SANTILLANA USA - Guiding Principles Sampler

9 5 INTRODUCTION 4. Assessment and Accountability 5. Staff Quality and Professional Development 6. Family and Community 7. Support and Resources Each strand is composed of two primary components. The first is a review of relevant literature on research and best practices in dual language education. This literature review includes a brief summary of research studies and policy reports that can inform dual language programs. Most of the research reviewed focuses on the characteristics of programs or schools that are considered effective in promoting the language proficiency and academic achievement of English learners. The reviews also include research and program evaluations that have linked certain features, such as teacher quality or professional development, to higher student achievement. The second component of each strand consists of tables with a series of guiding principles, each of which is broken down into several key points. These key points further elaborate on the principle, identifying specific elements that can be examined for alignment with the principle. For example, the first principle under Program Structure references the importance of ensuring that all elements of the program are coordinated in a way that promotes attainment of the three core goals of dual language programs. The key points for this principle address the alignment of the program design with mission and goals; development of bilingualism and biliteracy, sociocultural competence, and grade-level academic performance as integral components of the program design; articulation across grade levels; and coordination of curriculum, instruction, and assessment across the two program languages. To facilitate the use of this document for program reflection and planning, each key point within the principles includes progress indicators—descriptions of four possible levels of alignment: minimal alignment, partial alignment, full alignment, and exemplary practice. For example, the key point on the need for alignment of the program design with the mission and goals of the program, mentioned above, has the following indicators: Minimal alignment Partial alignment Full alignment Exemplary practice It is not clear that the program design is aligned with the mission (e.g., through length of pro- gram, language allocation, language of initial literacy instruction, recruitment of students) or will enable students to attain the goals of the program. The program design is somewhat aligned with the mission (e.g., through length of program, language allocation, language of initial literacy instruction, recruitment of students) and will enable students to attain some but not all goals of the program. The program design is fully aligned with the program mission (e.g., through length of pro- gram, language allocation, language of initial literacy instruction, recruitment of students) and will enable students to attain all program goals. The program design is fully aligned with the program mission (e.g., through length of program, language allocation, language of initial literacy instruction, recruitment of students) and will enable students to attain all program goals. The mission and goals are supported by district leadership and community members in addition to program personnel, and there are systems in place to ensure that alignment continues as the program mission or goals evolve. GDP INSIDE OK-Nov1.indd 5 12/03/18 1:17 p.m.