aafr fact sheet - boarddocs.com...two-way spanish/english dual language programs, which are open to...

AAFR FACT SHEET

1 F a c t S h e e t

DUAL LANGUAGE PROGRAM EXPANSION AND EXTENSION

DISTRICT NEEDS

District data clearly indicates a gap (2010-2011 - 22 percentage points) in graduation

rates between the “All Student” group and English Learners (ELs). A strong additive

bilingual education instructional program design at the elementary and middle school

levels will help to eliminate the gap. The dual language program implementation, which

begins in elementary school and extends into middle school, is the strongest of the

available research-based designs.

STRATEGIC PLAN ALIGNMENT

Value(s): Focus on Children

Goal 3: All students will graduate ready for college, career, and life in a globally

competitive economy.

Strategy 1: Provide a high-quality, well-rounded educational experience to all students

that is rigorous, culturally relevant, healthful, and engaging.

Key Action 1.7: Ensure that the district’s program for English Learners (ELs) is

research based, responsive to the needs of students, designed, implemented,

supported, and monitored for impact on student learning through a one-way dual

language model, and that it includes two-way dual language as a program

option.

Key Action 1.11: Provide more opportunities for students to participate in

enrichment programs such as career interest, technology, athletics and languages

other than English.

Develop academic achievement and support strategies for special

populations.

Establish new delivery models to provide an enhanced portfolio of

academic options.

Strategy 4: Align resources to accomplish priorities within a balanced budget.

Key Action 4.6: Develop and implement a Facilities Master Plan framework to

support the district’s Strategic Plan goals as well as priority initiatives identified by

the Board, that includes academically-driven and operationally-informed Annual

Academic and Facilities Recommendations, data verification, community

engagement, and site selection for new schools, for consideration by the Board.

SY 12-13 District Priorities: Rich Portfolio of Options. The dual language program addresses

the need for exploration and establishment of new delivery models to provide an

enhanced portfolio of academic options to promote graduation rates and higher

achievement for students.

EXHIBIT "B"

AAFR FACT SHEET

2 F a c t S h e e t

DELIVERY MODEL – DRAFT RECOMMENDATION

The district proposes to expand and extend the dual language program. The two-way

Spanish/English dual language elementary program, currently in nine schools, would

expand to areas of the district that demonstrate high need and readiness for

implementation. The dual language program (both one-way and two-way) will extend to

middle schools throughout the district, also based on need. In addition, we have a unique

dual language one-way model in Vietnamese at Summitt Elementary currently being

implemented and a one-way Mandarin dual language immersion program for non-native

speakers at Doss Elementary that will be implemented in 2013-2014.

The changes set forth in this document will consist of the following:

Elementary Two-Way Spanish/English Dual Language Program

- Add Spanish/English two-way dual language programs in elementary schools, as

appropriate. Beginning with grades K-1, students would be allowed to transfer

into the proposed programs based on an established process. The primary focus,

however, is to ensure efficient and effective implementation of the dual

language program at all schools where it is being implemented.

Elementary One-Way Mandarin Dual Language Immersion Program

- Implement the first Mandarin dual language program (2011-2012 AAFR).

- Explore the possibility of an additional one-way Mandarin dual language

immersion program at a selected elementary school based on interest.

Elementary One-Way Vietnamese Dual Language Program

- Provide support for the program currently being implemented at Summitt

Elementary.

Middle School Spanish/English Dual Language Program

- Initiate planning process to extend the dual language program to middle school.

- Continue building capacity of staff and facilities.

- Implement dual language middle school program as appropriate.

Middle School Mandarin and Vietnamese Dual Language Immersion Programs

- Explore the possibility of extending the Mandarin and Vietnamese dual language

programs to middle school based on interest and need.

Dual language is an additive bilingual education program, meaning that it develops high

levels of academic proficiency in the students’ first and second languages (Thomas and

Collier 2002; Lindholm-Leary 2001). This instructional model promotes the development of

bilingualism, bi-culturalism, and bi-literacy in English, and another global language (in this

case, Spanish, Mandarin and Vietnamese). The research-based, dual language model

includes challenging, interactive, and authentic instruction for all participating students. In

this program, students achieve at or above grade level and demonstrate positive cross-

cultural attitudes and behaviors (Howard and Christian 2002; Thomas and Collier 2002).

