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Hamann, Theresa Catalano, and Dan Moran  \nMidwest and Plains Equity Assistance Center  \nMarch 2022  \nTable of Contents  \nIntroduction Key Terms  \nI. Pre-Planning  \n1  \n3  \n5  \nWho would the program be for? 5  \nConsider various DL models 5  \nWhose support is needed to get to the planning phase? 6  \nWhat resources are needed for the planning phase? 6  \nTimeline for planning 8  \n II. Planning 9   \nVision 9  \nProgram goals: Language model 9  \nProgram goals: Develop cultural goals 10  \nLocation (physical and virtual) 10  \nEstablish timeline for program initiation and building to scale 11  \nVisit existing programs 11  \nDevelop guidelines/DL handbook 11  \nIdentify possible teachers 12  \nProfessional development/ teacher training 12  \nPlan curriculum adaptation/adoption 12  \nIdentify/purchase materials 13  \nCreate program evaluation plan 14  \nConduct parent information sessions/orientations 14  \nCreate student recruitment plan 15  \nEnrollment and placement procedures 16  \nFamily and community participation 17  \nIII. Launch/Initial Implementation 18  \nDesignate responsibilities 18  \nCopyright © 2022 by Great Lakes Equity Center  \n-2-  \nTable of Contents (cont.)  \nFamily involvement and participation  \n18  \nProvide collaborative planning time  \n20  \nLanguage equity issues  \n20  \nScheduling and language allocation 22  \nImportance of school leadership 23  \nTeacher training/professional development 24  \nTransfer policies 25  \nAssessment of student learning in both languages 26  \nIV. Institutionalization/Perpetuation 27  \nDual language family council/yearly parent meetings 27  \nCommunity outreach/partnerships 28  \nContinued professional development 28  \nAttrition/retention of students 29  \nRetention of teachers/strategic hiring/pay 30  \nPublicity/Media representation of programs 31  \nResource allocation and networking 32  \nAdvocating for the program 33  \nAssessment of program 33  \nPlanning for transitions to higher grades 34  \nNote about equity and COVID-19 34  \nAdditional Resources 36  \nReferences 37  \nAbout the Authors 39  \nCopyright © 2022 by Great Lakes Equity Center  \n-3-  \nAbout the Centers  \nGreat Lakes Equity Center (Center) is an educational research and service center located in Indiana University’s School of Education at IUPUI. The Center engages inequity-focused technical assistance and related research with educational and community agencies focused on systemic improvements to serve all learners with particular focus on educational access, participation and outcomes for those who have been historically marginalized. As the Center's largest project, the Midwest and Plains Equity Assistance Center (MAP Center) is one of four regional Equity Assistance Centers, funded by the United States Department of Education under Title IV of the 1964 Civil Rights Act. The MAP Center provides technical assistance and training to public school districts and other responsible governmental agencies upon request, in the areas of race, sex, national origin, and religion desegregation, integration, and equitable educational opportunities.  \n Introduction  \nDual language education refers to schooling in which content is delivered in two languages. Many dual language programs propose to be vehicles of social justice and transformation because they allow students to access at least 50% of the content in a language they understand well, but also because they value an additional language other than the dominant one in society and thereby contest language hierarchies and the subordination of those who speak/use a non-dominant language (Hamann & Catalano, 2021) . Whole books have been written describing how and why to open duallanguage (DL) schools (as we note in our list of resources), but the purpose of this document is to position various stakeholders—school committee members, teachers, parents, education administrators, and even students—to have a common framework through whic","cbCairMM3DF1WdqE","https://ap.wps.com/l/cbCairMM3DF1WdqE","pdf",2802495,43,"English","# Introduction\n## Key Terms\n# Pre-Planning\n## Who would the program be for?\n## Consider various DL models\n## Whose support is needed to get to the planning phase?\n## What resources are needed for the planning phase?\n## Timeline for planning\n# Planning\n## Vision\n## Program goals: Language model\n## Program goals: Develop cultural goals\n## Location (physical and virtual)\n## Establish timeline for program initiation and building to scale\n## Visit existing programs\n## Develop guidelines/DL handbook\n## Identify possible teachers\n## Professional development/ teacher training\n## Plan curriculum adaptation/adoption\n## Identify/purchase materials\n## Create program evaluation plan\n## Conduct parent information sessions/orientations\n## Create student recruitment plan\n## Enrollment and placement procedures\n## Family and community participation\n# Launch/Initial Implementation\n## Designate responsibilities\n## Provide collaborative planning time\n## Language equity issues\n## Scheduling and language allocation\n## Importance of school leadership\n## Teacher training/professional development\n## Transfer policies\n## Assessment of student learning in both languages\n# Institutionalization/Perpetuation\n## Dual language family council/yearly parent meetings\n## Community outreach/partnerships\n## Continued professional development\n## Attrition/retention of students\n## Retention of teachers/strategic hiring/pay\n## Publicity/Media representation of programs\n## Resource allocation and networking\n## Advocating for the program\n## Assessment of program\n## Planning for transitions to higher grades\n## Note about equity and COVID-19\n## Additional Resources\n## References\n## About the Authors","[{\"question\":\"What four phases does the guide use to structure dual language program implementation?\",\"answer\":\"The guide divides implementation into four phases: Pre-planning, Planning, Launch (or Initial Implementation), and Institutionalization/Perpetuation.\"},{\"question\":\"What questions does the guide apply to each phase?\",\"answer\":\"Each phase is guided by four questions: who the stakeholders are, what action steps/tasks are required, how successful completion is measured/accounted for, and how equity is explicitly attended to.\"},{\"question\":\"How does the guide emphasize equity throughout the program?\",\"answer\":\"Equity is treated as an explicit focus in every phase, connecting language access, stakeholder participation, planning for resource and training needs, and assessment approaches that consider learning in both languages.\"}]","PLANNING GUIDE FOR STARTING DUAL LANGUAGE PROGRAMS | PDF",1792055730,108]