1. Goals
1.1. communication
1.1.1. authentic
1.1.2. proficient
1.1.3. natural
1.1.4. practical
1.1.5. early start
1.2. mission driven
1.3. enrollment
1.4. integration of language and content
1.4.1. high quality
1.4.2. purposeful
1.4.3. TfT compatible
1.5. unified school community
1.6. community outreach
1.6.1. hospitality
1.6.2. empathy
1.6.3. relationships
1.7. cultural understanding
2. Possible Models
2.1. Content-Based FLES
2.1.1. tied to bible or social studies
2.1.2. easier switch from status quo
2.1.3. higher exposure
2.2. Immersion
2.2.1. sectional opt-in
2.2.2. higher proficiency
2.3. TfT
2.3.1. connect to throughlines
2.3.1.1. servant worker
2.3.1.2. community builder
2.4. Combined FLES/Immersion
3. Concerns
3.1. logistical
3.1.1. staffing
3.1.1.1. teachers
3.1.1.1.1. qualifications
3.1.1.1.2. scheduling
3.1.1.2. point person
3.1.2. space
3.1.2.1. silos
3.1.2.1.1. impact on school culture
3.1.2.2. enrollment
3.1.2.3. section sizes
3.1.2.3.1. lottery for immersion
3.1.3. buy-in
3.1.3.1. admin
3.1.3.1.1. long-term
3.1.3.1.2. # of initiatives
3.1.3.2. teacher
3.1.3.2.1. work load
3.1.3.3. parents
3.1.3.3.1. long-term
3.1.4. curriculum
3.1.4.1. Tft connection
3.1.4.2. impact on other content areas
3.1.5. cost
3.1.6. repeating past failures
3.2. language related
3.2.1. homework
3.2.2. reading proficiency
3.2.3. content test scores
3.2.4. retention
3.2.5. hard on Kindergarteners