avoided whenever possible to maintain instructional integrity, as the
instructional demands of a dual language classroom are already demanding both for teachers and
students. Efforts will include a focused recruitment for students at specific levels where there are

The highest levels of student achievement are realized with a coherent, cohesive and common
instructional framework and assessment model. Criteria for selecting curriculum are based on research
and scientific findings of the most effective teaching methods; and, the “instructional expectations” set
by state and federal leaders, otherwise known as content standards, as well as accountability measures
for student achievement.

The DLIP curriculum, aligned to state, and national standards and district goals, is interdisciplinary and
fully articulated for all students. Its instruction, materials, and assessments are to be engaging and
relevant for all students by content area (Language Arts, Math, Science, Social Studies, etc.) in the
language of instruction. These materials and assessments are District approved and mandated.

The program shall strive to continue to extend and expand student learning by using district-adopted
curriculum that is consistent with program goals and second language acquisition research.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                      13

   •   District administrators and teachers monitor changing mandates in curriculum and student
       needs to adapt new curriculum and materials, ensuring they are articulated within and across
       grade levels. Curricular materials are to be purchased and distributed equitably in English and

   •   Participate in curriculum review and materials adoption committees in the school and district.

   •   Stay current on research and best practices related to the education of language learners and
       meet regularly with DLIP staff to discuss and review relevant research.

   •   Convene regular DLIP and Professional Learning Community meetings to study student work,
       articulate curriculum across grade levels, and plan evaluation or professional development

Teachers in successful research-based immersion programs have a common system of learning
expectations and teaching strategies to articulate curriculum and instruction within and across grade
levels. They use proven technological tools and instructional methodology to meet program goals and
foster an equitable bilingual and multicultural learning environment.

It is of the utmost importance that teachers share a clear and consistent understanding of DLIP
guidelines, program curriculum, and instructional practices. In addition, all DLIP teachers must
understand and design instruction in accordance with state standards, goals, and objectives for all
content areas, including English Language Development (ELD) and Spanish Language Development
(SLD). Common understanding, appropriate planning, partner collaboration, and appropriate pacing
ensure consistency of curricula, language of instruction, and implementation of program goals.

Instructional Time

The DLIP implements a 50/50 model through 5th grade:

   •   Half of the instruction is delivered in English and half in Spanish, with a policy of language
       separation, i.e. teachers must stay in the language of that teaching block without code
       switching or translating.

   •   A team-teaching model features an English teacher and a Spanish teacher who partner to teach
       two classes of students. Ideally, both teachers are in the same grade level.

   •   Content is divided by language.

   •   Students receive simultaneous literacy instruction as they are taught to read in both
       languages beginning in Kindergarten.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     14
   •   Students from both languages are integrated for most of the day and are only separated for
       short periods for language specific instruction (English Language Development and Spanish
       Language Development).

   •   English Learners receive state-mandated English Language Development instruction.

In 6th grade, Spanish Language Arts and Social Studies are taught in Spanish, and all other subjects are
taught in English. In 7th grade, Spanish Language Arts, 50% of social studies, and 50% of science are
taught in Spanish, and all other subjects are taught in English. In 8th grade, Spanish Language Arts is
taught in Spanish, and all other subjects are taught in English.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    15
Figure 5: Division of Content by Language, Grades K-5 - EXAMPLE
                                 Student Group 1                Student Group 2

                 AM                In English:                        In Spanish:
                                   ELA                                SLA
                                   PE                                 Math
                                   Science, Social Studies, VAPA
                                   Math vocabulary bridge

                 Mid-Morning       ELD or SLD, per student need       ELD or SLD, per student need

                 PM                In Spanish:                        In English:
                                   SLA                                ELA
                                   Math                               PE
                                                                      Science, Social Studies, VAPA
                                   VAPA                               Math vocabulary bridge

Best Practices
At the DLIP site and among all individual teachers, the program promotes the capability to use the
best practices of instruction. Teachers incorporate strategies that integrate language and content
across disciplines and provide comprehensible and differentiated instruction as needed.

Lessons focus on student comprehension, competency and language proficiency, in addition to the
development of meta-linguistic awareness and meta-cognitive skills. Language is integrated into
content instruction (content-based language instruction) in ways that enrich the learning experience.
Immersion instruction is carefully designed, integrating language and content (Math, Social Studies,
Science, etc.), addressing second-language learner needs and encouraging transfer of skills, strategies
and knowledge across languages.

Additionally, the DLIP also implements and reinforces a balance between explicit instruction,
language modeling, and student-centered teaching. Strategies include active learning, cooperative
groups, project and task-based activities, and opportunities for meaningful language use during
content instruction. DLIP teachers differentiate instruction according to student needs, learning
styles, and intellectual capabilities. They promote the development of students’ academic skills,
depth of understanding, and higher order thinking.

It is recommended that the current pacing schedule for instruction and curricular areas is followed.
A pacing schedule for instruction promotes teacher collaboration and creates a uniform
expectation for teachers, across classrooms and school sites, to skillfully deliver specific lessons at a
rate that will maximize the potential for learning. Together with a common pacing guide, teachers
will spiral the curriculum to provide multiple exposures to content, in order to meet the needs of
all students. The success of the pacing schedule is dependent on the Program and the District

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                         16
establishing and protecting the instructional minute and language requirements for each subject.

It is also recommended that a pacing guide for Spanish Language Development be developed and

Coordination and Oversight
It is the responsibility of the DLIP Principal to promote a consistent delivery of instruction, assess
student knowledge, and analyze data. The Principal shall ensure that instruction for immersion is fully
and effectively taught, that all resources are accessed and utilized, and that support exists for all
students to meet or exceed grade-level standards. The DLIP teachers will work closely with the school’s
support services to coordinate intervention programs for students that demonstrate special needs.

DLIP students who have a need for interventions in either language will receive the appropriate
services. The District will make every effort to offer the students interventions that will allow students
to stay in the DLIP and receive additional supports in the content areas where they are faltering. These
students will be reviewed for services through the school’s Student Study Team (SST) process.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                       17
VI.      Standards, Assessment and Accountability
 Goal: The program systematically collects and analyzes data to assess program outcomes,
 measuring students’ academic achievement, second language proficiency, and multicultural
 understanding. These data are communicated to all stakeholders and used for program planning
 and improvement.