The development of the dual language program prepares students for a globally

competitive society and economy by promoting critical thinking skills, cross-cultural

understanding, and bilingual communication skills.

EXHIBIT "B"

AAFR FACT SHEET

3 F a c t S h e e t

DISTRICT TWO-WAY SPANISH/ENGLISH DUAL LANGUAGE PROGRAM

EXPANSION AND EXTENSION

SY

ELEMENTARY TWO-WAY

DUAL LANGUAGE PROGRAM

EXPANSION

MIDDLE SCHOOL

DUAL LANGUAGE EXTENSION

2012-2013

Engage Community

Hold Planning Meetings

Seek AAFR Approval

Select Schools

Engage Community


Seek AAFR Approval

Initiate Research Stage

2013-2014

Add two-way dual language schools

as needed (Begin full

implementation)

Continue research and preparation:

- Finalize Program Design

- Define Staffing Needs

- Identify/recruit qualified staff for

content area classes in Spanish

- Plan/Deliver Professional

Development

- Promote Building Capacity

- Expand Pre-AP Spanish

- Develop Parent Information

Sessions

2014-2015

Monitor

Evaluate

Continue Implementation

Select and prepare sites in Fall 2014:

- Define Staffing Needs

- Plan/Deliver Professional

Development

- Provision of Instructional Resources

- Inform and recruit parents

- Develop Parent Education

Program

- Initiate Student Recruitment

2015-2016

Monitor

Evaluate

Continue Implementation

Implement middle school dual

language program in Fall of 2015.

EXHIBIT "B"

AAFR FACT SHEET

4 F a c t S h e e t

DISTRICT ONE-WAY MANDARIN DUAL LANGUAGE IMMERSION PROGRAM

IMPLEMENTATION AND EXPLORATION OF POTENTIAL FOR POSSIBLE EXPANSION & EXTENSION

SY

ELEMENTARY ONE-WAY MANDARIN DUAL LANGUAGE IMMERSION PROGRAM

IMPLEMENTATION AND POSSIBLE EXPANSION & EXTENSION

2012-2013

Engage Community


Initiate Research Stage

Seek AAFR Approval

2013-2014

Full Implementation of the first Mandarin Dual Language program (2011-2012

AAFR)

Continue Research Stage

2014-2015

Monitor

Evaluate

Engage Community


Initiate Exploration for Expansion & Extension

2015-2016

Monitor

Evaluate

Engage Community


Consider Expansion & Extension as possible AAFR Scenario if needed

2016-2017

Monitor

Evaluate

Engage Community


2017-2018

Monitor

Evaluate

EXHIBIT "B"

AAFR FACT SHEET

5 F a c t S h e e t

DISTRICT ONE-WAY VIETNAMESE DUAL LANGUAGE PROGRAM

IMPLEMENTATION SUPPORT & EXPLORATION OF POTENTIAL FOR POSSIBLE

EXTENSION

SY

ELEMENTARY ONE-WAY VIETNAMESE

DUAL LANGUAGE PROGRAM IMPLEMENTATION & POSSIBLE EXTENSION

2012-2013

Continue implementation/support of program

Engage Community


Seek AAFR Approval

2013-2014


Research Program Design/Model

Engage Community

Monitor

Evaluate

Initiate Exploration for Extension

2014-2015

2015-2016


Engage Community


Implement Appropriate Program Model

Monitor

Evaluate

Consider Extension as possible AAFR Scenario if needed

EXHIBIT "B"

AAFR FACT SHEET

6 F a c t S h e e t

Secondary Extension (Spanish) - In addition, the district needs to begin the process to

extend the dual language program to middle school so that current elementary

participants can continue to develop their cognitive, academic, and linguistic skills. This

process would begin in SY2012-2013, with the plan of establishing dual language middle

school programs as needed based on numbers of students interested in taking content

courses in Spanish. By 2015, the current dual language third graders will be starting middle

school. By offering the middle school dual language program, participating students will

have the opportunity to continue developing a high level of academic Spanish while

learning content. The dual language program in middle school will also benefit

newcomers and provide ELs the opportunity to receive instruction in their native

language. This extension will provide the next step in the continuum of the dual language

program. Some of the courses that will be considered for the program at middle school

include Spanish I, AP Spanish, Mathematics, Science, and Social Studies. Furthermore,

providing the dual language middle school program will provide opportunities for ELs to

enroll in advanced courses in Spanish that will prepare them for the academic rigor of

college.

