EB Portal - TxEDLIF Lever 1

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Lever 1

Leadership & Family and
Community Empowerment

Lever 1 Essential Action:

District and Campus leadership understands and supports DLI program fidelity, students, family, and community empowerment through quality staffing and PD, development of biliterate curriculum, assessments, and resources that ensure ongoing program fidelity and long-term student success.

1.1

DLI vision & mission supported with measurable goals and a clearly focused plan that commits to high expectations in academic, biliteracy development, and global awareness.

1.1.a - Clear DLI program vision and mission aligned to the DLI rubric with measurable DLI goals clearly focused on high academic expectations, biliteracy development, and global awareness.

1.1.b - DLI program clearly articulated in policy and approved by the board to support program quality and sustainability.

1.1.c - DLI program marketing strategy to ensure effective communication with all stakeholders to highlight teacher & student successes, including traditional and online marketing tools.

1.1.d - Post and communicate DLI program goals to students and families.

View 1.1 in action

1.2

A strategic recruitment plan to hire and retain highly effective leaders.

1.2.a - Strategic recruitment plan to hire and retain highly qualified and effective campus & district leaders committed to DLI, includes the development of specific job descriptions and interview protocols for DLI leaders.

1.2.b - Instructional leadership is strategically recruited and retained to support a quality DLI program.

1.3

A safe school environment that elevates all students’ experiences and fosters a sense of belonging.

1.3.a - Partner language is elevated to equal status with English.

1.3.b - Perception data is used to measure experiences and a sense of belonging for all students.

1.4

Individual professional development plans with measurable goals that improve linguistic, community, and academic outcomes for emergent bilingual students.

1.4.a - Comprehensive professional development plan aligned with DLI goals for district & campus administrators, teachers, and all school staff for continuous monitoring and support of DLI implementation (e.g., classroom observations, school walkthroughs).

1.4.b - Support teachers to set and reach their own professional development goals to continuously improve on best DLI practices.

View 1.4 in action

Clear role descriptions/expectations and shared responsibilities to support DLI program benefits.

1.5.a - Facilitate DLI professional development for directors, coordinators, campus principals & assistant principals, coaches, specialists, counselors, and central office staff involved with supporting DLI program.

1.5.b - Actively participate in local, state, and national conferences & events to highlight the effective implementation of their DLI program.

A clear district DLI language assessment policy mostly aligned to the DLI rubric to review student data that includes both languages to refine instruction and enrichment practices.

1.6.a - Follow language of instruction as designated in the content and language allocation plan and use campus & district biliterate assessments.

1.6.b - Adhere to district language assessment policy, observation & feedback systems, and data protocols aligned with DLI programming.

1.6.c - Systems and protocols to review student data that includes both languages to refine instructional and enrichment practices based on a well-articulated district-wide DLI assessment policy.

Sufficient funding from a bilingual allotment, centralized (district controlled) & decentralized (campus controlled) funds for a high-quality DLI program aligned to the District Improvement Plan (DIP) and Campus Improvement Plan (CIP).

1.7.a - Sufficient foundational and supplemental funding from local, state, and federal revenues to implement a high-quality DLI program.

1.7.b - Open conversations with leaders on the funding needs of the DLI program.

Established and ongoing protocols to foster vertical and horizontal planning within and across content at all levels.

1.8.a - Establish systems to collaborate with instructional leaders to integrate content and DLI standards.

1.8.b - Establish and monitor vertical and horizontal planning to ensure multidisciplinary collaboration between DLI, general education, and special programs.

1.8.c - Hold meetings between DLI program department and other content departments and special programs to ensure collaboration between departments and participation of content teachers and support staff in professional development related to the DLI program.

Consistently monitor planning, instructional practices, and student data to ensure collaboration between DLI and the general education program.

1.9.a - Analyze assessment data and assess students holistically through an asset-based and biliteracy trajectory lens.

1.9.b - Consistently monitor planning, instructional practices, and student data to ensure collaboration between DLI and the general education program.

An allocation of biliterate resources for classroom use in the two program languages that facilitate alternative assessment methods, provide linguistic accommodations, and facilitate instructional support.

1.10.a - Establish, support, and monitor assessment expectations in both program languages for each grade level.

1.10.b - Partner language assessments reflect the structure of that language and facilitate alternative assessment method.

Systems fostered to involve stakeholders through highly effective communication and decision-making practices, including targeted professional development for DLI administrators and content specialists.

1.11.a - Regularly convene Instructional Leadership Team (ILT) meetings focused on quality DLI implementation for emergent bilingual students.

1.11.b - Regularly provide progress reports & updates on DLI program to board members and other district administrators.

1.11.c - DLI program evaluation is conducted and shared annually with the board of trustees and other district administrators.

Provide a high-quality standard based TEKS curriculum and the DLI rubric and biliterate resources as indicated in DIP and CIP.

1.12.a - Staff at all levels are involved in the development and procurement of a biliterate curriculum and resources.

1.12.b - Biliterate curriculum and resources are clearly aligned to DLI best practices and asset-based critical lens aligned to the goal of DLI.

1.12.c - Established systems for collaboration between bilingual departments and general education to create aligned biliterate resources documents, such as Year-at-a Glance, scope & sequence, exemplar lessons, instructional resources, etc.

Use student data from both languages to differentiate supplemental biliterate resources as needed for DLI campuses/classrooms.

1.13.a - Prioritized procurement of supplemental resources in both languages aligned with campus and district improvement plans.

Leadership & Family andCommunity Empowerment