1. Assessment and Accountability
1.1. The program collects a variety of data, using multiple measures, that are used for program accountability and evaluation.
2. Curriculum
2.1. The curriculum is standards-based and promotes the development of bilingual, biliterate, and multicultural competencies for all students
3. Instruction
3.1. Teachers create a multilingual and multicultural learning environment.
4. Washington
5. Staff Quality and Professional Development
5.1. The program recruits and retains high quality dual language staff.
6. Program Structure
6.1. All aspects of the program work together to achieve the goals of additive bilingualism, biliteracy and cross-cultural competence while meeting grade-level academic expectations. Principle
7. Family and Community
7.1. The program views and involves parents and community members as strategic partners.
8. Support and Resources
8.1. Resources are distributed equitably within the program, school, and district.
9. Louisiana
10. competence in listening as a tool for learning and comprehension
10.1. Students at this level are beginning to understand short utterances. They occasionally understand words, or high frequency social conventions
10.1.1. Students at this level understand simple statements, directions, and questions. They rely on a speaker’s use of repetition, gestures, and other non-verbal cues to sustain communication
10.1.1.1. Students at this level understand standard speech delivered in most settings with some repetition and rephrasing. They understand the main idea(s) and relevant details of extended discussion, presentations. Students draw on a wide range of language forms, vocabulary, idioms, and structures. Students at this level are beginning to detect affective undertones and they use inferences in spoken language.
11. competence in speaking for effective communication in social and academic settings.
11.1. Students will show growth in oral communication using high frequency learned words and phrases to begin to access the curriculum in core subject areas
11.1.1. Students use appropriate strategies to initiate and respond to simple statements and questions to continue to access the curriculum in core subject areas.
11.1.1.1. Students initiate and sustain a simple conversation in social and core academic settings
12. read, comprehend, analyze and respond to a range of materials using strategies for different purposes.
12.1. Students at this level understand simple print material. Students identify high-frequency words and symbols when strongly supported by context
12.1.1. Students at this level understand the general message of basic reading passages that contain simple language structures and syntax. Students begin to use reading strategies to guess the meaning of unfamiliar words through the use of pictures, diagrams, cognates, and context
12.1.1.1. Students at this level understand descriptive materials within familiar contexts and some complex. The students use visual and contextual cues to derive meaning from text that contains unfamiliar words and expressions