      “Programs that work almost invariably have a small set of very well-specified goals... a clear set
      of procedures and materials linked to those goals, and frequent assessments that indicate
      whether or not students are reaching the goals. Effective programs leave little to chance. They
      incorporate many elements, such as research-based curricula, instructional methods, classroom
      management methods, assessments, and means of helping students who are struggling, all of
      which are tied in a coordinated fashion to the instructional goals.” (Fashola, Slavin, Calderón, &
      Durán, 2001, p.49)

DLIP success can be demonstrated by student progress towards program goals. Content and
proficiency standards define learning expectations, and standards-aligned assessments measure
student growth; both can be used to improve planning and teaching and increase program
effectiveness overall.

Furthermore, program success is ensured by maintaining an infrastructure (personnel, technology,
policies and practices) that supports an accountability process that includes ongoing student
assessments in both languages, data collection and monitoring, and program evaluation and reporting.
For both accountability and program evaluation purposes, it is important to establish a data
management system that tracks students over time (Lindholm-Leary, 2005).

Student Assessment
Student assessments are based on local, state and national standards, and are consistent with the
program goals of language proficiency, academic achievement and multicultural understanding.

Teachers use local, state and national standards, including those for content and English Language
Development. A set of common content and language assessments promotes consistency,
collaboration and data analysis across classrooms, grade levels and program sites, as well as support
student learning. Having common Program assessments helps convey expectations that all teachers,
novice and experienced, can readily understand and follow.

The California English Language Development (ELD) Standards are used to guide English Learner
language instruction. All English Learners are expected to move through the ELD proficiency levels
and, if continuously enrolled in the program since Kindergarten, they should be reclassified English
proficient by the end of 5th grade. (Note: there are District criteria for reclassification. Please see
District EL Master Plan.)

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Administration of assessments is supported by appropriate funding, time allotments, and technology
support. Assessment data are integrated into planning for program development, instructional
practices and curriculum. Program-specific data monitoring is supported at both the district and school
site levels.

Data Collection and Monitoring
The DLIP administers all mandated district and state assessments to provide data for progress
monitoring and academic goal setting:
   ● CST assessments to show academic proficiency in Language Arts and Math in grades 2 through
       8 (to be replaced by the Smarter Balanced assessment starting 2014-2015)
   ● CELDT assessment to determine language proficiency of English Learners.
   ● Benchmark assessments in English Language Arts and Math and Diagnostic Assessments in
       English Language Arts to monitor student progress throughout the school year

In addition, assessments to evaluate Spanish progress include:
    ● Spanish Pre-LAS for incoming Kindergartners to determine Spanish oral language proficiency
    ● Annual Quick Informal Assessment (QIA) for all students to determine oral Spanish progress
    ● Aprenda3 to assessment reading and writing skills
    ● Tri-annual Spanish Language Arts Diagnostic Tests to monitor student literacy development
    ● Tri-annual Spanish Language Arts Benchmark Assessments to monitor student literacy

Program Evaluation and Reporting
Students, teachers, and administrators analyze and interpret data in both languages (academic
and linguistic proficiency measures) to inform instruction. Data on student progress is shared
with parents on an annual basis. The student data is also shared with parents and the Board to
analyze the program’s effectiveness in implementing the guiding principles, mission, vision and
goals of the DLIP at Monterey Peninsula Unified School District.

Recognition of High Levels of Language Proficiency
To recognize and encourage continued participation in the program, the DLIP has established a
Pathways to Biliteracy Program with awards to be issued according to specific demonstrated levels
of language proficiencies aligned to English and World Language standards.

In addition, AB 815 (Brownley State Seal of Biliteracy) passed in the California legislature in 2011, which
prescribes an official Seal of Biliteracy to be awarded to qualified biliterate students on their high
school diplomas.

The purposes for instituting the Seal of and Pathways to Biliteracy Awards include:
   • To encourage students to study languages
   • To recognize and value the biliteracy skills of all students

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     19
   •   To prepare students with 21st century skills
   •   To strengthen inter-group relationships, affirm the value of diversity, and honor the multiple
       cultures and languages of a community

The 5th grade Pathways to Biliteracy Program features an Attainment Award and a Participation Award.

       Figure 6: 5th Grade Pathways to Biliteracy Award Criteria

                                       Bilingual Attainment Award           Bilingual Participation Award
         Medals                        Gold Medals                          Silver medals
         Program Participation         At least 3 years in DLIP             At least 3 years in DLIP
                                       (can include transfer)               (can include transfer)
         Oral Proficiency              4 or 5 on second language, as
                                       measured by CELDT or QIA
         ELA Proficiency               One or more of the following:
                                        • Proficient or Advanced on
                                          ELA CST Overall
                                        • Proficient or Advanced on
                                          ELA Benchmark
         SLA Proficiency               One or more of the following:
                                        • Proficient or Advanced on
                                          SLA Benchmark
                                        • Proficient or Advanced in
                                          SLA classwork
         Speaking and Writing          Proficient or Advanced (by rubric)   Oral or written submissions in
                                       on oral or written submissions in    both languages
                                       both languages

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                          20
VII. Staffing and Professional Development
 Goal: High quality staff members are recruited, trained, assigned and assisted to ensure the
 effectiveness and appeal of the program.

The DLIP is a community of educators, scholars, parents and staff who work together to inspire high
academic achievement among all students, serve their needs, challenge their minds, and enrich their
lives, laying a foundation for success in the world.

Highly Qualified and Inspired Educators and Staff
Student achievement gains are influenced by teacher quality more than by many other factors, such as
class size or student demographics (Darling-Hammond, 2002). It is important to have plans and
processes to recruit, hire, retain, develop, and support staff who are knowledgeable, skillful and
innovative, and who can inspire and motivate students and each other.

Teacher Recruitment, Selection, and Hiring
The DLIP aspires to recruit high-quality immersion language professionals.