During the 2013-2014 school year, the district will build teacher and administrator capacity

to effectively implement the middle school dual language program and will assess existing

facilities to determine readiness to accommodate the program. In 2014-2015, the District

will utilize feeder patterns to select the middle schools and prepare them for program

implementation. The district will initiate planning for the extension of the middle school

dual language program to high school to continue their development in both languages.

The goal is for students to graduate fully bilingual, biliterate, and ready for college, career,

and life in a globally competitive economy.

Secondary Extension - (Mandarin and Vietnamese) - The committee proposes that, based

on interest and number of students, the District will begin an exploration process to

determine the need, readiness, and program design to extend the Mandarin and

Vietnamese programs to middle school if needed.

Elementary Expansion (Spanish) - Currently, there are nine (9) elementary schools with

two-way Spanish/English dual language programs, which are open to student transfers

from across the district. An application process is managed by the campuses and the

Office of Student Services to achieve the necessary student configuration for the

program: approximately equal proportions of native and non-native speakers of Spanish.

The planning team is exploring ways to expand the two-way dual language elementary

program by possibly adding two-way dual language programs across the district at

schools that demonstrate readiness to implement.

Elementary Expansion (Mandarin and Vietnamese) - In addition, based on interest and

number of students, the planning committee is proposing to explore the possibility to

expand the Mandarin dual language immersion program to another school if needed.

The committee has also proposed to support the Vietnamese one-way dual language

program currently being implemented at Summitt.

EXHIBIT "B"

AAFR FACT SHEET

7 F a c t S h e e t

As per 2012 policy, transportation will not be provided to a student who is granted a

transfer (See FDG Local). The planning team will evaluate the issue of transportation in the

context of future need.

PROGRAM DESCRIPTION

AISD began piloting a dual language program (one-way and two-way) in 2010-2011. In

2011-2012, the district adopted dual language as the bilingual program model for serving

English Learners (ELs).

The dual language program is an academic program that enhances the development of

bilingualism, bi-culturalism, and bi-literacy so that students will graduate with the cognitive,

academic, linguistic, and socio-cultural skills necessary for college and career.

A two-way dual language program at the elementary level places approximately the

same number of monolingual, English-speaking students and ELs in a bilingual classroom

where both groups are expected to develop proficiency in both languages.

Elementary Two-Way Dual Language Model (Spanish/English) will utilize the following

academic and linguistic plan:

Reading and Language Arts

Pre-K, K and 1st grade in native language only

Grades 2 through 5 in both English and Spanish

Mathematics

Pre-K through 5th grade in English

Science and Social Studies

Pre-K through 5th grade in Spanish

The two-way dual language elementary school expansion will include a school selection

process, to be determined by the designated planning team in SY2012-2013. Campuses

selected for the expansion will accept student transfer applications. Prior to implementation,

parents, teachers, and administrators will receive relevant training. Administrators and

teachers will commit to specific practices necessary for all students to progress. The plan

integrates outreach strategies to promote parent understanding of program benefits.

In regard to the Mandarin one-way dual language program, the instructional model is as

follows:

Elementary One-Way Dual Language Immersion Model (Mandarin/English) will utilize the

following academic and linguistic plan:

Reading and Language Arts

Social Studies

K -5th grade in English 50% of the day

Mathematics

Science

K-5th grade in Mandarin 50% of the day

EXHIBIT "B"

AAFR FACT SHEET

8 F a c t S h e e t

Elementary One-Way Dual Language Model (Vietnamese/English) will utilize the Gomez

and Gomez model with modifications as appropriate.

EXAMPLES OF IMPLEMENTATION

Austin ISD currently has nine (9) district-based, two-way dual language elementary schools

that accept student transfers. The nine schools include Wooten, Blanton, Sunset Valley,

Becker, Casey, Galindo, Travis Heights, Ridgetop, and Perez.

