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 sociocultural competence

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

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 - Partner language is elevated to equal status with English

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

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

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

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

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

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

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

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

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

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

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