The DLIP staff must be able, as a team, to deliver a rigorous, relevant and engaging educational
program for K-8 DLIP students. To this end:

       • Teachers must be fully credentialed.
            A fully credentialed bilingual (BCLAD) teacher will teach the Spanish portion of the day.
               Teachers must have literacy and oral proficiency equal to native speakers of the
               language, as tested by an oral interview with an interview panel by MPUSD Personnel.
            A fully credentialed CLAD teacher will teach the English sessions. Preference is given to
               teachers with BCLAD certification and Spanish language proficiency, who will be best
               able to collaborate with a Spanish-teaching partner and communicate with Spanish-
               speaking parents. In some cases one teacher will teach both English and Spanish and
               therefore must be bilingual (BCLAD).
            7th and 8th grade teachers must have credentials to teach specific subjects
       • Teachers must have a clear understanding of the components of the Dual Language
         Immersion Program classroom, second language methodology and acquisition issues, and
         instructional best practices.
       • Preference is given to teachers with experience teaching in a dual language instruction

To provide our students with fully credentialed and experienced teachers, MPUSD must actively recruit
new hires when positions become open. This necessitates developing a broad pool of candidates so
only highly qualified teachers are selected. The hiring process for DLIP teachers will comply with HR
process and MBTA contract.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                   21
Considerations for the recruitment of DLIP teachers may include:

      • Invitation of current MPUSD employees with qualifications necessary for and interest in
        teaching in the DLIP.
      • Consideration of student teachers with experience in the DLIP
      • Collaboration with teacher education departments at California State University at Monterey
        Bay, Brandman, University of California at Santa Cruz, and other relevant schools (including,
        but not limited to, teacher hiring events)
      • Maintaining a pool of qualified DLIP candidates who have shown interest and/or applied during
        the school year
      • Communication of DLIP postings to CABE, ATDLE, NABE, CARLA, CAL, and other dual language

Teachers hired to work in the DLIP are subject to the MBTA Contract, including guidelines pertaining to
Reassignment, Voluntary Transfer, or Involuntary Transfer, denoted in Section XVI.

Multilingual Staff
 “An effective program cannot have office staff who speak only English if a significant number of
parents do not speak English… These staff must understand the model so they can answer the parents’
and other community members’ questions accurately” (Howard, Sugarman, & Christian, 2007). In
addition, staff in all roles—librarians, custodians, after-school program staff, food service staff, etc.—
who possess bilingual abilities promote a bilingual environment and serve as role models for students.
MPUSD will offer the classified staff training in the Dual Language model so that the school teams can
speak knowledgeably to new and current families in the programs.

Professional Development
Professional development is a critical component to a successful dual language immersion program as it
increases the likelihood that teachers will preserve the quality and integrity of the program and
establishes professional expectations to deliver instruction in a consistent and coherent manner. The
sustained implementation of this DLIP Master Plan requires initial and ongoing, high quality professional
development for all program personnel and shall offer a coherent, long-term, and intensive plan which
supports continuing education, develops skills, and fosters innovation.

One component of professional growth is peer collaboration and the implementation of Professional
Learning Communities. Additionally, the Program supports peer modeling, coaching and teacher
leadership. Teachers are encouraged to develop skills which enable them to assist and guide their
colleagues towards the achievement of Program and District goals. Particular areas of focus are training
in standards-based content, program design, Spanish language skills, and instructional strategies
consistent with program goals and objectives. Teachers and administrators also can receive training in
technology as well as more advanced professional development in the Spanish language. The latter
shall be aligned to and supportive of their specific teaching assignment.

Through funding of the continuation of the Pacific Coast Teacher Innovation Network (PacTIN) grant
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     22
the DLIP will begin the process of teacher peer coaching. When the Program is able to provide teacher-
peer coaches, additional training and support may be necessary for these coaches in order for
professional development to occur in the classroom (e.g. demonstration and side-by-side teaching,
lesson planning support, foundational lessons in immersion teaching practices, second language
proficiency, and World Language standards).
Supporting the needs of DLIP teachers in order to sustain program-wide success is a key role of
Program and site leaders and shall include:
   •   Monitoring and supporting program-specific collaborative planning time, technical assistance,
       coordination of instruction across classrooms, and implementation of new District curriculum
       adoptions and standards
   •   Teacher participation in professional development of Dual Language Immersion philosophy and
   •   Teacher participation in all professional development that is provided for all district teachers
   •   Training in Tesoros, the Language Arts curriculum in Spanish, provided by MPUSD as it has done
       in the past
   •   Opportunities to collaborate with DLIP colleagues as well as grade level colleagues
   •   Instructional coaches and DLIP teacher leaders, to observe and coach teachers in specific areas
       relevant to their individual professional development plans and to school-wide professional
       development initiatives
   •   A dual language immersion reference library containing relevant publications and training
       materials for staff to borrow

   A team of four DLIP teachers received a $30,000 Professional Development grant through Pacific
   Coast Teacher Innovation Network (PacTIN) for the 2010-2012 school years, and was renewed for
   $15,000 for the 2012-13 school year, which has paid for the following expenses:
              • Graduate teacher coursework in Spanish Literacy Development
              • Two-Way Immersion Conference fee and participation
              • Teacher collaboration meetings
              • Consultant fees (APDLE and Central Coast Writing Project)
              • Materials & Equipment
              • Other expenses, i.e., childcare for parent meetings

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                  23
VIII: Leadership, Support and Resources
 Goal: The program maintains coherent, integrated structures and processes for decision-making
 and communication, and cultivates knowledgeable and effective leaders who enable stakeholders
 to provide input, support and advocacy. Human, technological and financial resources are allocated
 equitably and effectively.

The MPUSD DLIP has structures and processes that facilitate communication and collaboration among
stakeholders and ensure effective management of program resources. To ensure effective long- and
short-term program planning, implementation, evaluation and ongoing improvement, it is essential to
have strong leadership at both the school and the district administration office.

The governance structure for the DLIP includes individuals and groups with official decision-making
authority and those who lead in other capacities—by planning and delivering instruction, serving in an
advisory capacity, or providing funding and other support to the program.

The DLIP Advisory Committee, consisting of parents, teachers, and administrator representatives, will
continue to guide the implementation of the DLIP. This committee shall meet quarterly and as needed.