The following are a few of the public school districts in Texas implementing dual-language

programs at the elementary and secondary levels (K-12).

1. Pharr-San Juan-Alamo Independent School District (K-12)

2. Ysleta Independent School District (K-12)

3. Houston Independent School District (K-12)

4. East Central ISD (K-10)

SUPPORTING RESEARCH

The following research supports dual-language education programs:

1. Review of Research and Best Practices on Effective Features of Dual Language

Education Program.

http://www.lindholm-leary.com/resources/review_research.pdf

2. Guiding Principles for Dual Language Education

http://www.cal.org

3. A National Study of School Effectiveness for Language Minority Students’ Long-Term

Academic Achievement Final Report: Project 1.1

http://crede.berkeley.edu/research/crede/research/llaa/1.1_final.html

http://www.dist50.net/Information/Documents/DualLanguageQA.pdf

http://www.carla.umn.edu/immersion/research.html

FINANCIAL IMPLICATIONS

This AAFR will require a permanent funding stream in order for implementation to occur. As

a result, this may also delay the implementation timeline.

Staff will be reviewed in terms of program needs and realigned as necessary in order to

address the staffing needs that could potentially require additional FTEs.

See the attached budget for operations and capital.

4. Dual Language Program, Questions and Answers: What does research say?

5. Immersion Education Research and Action Initiatives

EXHIBIT "B"

http://www.lindholm-leary.com/resources/review_research.pdf

http://www.cal.org/

http://crede.berkeley.edu/research/crede/research/llaa/1.1_final.html

http://www.dist50.net/Information/Documents/DualLanguageQA.pdf

http://www.carla.umn.edu/immersion/research.html

AAFR FACT SHEET

9 F a c t S h e e t

FACIL ITY IMPLICATIONS

See the attached budget for operations and capital.

The additional dual-language programs will be implemented at existing AISD campuses.

Facility implications will vary depending on each school site. A complete analysis of the

physical space of the campus will determine the use of existing space and/or the need to

provide one or more portable classrooms.

EXHIBIT "B"

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A B C D E F

SY2013-14 SY2014-15 SY2015-16 SY2016-17 SY2017-18

Number of Students (If Applicable)

Operating Costs

Elementary Spanish/English Dual Language Expansion $0 $0 $0 $0 $0

Four Bilingual Specialists for Spanish/English 2 Way Dual

Language Pgm @ $65,000 $260,000 $260,000 $260,000 $0 $0

Instructional Resources ($1,500 per classroom x 4

classrooms) $6,000 $6,000 $6,000 $0 $0

Subtotals for Elementary Spanish/English Dual Language

Expansion $266,000 $266,000 $266,000 $0 $0

Estimated Middle School Spanish Dual Language Extension

Program design (courses, subjects, assessment, curriculum,

leadership) $5,000 $5,000 $0 $0 $0

FTE to coordinate middle school dual language program $80,000 $80,000 $80,000 $0 $0

School visits for research $5,000 $5,000 $0 $0 $0

Additional Professional Development $0 $4,000 $8,000 $8,000 $4,000

Family & Community $2,000 $2,000 $2,000 $2,000 $2,000

Instructional Resources ($1,500 per classroom; 9 classrooms,

incremental implementation) $0 $6,000 $18,000 $30,000 $36,000

Student AP Exams @ $90 (100 students) $0 $0 $0 $0 $9,000

Assessments $0 $0 $10,000 $0 $0

Subtotals for Middle Schools Spanish Dual Language

Extension $92,000 $102,000 $118,000 $40,000 $51,000

Subtotal for Spanish Dual Language (Elementary + Middle

Schools) $358,000 $368,000 $384,000 $40,000 $51,000

Dual Language Program Expansion and Extension

Budget Page 1 of 3

EXHIBIT "B"

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A B C D E F

SY2013-14 SY2014-15 SY2015-16 SY2016-17 SY2017-18


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Estimated Costs for One-Way Mandarin Dual Language

