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.
A district/campus dual language vision with goals
A system to refine the vision and mission with few stakeholders.
A district/campus dual language vision supported with some measurable goals and a plan that includes expectations in academic achievement, biliteracy development and sociocultural competence.
A system to refine the vision and mission among some stakeholders.
A district/campus dual language vision supported with measurable goals and a clearly focused plan that commits to high expectations in academic achievement, biliteracy development and sociocultural competence.
A system for continually refining the vision and mission among all stakeholders.
A recruitment plan to hire and retain qualified leaders. Few district/campus leaders with credentials as a bilingual or ESL teacher.
A leader who receives at least six hours of professional development annually.
Leaders with at least one professional goal that focuses on academic outcomes for emergent bilinguals.
A recruitment plan to hire and retain effective leaders. Most district/campus leaders with credentials as a bilingual or ESL teacher.
A leader who receives at least ten hours of professional development annually.
New DLI leaders attend an induction academy.
Leaders with at least two measurable goals that improve cultural and academic outcomes for emergent bilinguals.
A strategic recruitment plan to hire and retain highly effective leaders. All district/campus leaders with credentials as a bilingual or ESL teacher.
A leader who receives at least twelve hours of professional development annually, including walkthroughs in classrooms.
New DLI leaders attend an induction academy.
Leaders with an individual professional plan with measurable goals that improve cultural and academic outcomes for emergent bilinguals.
Leaders with clear role descriptions/ expectations and shared responsibilities to support program responsibilities.
A district DLI language assessment policy not aligned to the DLI rubric.
An observation and feedback system for teachers.
Systems and protocols established to review student data.
A district DLI language assessment policy mostly aligned to the DLI rubric.
A quality observation and feedback system for teachers and campus leaders.
Systems and protocols established to review student data that includes both languages.
A district DLI language assessment policy mostly aligned to the DLI rubric.
A quality observation and feedback system for teachers and campus leaders.
Systems and protocols established to review student data that includes both languages to refine instructional and enrichment practices.
Funding from a bilingual allotment funds the dual language program.
Funding for professional development aligned to the district/school improvement plan.
Funding from a bilingual allotment, centralized (district controlled) and decentralized (campus controlled) funds to a quality dual language program.
Funding for quality professional development aligned to the district/school improvement plan.
Sufficient funding from a bilingual allotment, centralized (district controlled) and decentralized (campus controlled) funds to a high-quality dual language program.
Sufficient funding for consistent high- quality professional development aligned to the district/school improvement plan.
Content planned across the district and campus levels.
Planning, instructional practices, and student data monitored at the district/campus levels.
Protocols for vertical and horizontal planning across content at the district and campus levels.
Periodically monitor planning, instructional practices, and student data to ensure collaboration between DLI and the general education program.
Established and ongoing protocols to foster vertical and horizontal planning within and across content at the district and campus levels.
Consistently monitor planning, instructional practices, and student data to ensure collaboration between DLI and the general education program.
An allocation of a few biliterate resources for classroom use.
Communication about the expectations in assessment.
Professional development for dual language administrators and content specialists in assessment practices.
An allocation of most biliterate resources for classroom use in both languages.
Communication about the expectations in assessment in both languages.
Professional development for dual language administrators and content specialists in formative assessment practices.
An allocation of equitable biliterate resources for classroom use in both languages that facilitate alternative assessment methods, provide linguistic accommodations, and facilitate instructional support.
Communication about the expectations in assessment in both languages for each grade level.
Differentiated professional development for dual language administrators and content specialists in effective formative assessment practices.
(Tool kit coming soon)
Systems involve stakeholders through communication and decision-making practices.
Parent Academy established by district leaders to inform parents about the DLI program.
(TO BE REFINED AFTER FACE WORK IS COMPLETE)
Systems involve stakeholders through effective communication and decision-making practices.
Parent Academy established by some campuses to ensure parents understand the DLI program and receive some biliterate resources
to support their children at home.
(TO BE REFINED AFTER FACE WORK IS COMPLETE)
Systems fostered by district/campus leaders to involve stakeholders through highly effective communication and decision-making Practices.
Parent Academy established and maintained by district/campus leaders to ensure parents understand the DLI program and receive sufficient biliterate
resources to support their children at home.
(TO BE REFINED AFTER FACE WORK IS COMPLETE)
District leaders provide a curriculum aligned to TEKS.
Few curriculum and biliterate resources as indicated in their campus improvement plan.
District/campus leaders use student data.
District leaders provide a curriculum aligned to TEKS and the DLI rubric.
Most biliterate curriculum and resources as indicated in their campus improvement plan.
District/campus leaders use student data in both languages.
DLI teachers involved in the development and procurement of biliterate curriculum and resources. District leaders provide a high-quality curriculum aligned to TEKS, ELPS and the DLI rubric.
All biliterate curriculum and resources as indicated in their campus improvement plan.
District/campus leaders use student data in both languages to differentiate supplemental biliterate resources as needed for DLI campuses/classrooms.