The ultimate responsibility lies with the MPUSD Board of Education and Administration, which
determines general goals and priorities for the district, defines policies, provides business services,
training, personnel services, and academic, financial and operational support. Stakeholders –including
students, parents, teachers, staff, administration, community organizations and concerned community
members—serve on all governance structures and provide leadership in a wide variety of ways.

Site Leadership
The site leader must be an advocate for the DLIP.

Key leaders and teams:
   • One principal at the host school
   • Program Coordinator and/or principal
   • School Site Councils – parents and teachers elected to oversee school site plan and budget,
       monthly meetings
   • DLIP Advisory Committee consisting of a parent from each grade level, principals, two teachers,
       MPUSD representative (Board member/Assistant Superintendent), and community member(s)
   • Principal-faculty teams: ongoing site collaboration
District Leadership
District leadership will monitor, evaluate and guide the DLIP and oversee other initiatives related to
dual language immersion and learning.

Key leaders and teams:
   • Designated district administration leader for immersion program planning, management and

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                      24
   •              District administration staff to meet and collaborate with site leaders

The program will review its governance structures and leadership roles and responsibilities and clarify
and modify them over time to reflect changing needs and conditions (see Appendix I).

The DLIP will be considered a core program for all students that choose to participate in it. The funding
allocated to the school will be the same funding that is allowed to every school in MPUSD: general fund
and categorical funding.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                       25
IX.       Family and Community Involvement
 Goal: Parents, staff, students, and community members are actively engaged in developing,
 implementing, and Community Involvement
IX: Family and evaluating programs.

The DLIP is a K-8 learning community that values diversity, cultivates respect, and thrives on
collaboration among students, staff, parents and the wider community. The program facilitates ongoing
communication and collaboration and encourages the involvement and support of all stakeholders.

Parent Commitment
Parents should understand that:
      •   Becoming bilingual (exhibiting cognitive, academic and linguistic benefits of immersion) takes
          approximately seven years in an intense learning environment. It is therefore desirable for
          students to participate through at least the 5th grade.
      •   Family involvement is a major factor in student success.
To this end, parents must sign a Parent Compact upon their child’s initial enrollment to confirm their
commitment to their child’s long-term success in the program (See Appendix G).

Sharing News and Information
Program participants and their families currently receive information, ideas and perspectives via:
   • Notices, in both English and Spanish, sent home with students
   • Back-to-School Night and parent-teacher conferences
   • Meetings offering families information and advice about immersion program challenges and
   • DLIP Newsletter
   • DLIP and school websites
   • MPUSD Parent Portal
   • MPUSD Parent Link
   • Online access to DLIP Master Plan and school Parent Handbook

Hands-on Involvement for DLIP Parents
There are opportunities for parents from many linguistic and cultural backgrounds to participate in
school organizations. All parents can benefit from involvement with the school, as they learn how they
can better assist in their child's and their own linguistic skills, and gain new multicultural perspectives.

Active engagement of participants’ families is especially critical to the success of the DLIP.

Participation may include:

      •   Outreach, Education, Recruitment Committee (see Recruitment, page 11)
      •   Creating an After School Enrichment Program
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                        26
   •   Volunteering in the classroom*
   •   Serving on committees and councils
   •   Planning multicultural events
   •   Working on fund-raising events
   •   Writing grants
   •   Translating materials
   •   Chaperoning field trips
   •   Organizing parent education events

       *   In the classroom, parent volunteers are expected to support teachers by following the
           language separation policy and using the appropriate language of instruction.

School Site Council
A School Site Council is a major part of the overall decision-making structure at each school. It is a group
of people who are elected by their peers to represent the members of a school community. Their
primary role is to guide the student achievement process to ensure that the needs of all students are
specifically addressed in the Single School Plan for Student Achievement (Education Code 64001).
Because of the unique features and needs of the DLIP, it is important that there be an immersion parent
and/or teacher on this governance body. At schools where there is a DLIP within the school, the site
council oversees all school programs. Because of the unique features and needs of the DLIP, it is
important that there be an immersion parent and/or teacher on this governance body.

English Learners Advisory Committee (ELAC)
At each California public school where there are 21 or more English learners, there shall be a
functioning English Learner Advisory Committee (ELAC). ELAC members consist of parents of English
Learners, the school principal or designee, teachers of English Learners, resource teachers, instructional
aides and other parents. The purpose of this group is to advise the principal and school staff on
programs and services for English Learners, to advise the School Site Council on the development of the
Single School Plan for Student Achievement, to support full participation of English Learners in all school
activities, and to have representation at the district level by the attendance of elected officials at the
District English Language Advisory Committee (DELAC) meetings. (Education Code 62002.5; 5 CCR 4312)
Because of the unique features and needs of the DLIP, it is important that there be an immersion
parent and/or teacher on this governance body.

Community Partnerships
A growing awareness and understanding of the DLIP attracts new students, generates both tangible
support and goodwill, and lays the groundwork for development of additional dual language immersion
programs in the Monterey Peninsula Unified School District. To this end, the DLIP will keep the general
Monterey Peninsula community informed of the progress and potential of the program.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                      27
Parents, staff site leaders, students and alumni will share information with families of prospective
students, share instructional ideas with staff at other elementary and secondary school sites, and
inform the general Monterey populace about the unique program in our community, including the
activities outlined above (see Recruitment, p. 11, and Appendix F).
MPUSD is fostering several partnerships with community organizations in support of its DLIP Program:
  • CSUMB Teacher Education Department for placement of teacher candidates in classrooms
  • LULAC for sponsorship of multicultural events and student recognition
  • Monterey County Reads for in-class tutoring
  • Return of the Natives for multilingual field trips and in-class curriculum around local ecosystem
  • Monterey Bay Aquarium for multilingual field trips and in-class curriculum around marine life
  • Monterey Institute of International Studies
  • Rotary Clubs

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    28
X.     Suggested Time-line for the DLIP Program:

The DLIP Advisory Committee was created in the fall of 2009 to address both current and long-term
issues for the program. It is currently composed of school and district administrators, teachers, and