Immersion Program @ Doss Elementary

Instructional Resources ($1,500 per classroom, incremental

implementation FY2015) $4,500 $6,000 $7,500 $9,000 $0

Estimated Costs for One-Way Vietnamese Dual Language

Immersion Program @ Summitt Elementary

Instructional Resources ($1,500 per classroom, incremental

implementation starting 2015) $1,500 $3,000 $4,500 $0 $0

Subtotal for Mandarin (Implementation) &

Vietnamese (Implementation) $6,000 $9,000 $12,000 $9,000 $0

Transportation $0 $0 $0 $0 $0

Ongoing Maintenance/Utilities $0 $0 $0 $0 $0

Sub-total Estimated Annual Operating Costs $364,000 $377,000 $396,000 $49,000 $51,000

Less Offsets:

N/A $0 $0 $0 $0 $0

Sub-total Estimated Net Operating Costs $364,000 $377,000 $396,000 $49,000 $51,000

Estimated One-time Costs:

Start-up and Planning Costs

Elementary Spanish/English Dual Language Expansion

Estimated Startup Cost (4 Schools, 1 Classrooms per School

@ $5,000 each) $40,000 $20,000 $20,000 $20,000 $20,000

Middle School Spanish Dual Language Extension

Instructional Software in Spanish $0 $50,000 $0 $0 $0

Spanish AP Professional Development $0 $0 $0 $1,000 $0

Textbooks $0 $5,000 $10,000 $10,000 $5,000

Budget Page 2 of 3

EXHIBIT "B"

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SY2013-14 SY2014-15 SY2015-16 SY2016-17 SY2017-18


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Estimated One-time Costs (continued):

Start-up and Planning Costs (continued)

Elementary One-Way Mandarin Dual Language Immersion

Program Expansion

Estimated Startup Cost to add 1 Mandarin/English One-Way

Dual Language Immersion Program $15,000 $5,000 $5,000 $5,000 $5,000

(3 classrooms per school @ $5,000)

Elementary One-Way Vietnamese Dual Language Immersion

Program Expansion

Estimated Startup Cost to add 1 Vietnamese/English One-

Way Dual Language Immersion Program $5,000 $5,000 $5,000 $0 $0

(3 classrooms per school @ $5,000)

Facilities Improvements (5 Portables @ $70,000.00 each) $0 $70,000 $140,000 $140,000 $0

Equipment Costs $0 $0 $0 $0 $0

Sub-total Estimated One-time Costs $60,000 $155,000 $180,000 $176,000 $30,000

Less Offsets:

Current Bond Contingency (Pending Approval) $0 -$70,000 -$140,000 -$140,000 $0

Potential Future Bond (Pending Approval) $0 $0 $0 $0 $0

Funding from Current M&O Allocation $0 $0 $0 $0 $0

Sub-total Estimated Net One-time Costs $60,000 $85,000 $40,000 $36,000 $30,000

Estimated Total Cost $424,000 $532,000 $576,000 $225,000 $81,000

New Impact on M&O $424,000 $462,000 $436,000 $85,000 $81,000

Budget Page 3 of 3

EXHIBIT "B"

1 | Touch Points

INTERNAL AND EXTERNAL ENGAGEMENT

TOUCH POINTS


Dual Language Expansion

Tou

ch P

oin

ts

Dates (All dates will be submitted before the December 12 board

meeting.)

Internal/External FMP Work Group Meetings with administrators and representatives from

selected board-approved and district-established advisory bodies to review and analyze community input and develop FMP framework and draft AAFRs.

April 26, 2012: FMP workgroup May 17, 2012: FMP Workgroup June 14, 2012: FMP Workgroup presentation July 19, 2012: FMP Workgroup August 9, 2012: FMP Workgroup August 16, 2012: FMP Workgroup August 17, 2012: FMP Workgroup September 27, 2012: FMP Workgroup October 25, 2012: FMP Workgroup November 14, 2012: FMP Workgroup December 12, 2012: FMP Workgroup

Engagement with Principals (Impacted Areas) Formal presentation (general session)

Small group meetings with impacted principals (breakout)

Focus group meetings

September 26,2012: Principals’ Meeting October 10,2012: Principals’ Council

Cabinet/Expanded Cabinet Engagement Formal presentations and updates

January 9, 2012: Implementation discussion with cabinet and central administrators

