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Become Well-versed in the Non-negotiables
Know what to look for Regularly acknowledge their evidence Give specific praise related to the non-
negotiables
Hire Well
Look for Evidence of Exceptional Teaching Skills and Native-like Target Language
Select Compatible/Complimentary Partners
Compatible and Complimentary
Compatible Traits Complimentary Traits
Work Ethics Curricular Strengths
Collaborative Disposition Management Style
FlexibilityDiversity in Background, Talents
and Skills
Allocate and Fund Teaming Time
Every week (before, during or after school) Allocate 1-2 days before school Allocate 1 day prior to the first conference
Protect the Target Language Instructional Time
Math in Spanish
Spanish Literacy
Content Areas in Spanish
Reinforcement in English
English L.A.
Spanish / English Dual Immersion Instructional Time: Grades 1-3
Math and ContentAreas in Spanish (90min.)
Spanish Literacy (90min.)
English L.A. (90 min.)
Math and ContentAreas in English (90min.)
Math and Content Areas in Spanish
Spanish Literacy
Math and Content Areas in English
English L.A.
Spanish / English Dual Immersion Instructional Time: Grade 4-6
Protect the Target Language Instructional Time
Facilitate Regular Parent Meetings
Back-to-School or Before School 2-3 Weeks Before 1st Conference Spring
– Get Feedback and Set Goals
Dual Immersion Steering Committee
-Principals-Dual teacher specialist-World language specialist-Math/Science/Social Studies specialist-Elementary director(s)-Jr. High director -Equity-Parent/University rep.
Dual Immersion Steering Committee
Meets monthly following another principals meeting
Share information, materials, PD, application process, recruiting and hiring…
Get input from various stakeholders and keep everyone informed.
Instructional Support
Development of curriculum maps Ordering of all state and district adopted
materials Classroom observation and coaching Target language support Keep everyone on track with “Non-
Negotiables”
Assessment
Coordination of math benchmark assessments
Coordinate end of year assessment. Collect data on student academic and
language achievement
Application Process
Handled by district for all schools Clear, concise process for application and
lottery
Recruiting, Hiring and Retention
Constant recruiting for new teachers Interviewing done by committee at district
with principal making final decision. Training and support for new teachers each
year.
Informational Parent Meetings for Potential Applicants
District prepares power point and materials for evening meetings at schools.
Present meeting with principals
Communication and Public Relations
Keep updated website on dual immersion Publish information in district and local
newsletter Present about dual immersion to various
groups and stakeholders Keep all district leaders informed Keep superintendent and board members
informed of program
Informational Parent Meetings for Potential Applicants
District prepares power point and materials for evening meetings at schools.
Present meeting with principals
Communication and Public Relations
Keep updated website on dual immersion Publish information in district and local
newsletter Present about dual immersion to various
groups and stakeholders Keep all district leaders informed Keep superintendent and board members
informed of program
State Level Support
Schools
1. Program Design
2. Curriculum Materials
3. Professional Development
Utah State Office of Education
1. Consistent program design across school sites
2. Curriculum for content and literacy by language
3. AUDII plus 4PD sessions throughout the year immersion endorsement
Immersion Program Infrastructure
Schools
4. Assessing classroom level instruction
5. The principal is the expert
6. Evaluating program success
Utah Office of Education
4. Administrator support (networks, community of practice, observation ’look fors’)
5. Coordinators provide specialized support
6. State coordinated assessment of language and academics
Immersion Program Infrastructure
Recommended