Note: If funds allow and based on board approval per requests

Short-term goals:
   • Translate final copy of DLIP Master Plan into Spanish, and publish in both languages
   • Create and implement a recruitment and retention plan to maintain two classes per grade level
       K-8 (see Appendix F for blueprint plan)
   • Provide additional support for teacher professional development and instructional materials
   • Earmark funding so that staff will be able to attend the ATDLE Conference annually for
       Professional Development (If funds allow)
   • Investigate the implementation of a 90:10 dual language model
   • Develop a Plan for Multicultural Competence – cultural activities, presentations, and assemblies
       to be held
   • Develop pacing guide for Spanish Language Development (SLD), Social Studies, Science and Art
   • Schedule time for DLIP staff meetings and program coordination between all teachers on a
       monthly basis
   • Develop a DLIP Parent Handbook
   • Develop a PTO responsive to DLIP’s unique educational need
   • Develop a comprehensive evaluation plan to monitor and review program needs, allowing for
       appropriate changes to be made based on those needs
   • Funding for the presentation of Pathways to Biliteracy Achievement and Participation Awards
       at the end of 5th grade for qualified students
   • Review and acquire standards-based benchmark tests using CST language and the Common
       Core standards in Spanish to assess Spanish Language Arts
   • Revisit Master Schedule as appropriate

Long-term goals:
   • Acquire additional grant funding to hire a DLIP Coordinator to support the teachers and
       administration in coordinating the DLIP Program
   • Conduct a feasibility study to determine the appropriate site for the on-going development of
       the DLIP Program

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     29
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Lindholm-Leary, K. J. (2007). Effective features of dual language education programs: A review of
       research and best practices. In E. R. Howard, J. Sugarman, D. Christian, K. Lindholm-Leary & D.
       Rogers (Eds.), Guiding principles for dual language education. Washington D.C.: Center for
       Applied Linguistics.

Lindholm-Leary, K. J. (2009). DJUSD Foreign Language Assistance Program: Annual School Report, Year
       2, Fall 2006-Spring 2008. Davis Joint Unified School District, Davis, CA. Retrieved from

Lindholm-Leary, K. J. (n.d.). 90:10 vs. 50:50 Two-way bilingual immersion programs. Retrieved from

Marcos, K. M. & Kreeft Payton, Joy. (2000). Promoting a language proficient society: What you can do.
      ERIC Clearinghouse on Languages and Linguistics. Retrieved from

Soltero, Sonia White. Dual Language Teaching and Learning in Two Languages. Boston: Pearson
       Education, Inc., 2004.

Thomas, W.P. & Collier, V.P. (1997). School effectiveness for language minority students. National
     Clearinghouse for English Language Acquisition (NCELA) Resource Collection Series, No. 9,
     December 1997.

Thomas, W.P. & Collier, V.P. (2002). A national study of school effectiveness for language minority
     students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education,
     Diversity and Excellence, University of California-Santa Cruz.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                   31
APPENDIX A:            District and School Data Snapshot Including DLIP Students (2010-12)


MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                     32
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13   33
APPENDIX B:            Student Assessments

Students in the DLIP will take all of the assessments, benchmarks and diagnostic tests that the
mainstream English students take, including the CELDT every year for English Learners. In addition, all
students will also take the following tests in Spanish:

   Spanish Language Arts Diagnostics

     Grade     Beginning                   Middle                     End

     K         TBD                         TBD                        TBD

     1         TBD                         TBD                        TBD

     2         Fluency: Tiburones (18-     Fluency: La casa blanca    Fluency: Una fiesta de
               19)                         (22-23)                    cumpleaños (24-25)

     3         Fluency: La roca            Fluency: Un                Fluency: Bill Peet, autor
               mascota (30-31)             cumpleaños para todos      e ilustrador (38-39)
     4         Fluency: Sueño              Fluency: ¡Que empiece      Fluency: La gran
               profundo (40-41)            el juego! (44-45)          muralla china (50-51)

     5         Fluency: Lunas (54-55)      ¿Por qué se presenta el    El concurso de cometas
                                           invierno? (58-59)          (62-63)

   Spanish language arts benchmarks (not given at the same time nor testing the same material as the
    English language arts benchmark)

   Quick Initial Assessment (QIA), to be given every year in the spring

   Aprenda3 to be administered every year

   Periodic writing samples to be included in portfolios

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                   34
APPENDIX C:             Sample Daily Schedule

                    Horario del 4o y 5o ::: 4th and 5th Grade Schedule
                      Área de recreo abierto        7:50 – 8:00       Playground open

                                 Matemáticas        8:00 – 9:10       Math

                 Artes del lenguaje español        9:10 – 10:20       Spanish Language Arts

                          Recreo y Merienda        10:20 – 10:35      Recess and Snack

      Desarrollo del idioma inglés/español         10:35 – 11:20      English/Spanish Language

                          Almuerzo y Recreo        11:20 – 12:00      Lunch and Recess

                            Acceso Universal       12:00 – 12:30      Universal Access

                    Artes del lenguaje inglés      12:30 – 1:35       English Language Arts

               Educación física (lunes, viernes)    1:35 – 2:20       Physical education (Mon., Fri.)
                    Rotación (martes, jueves):
                                                                      Rotation (Tues., Thurs.):
                          -Ciencias sociales
                                                                      -Social studies
                                  -Ciencias                           -Art/Music/Technology


        Limpieza, preparación para la casa,         2:20 – 2:25       Clean-up, pack-up, and day’s review
                            repaso del día

En los días cortos, se cierra el día a las 12:50. El recreo es más temprano (10:00-10:15) y no se enseña
ELD/SpLD, Acceso Universal, Educación Física, o la Rotación.

On short days, school ends at 12:50. Recess is earlier (10:00-10:15) and ELD/SpLD, Universal Access,
P.E., and Rotations are not held.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     35
APPENDIX D:                  Program Evaluation Tools

            Program Design
            The program plan includes a written statement of philosophy, goals, and standards appropriate to the
   I        needs and abilities of second language learners and is consistent with federal, state and District
            requirements. Clear structures, policies and processes are aligned with program vision, mission, and
            goals. These are based upon a solid philosophical and empirical foundation.

  a) All aspects of the program work together to achieve the goals of additive bilingualism, biliteracy and cross-
     cultural competence, in addition to meeting the general education goal of grade-level academic expectations.
  b) The program ensures equity for all groups.
  c) The program has used a well-defined, inclusive, and defensible process to select and refine a model design.
  d) An effective process exists for continuous program planning, implementation and evaluation.
Evidence Reviewed
Document                                     Interview                                  Observation
Spanish Immersion Master Plan               Spanish Immersion coordinator             Classrooms
Single Plan for Student                     District administrators                   Other: ______________
   Achievement from each Program             Site administrators
   Site                                      Teachers
Identification criteria                     Parents
Other: ________________                     Others: ________________

Conclusion:  Meets requirements  Does not meet requirements � Not reviewed

            Standards, Assessment, and Accountability
           The program systematically collects and analyzes data to ensure compliance, assess program outcomes
  II       and measure students’ academic achievement, second language proficiency, and multicultural
           understanding. These data are communicated to all stakeholders and used for program planning and
  a)   Evaluation of the program includes a yearly review of pupil progress and of the administration of the
  b)   The program creates and maintains an infrastructure that supports an accountability process.
  c)   Student assessment is aligned with state content and language standards as well as program goals, and is
       used for evaluation of the program and instruction.
  d)   The program collects a variety of data, using multiple measures that are used for program accountability and
  e)   The data are analyzed and interpreted in methodologically appropriate ways for program accountability and
  f)   Student progress toward state and national achievement objectives and program goals is systematically
       measured and reported.
  g)   The program communicates with appropriate stakeholders about program outcomes.

Adapted from the Guiding Principles of Dual Language Education by the Center for Applied Linguistics, and the State of California
Instruments for Categorical Program Monitoring for English Learners and Gifted and Talented Education.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                                                 36
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13   37
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13   38
MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13   39
APPENDIX E:            Language Arts Domains Division by Language and Transfer

Like most content, language arts instruction transfers between languages: much of what is taught
about reading or writing in English can be understood and applied in Spanish. As a consequence,
teaching language arts in two languages does not necessitate double the time for language arts
instruction; instead, in the DLIP the language arts block is divided into two smaller Spanish and English

To ensure that students receive the full breadth of language arts instruction in a compact block,
teachers systematically divide language arts domains by language on a weekly or biweekly rotating
basis. Further, this allows both teamed and self-contained teachers to focus planning time to deliver
high-quality instruction.

                 Language 1                                    Language 2

Rotation 1       Oral Language                                 Oral Language

                 Word Study                                    Word Study
                   • Phonics and Morphology*                     • Phonics and Morphology
                   • Vocabulary                                  • Vocabulary

                 Reading                                       Language Arts
                    • Comprehension                               • Writing
                    • Fluency                                     • Grammar*

Rotation 2       Oral Language                                 Oral Language

                 Word Study                                    Word Study
                   • Phonics and Morphology                      • Phonics and Morphology
                   • Vocabulary                                  • Vocabulary

                 Language Arts                                 Reading
                    • Writing                                     • Comprehension
                    • Grammar*                                    • Fluency

*Grammar, phonics, morphology, and other elements are to be taught in both languages in a single
rotation when curriculum addresses skills that do not transfer between languages.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                     40
APPENDIX F:            Blueprint for Marketing and Outreach Plan

The goals of the Dual Language Immersion Program Blueprint for Marketing and Outreach are as

       •   To create advocacy for the DLIP throughout the MPUSD community
       •   To create a fully informed parent community and increase parent participation in DLIP
       •   To ensure that each incoming class of students is linguistically balanced with native Spanish
           speaking and English speaking students.

Outreach, Recruitment and Marketing

Existing Program Website may be updated and maintained such that it:

        • is completely bilingual
        • includes the following type of information:
            1. Description of the program
            2. History of the program
            3. Links to immersion research and information about Seal of Biliteracy
            4. Videos and photographs depicting the Day-In-The-Life of the Program – what happens
               in the classroom.
            5. Information about enrollment timeline/deadlines

Existing Program Brochures will be updated and maintained such that they:
          • are completely bilingual
          • include the following type of information:
             1. Description of the program
             2. History of the program
             3. Research findings regarding the benefits of bilingual/biliterate education
             4. Photographs depicting the Day-In-The-Life of the Program – what
                 happens in the classroom.
            5. Brief interviews with, or quotes from, immersion parents, students and teachers
                regarding their experience with the program
          • are provided with all registration packets and made available at all school sites and to all
              stakeholders for outreach and recruitment purposes

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    41
APPENDIX G:              Parent Compact

                                                                  Dual Language Immersion Program

                                                                                       Parent Compact

 Family Commitment & DLIP Agreements

 I understand that my child will participate in a Two-Way Bilingual Immersion program in which Spanish
 and English will be taught in a language-rich environment. I understand that my child’s instruction will be
 equally divided between Spanish and English.

 I understand that research shows it takes 5-7 years to acquire a second language, and that continual
 enrollment in the program is necessary to guarantee my child’s academic success. I also understand that
 it is important to maintain an equal balance between Spanish-language dominant students and English-
 language dominant students for the program to be successful. For these reasons, I realize that it is
 necessary to make a nine-year commitment to the MPUSD immersion program to ensure full
 development of my child’s language skills in both Spanish and English.

 I commit to supporting my child’s biliteracy development and educational success by maintaining a
 positive attitude regarding my child’s second language learning and by staying informed about his/her
 progress by attending parent/teacher conferences and school meetings about the immersion program. I
 also commit to supporting my child’s second language development outside of the school day by
 supporting homework and daily reading, reaching out to language-dominant families, and other means of

 I understand that I am welcome and encouraged to participate in the classroom and Marshall School
 community, and that I will be given training to be able to support the language acquisition process.

 Parent /Guardian Signatures:

 Principal Signatures:


MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                            42
                                                                       Programa de Doble Inmersión

                                                                 Compacto de los Padres de Familia

 Compromiso Familiar & Acuerdos con el Programa de Doble Inmersión

 Entiendo que mi niño participará en un programa de inmersión bilingüe de dos vías en las que se
 impartirán español e inglés en un ambiente rico en lenguaje. Entiendo que la instrucción de mi hijo se
 dividirá igualmente entre español e inglés.

 Entiendo que la investigación muestra que se lleva 5-7 años para adquirir un segundo idioma y que la
 matrícula continúa en el programa es necesaria para garantizar el éxito académico de mi hijo. También
 entiendo que es importante mantener un balance equilibrado entre estudiantes dominantes de español e
 estudiantes dominantes de inglés para que el programa tenga éxito. Por estas razones, me doy cuenta de
 que es necesario hacer un compromiso de nueve años con el programa de inmersión de MPUSD para
 asegurar el pleno desarrollo de habilidades de lenguaje de mi hijo en español e inglés.

 Yo me comprometo a apoyar el desarrollo de alfabetización bilingüe y éxito educativo de mi hijo
 manteniendo una actitud positiva con respecto al segundo idioma de mi hijo/a y mantenerme informado
 acerca de su progreso asistiendo a conferencias y reuniones sobre el programa de inmersión de la
 escuela. También me comprometo a apoyar el desarrollo de lenguaje segundo de mi hijo fuera del
 horario escolar apoyándolo en su tarea y lectura diaria, llegando a las familias de la lengua dominante y
 otros medios de apoyo.

 Entiendo que soy bienvenido y animado a participar en el aula y la comunidad escolar de Marshall y que
 seré dado capacitación para poder apoyar el proceso de adquisición del lenguaje.

 Firma de Padre o Tutores:

 Firma del Administrador/a :

 Fecha :

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                          43
APPENDIX H:               Parental Exception Waiver

                                    Monterey Peninsula Unified School District
                                    P.O. Box 1031                                       (831) 645-1217
                                    700 Pacific Street                                  (831) 649-2351 (fax)
                                    Monterey, CA 93942-1031

                                                                                                       Student ID: ______________
                                               Parental Exception Waiver
                                              (Title 5. California Code of Regulations)
                                Form Used to Request a Bilingual/Dual Language Immersion Program

  Student’s name _______________________________________________________________________________________

  School _____________________________________________ Grade ___________ DOB____________________________

        I request an alternative (bilingual or dual language immersion) program for the education of my child due to:
        (Check all that apply)

      ___ Educational Needs                            ___ Emotional/Psychological/Physical Needs

      ___ My child is at least 10 years old            ___ My child already knows English

        I understand that my child must participate in the Structured English Immersion Program for his/her initial 30
        days of enrollment. I request a waiver that places my child in an Alternative Program (bilingual or dual
        language), which has been thoroughly described to me. I understand that my child will receive instruction in
        English and Spanish and that the materials and homework will be in both languages. In the bilingual program,
        the objective for my child is English literacy and fluency. In the dual language program, the objective for my
        child is literacy and fluency in English and Spanish. My child will also receive daily English Language
        Development instruction. I understand that this waiver must be requested annually.

    EL Programs explained to parents by _____________________________________ Date ____________

    Parent or legal guardian signature _______________________________________ Date _____________

     Waiver request granted
     Withdrawn per parent request (transfer policy explained)
     Waiver denied (mark reason below)
          o Student’s academic history/data indicate alternative program is not best suited for child’s educational success.

             o    Other: _________________________________________________________________________

Administrator’s signature _________________________________________________ Date _________________

To the Parent/Guardian: If you wish to appeal this denial:
        Follow the District’s appeal process detailed in Board Policy and Administrative Regulation 6174, which provides a formal
        channel of communication for appealing denial of a Parental Exception Waiver.

MPUSD Dual Language Immersion Program Master Plan – Revised 9/7/12                                                       44
                                         Monterey Peninsula Unified School District
                                         P.O. Box 1031                                                          (831) 645-1217
                                         700 Pacific Street                                                     (831) 649-2351 (fax)
                                         Monterey, CA 93942-1031
                                                                                                                                          Student ID:______________

                                         Solicitud (del Padre) Para El Programa Alternativo
                                                     (Titulo 5. California Código de Regulaciones)
                                       Formulario para una Petición de un Programa Bilingüe/Doble Inmersión

  Nombre del Estudiante ___________________________________________________________________________________

   Escuela _______________________________________ Grado_____________ Fecha de Nacimiento____________________

           Yo solicito un programa alternativo (bilingüe o programa de doble inmersión) para la educación de mi hijo(a)
           debido a: (marque todos los que aplican)

  ___ Necesidades de Educación                                                       ___Limitaciones Emocionales/Sicológicas/ Físicas

  ___ Mi hijo(a) tiene al menos 10 años de edad                                      ___ Mi hijo(a) sabe inglés

           Entiendo que mi niño(a) debe participar una vez en el Programa de Inglés Adaptado en sus 30 días iníciales de
           asistencia. Pido una solicitud para el Programa Alternativo (bilingüe o doble inmersión) el cual se me ha
           explicado en su totalidad. Entiendo que mi hijo/a recibirá instrucción en inglés y español y la tarea y los
           materiales serán en los dos idiomas. En el programa bilingüe, el objetivo para mi niño(a) es lograr ser
           proficiente en el inglés. En el programa de doble inmersión, el objetivo para mi niño(a) es lograr ser
           proficiente en inglés y español. También, mi niño(a) recibirá diariamente instrucción en el desarrollo del inglés
           como segunda lengua. Entiendo que se necesita pedir una solicitud anualmente.

______________________________explicó los programas ofrecidos                                            Fecha _______________________
Personal de la escuela

Firma de Padre o Tutores _____________________________________                                            Fecha________________________
       Solicitud aprobada
       Solicitud retirada – Se me explicó la política de cómo pedir una transferencia a otra escuela.
       Solicitud rechazada (marque las razones abajo)
                  o Historial académico del estudiante/datos muestran que el programa alternativo no es el más apropiado para el
                        desarrollo educacional del estudiante.
                  o Otras razones: ___________________________________________________________________

Firma del Administrador(a): ________________________________________________ Fecha _______________

Para los Padres/Tutores: Si usted desea apelar esta decisión:
         Seguir el proceso de apelación del distrito como lo explica la Política de la Mesa Directiva de Educación y las Normas 6174,
         cual proporciona información para la apelación del rechazo de una Solicitud (del padre) Para el Programa Alternativo.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                                                                             45
APPENDIX I:            Leadership Roles and Responsibilities

Soltero (2004) states that a dual language coordinator provides the structural support needed to
effectively implement the program (p. 78). The multiple and vital roles of the coordinator are detailed
in Figure 7. While this need not be a separate hired position, oversight of these tasks by a single
coordinator is essential to their successful implementation.

           Figure 7: Dual Language Program Coordinator Responsibilities (Example Given)
            The Program Coordinator:

                 •   Helps develop the dual language schools handbook
                 •   Searches for quality instructional materials
                 •   Promotes the program in educational forums
                 •   Informs the community about the program                              FOR THE
                 •   Seeks outside funding and grants                                    PROGRAM
                 •   Coordinates program evaluation and progress
                 •   Oversees the implementation of the program
                 •   Becomes a school liaison for visitors and prospective students
                     and parents
                 •   Assists teachers with scheduling
                 •   Facilitates other school or classroom visitations
                 •   Informs teachers of available staff developments
                 •   Provides training on dual language related issues
                                                                                          FOR THE
                 •   Presents information on best practices for instruction
                 •   Demonstrates appropriate instructional approaches                   TEACHERS
                 •   Organizes monthly dual language teacher meetings
                 •   Coordinates initial student assessment and placement
                 •   Provides information and recommendations on available quality
                     instructional materials
                 •   Provides instructional support                                       FOR THE
                 •   Helps assess students’ progress or needs                            STUDENTS
                 •   Offers tutoring services
                 •   Organizes parent meetings
                 •   Provides information and program support                            FOR THE
                 •   Addresses parent questions and concerns                             PARENTS
                 •   Coordinates second language parent classes
                 •   Offers training for parent volunteers working in the classroom

To be effective, DLIP leaders must play multiple roles and be committed to continual improvement of
their knowledge and skills. While there are specific roles and responsibilities associated with certain
positions of leadership, there are some general requirements, including the following:

MPUSD Dual Language Immersion Program Master Plan – Revised 9/7/12                                        46
Program planning, management and evaluation
Generally leaders’ day-to-day decisions are better when they are informed by a longer-term vision,
reflect multiple information sources and perspectives, and have the support of stakeholders. When the
updated DLIP Master Plan is adopted and shared with the Dual Language Immersion community,
effective program leaders will increasingly use the program vision, mission and goals to guide decision-
making and will reference them regularly in communication.

Effective leaders build leadership capacity in all stakeholders and encourage them to offer ideas, solve
problems, and provide program support and advocacy. A key role of program and site leaders is to
understand and meet the needs of teachers, helping them to achieve and sustain success and
satisfaction. This includes supporting and monitoring program-specific collaborative planning time,
providing technical assistance, coordinating instruction across classrooms and program sites, and
guiding implementation of new curriculum adoptions and standards.

Advocacy and cultivation of support
Leaders are expected to advocate on behalf of the program and secure vital financial, technological, and
human resources. Proactive advocacy can enhance the program’s visibility and reputation and generate
additional support.

   • Develop and implement a long-term outreach and advocacy plan, which may include:
     o Outreach and/or public relations activities promoting program to various audiences
     o Participation in coalitions of similar programs, networking with other schools
        and organizations, and lobbying for support of dual language immersion education
     o Initiatives that seek tangible support of state, district, school board and local business
     o Ensure that program communications are up-to-date (Website, video, brochure).

Fostering access and equity
Just as the program seeks to generate ongoing support from teachers, families, and community
members, it is committed to providing support to students who most need it. Program leaders are
responsible for promoting program equity and ensuring that the program provides access and services
for special populations, such as English learners, gifted and talented students, and students with

   • Review policies and practices and improve interventions and support for special populations,
     including Spanish-speaking English Learners, third language learners, and GATE-identified
   • Determine and improve extent to which students at school sites have access to support services
     in both languages
   • Improve processes for acquisition of Spanish language resources comparable to those in
     English, including up-to-date content and literacy materials in both languages for immersion
     classrooms and for school-wide facilities
   • Develop an after-school homework help program for parents to support students

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                    47
Commitment to learning and continual improvement
To keep the program effective and compelling, leaders need to be knowledgeable about both general
education trends and current research and practices regarding dual language immersion. They also
need to have the confidence and skills to apply their new knowledge appropriately.

     • Provide opportunities for leaders, including administrators, teachers, staff, families and
        community members, to expand their knowledge and develop their skills. Examples of
        activities include professional reading, participation in conferences and workshops, and
        coaching and mentoring.

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                 48
APPENDIX J:            Acronym Glossary

       ALT                                                                               Alternative Program
       ATDLE                                          Association of Two-Way & Dual Language Education
       BCLAD                                Bilingual Cross-cultural Language and Academic Development
       CABE                                                   California Association for Bilingual Education
       CAL                                                                     Center for Applied Linguistics
       CARLA                                       Center for Advanced Research on Language Acquisition
       CELDT                                                California English Language Development Test
       CLAD                                           Cross-cultural Language and Academic Development
       CST                                                                          California Standards Test
       DELAC                                                   District English Learner Advisory Committee
       DLIP                                                              Dual Language Immersion Program
       EL                                                                                      English Learner
       ELA                                                                              English Language Arts
       ELAC                                                             English Learner Advisory Committee
       ELD                                                                   English Language Development
       ELL                                                                         English Language Learner
       ELM                                                                     English Language Mainstream
       ESL                                                                     English as a Second Language
       GATE                                                                   Gifted And Talented Education
       IEP                                                                          Individual Education Plan
       LULAC                                                      League of United Latin American Citizens
       MBTA                                                             Monterey Bay Teachers Association
       NABE                                                    National Association for Bilingual Education
       PacTIN                                                    Pacific Coast Teacher Innovation Network
       PE                                                                                  Physical Education
       QIA                                                                        Quick Informal Assessment
       SEI                                                                     Structured English Immersion
       SES                                                                             Socio-Economic Status
       SLA                                                                             Spanish Language Arts
       SLD                                                                  Spanish Language Development
       SST                                                                               Student Study Team
       TWBI/DL                                                            Two-Way Bilingual/Dual Language
       VAPA                                                                       Visual and Performing Arts

MPUSD Dual Language Immersion Program Master Plan – Revised 5/29/13                                        49

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