Presentations and Discussions with Board Work Sessions

Board Dialogue

Regular Board Meetings

Board Retreat

January 9, 2012: Presentation of demographic study at work session March 19, 2012: Board dialogue on initial planning for 2013/2014 AAFRs April 2, 2012: Board presentation on FMP update with PowerPoint presentation September 10, 2012: Preliminary scenarios for the development of AAFRS October 8, 2012: Continuation of the discussion of the PSD AAFRs

EXHIBIT "B"

2 | Touch Points

November 12, 2012: Draft scenarios for development of AAFRs December 3, 2012: Continuation of draft scenarios for development of AAFRs December 17, 2012: Final recommendations presented for Board action

Engagement with Trustee(s) of Impacted District Initial Board guidance on draft AAFRs

Individual or group planning meetings

BWU Dates January 19, 2012 March 29, 2012 April 26, 2012 June 7, 2012 July 26, 2012 August 2, 2012 August 16, 2012 August 23, 2012 August 30, 2012 September 6, 2012 September 13, 2012 September 20, 2012 September 27, 2012 October 8, 2012 October 15, 2012 October 22, 2012 October 29, 2012 November-hold December-hold Community Meeting April 3, 2012: Community meeting on budget and AAFRs at Reagan High School April 17, 2012: Community meeting on budget and AAFRs at Bowie High School

EXHIBIT "B"

3 | Touch Points

Public Information Website announcements and updates

Media relations – media advisories

Media Briefings August 17, 2012 – Media brown bag luncheon September 7, 2012 – Media briefing on all AAFRs November 9, 2012 – Media briefing on all AAFRs November 30, 2012 – Media briefing on all AAFRs FMP Website Updates May 31, 2012 – Content update June 30, 2012 – Content update July 31, 2012 – Content update August 31, 2012 – Content update September 30, 2012 – Content update November 30, 2012 – Content update December 18, 2012 – Content update October 1, 2012 – AISD calendar announcement for Oct. 17 & Oct. 18 community meetings October 3, 2012 – AISD web banner October 4, 2012 – Calendar submission at KUT.org and Austin360.com for Oct. 17, Oct. 18 & Nov. 28 community meetings October 5, 2012 – Email flyer October 15, 2012 – Media Advisory October 17-18, 2012 – Press Release October 18-19, 2012 – Upload community meeting materials on FMP website post Oct. 17 & Oct. 18 community meetings November 12, 2012 – AISD web banner November 12, 2012 – Email flyer November 26, 2012 – Media Advisory November 28, 2012 – Press Release November 29, 2012 – Upload community meeting materials on FMP website post Nov. 28 community meeting

Hosting Community Meetings Formal presentation to parents in English and Spanish

April 3, 2012: Community Meeting on budget and AAFRs @ Reagan HS

EXHIBIT "B"

4 | Touch Points

Breakout sessions by topic or school

Other (tours, school visits, etc)

April 3, 2012: Staff meeting @ McCallum HS April 17, 2012 Community Meeting on budget and AAFRs @ Bowie HS October 17, 2012: Community meeting @ Perez Elementary 8:00 a.m. 9:30 a.m. October 18, 2012: Community meeting @ Ridgetop Elementary 6:30 – 8:00 p.m. November 28, 2012: Community meeting@ Garcia Middle School 6:30-8:00 p.m.

Materials/Handouts for Community Meetings PowerPoint presentation

FAQs

Surveys

Other handouts

March 28, 2012: Email flyer April 3, 2012: Power Point, Quizdom survey, paper survey, one-pager April 17, 2012: Power Point, Quizdom survey, paper survey, one-pager May 31, 2012: Update to FMP Website June 30, 2012: Update to FMP Website July 31, 2012: Update to FMP website August 31, 2012: Update to FMP Website September 30, 2012: Update to FMP Website October 17, 2012: Agenda, Power Point, survey, one-pager, FAQs October 18, 2012: Agenda, Power Point, survey, one-pager, FAQs November 28, 2012: Agenda, Power Point, survey, one-pager, FAQs

Notification of Community Meetings Formal meeting notices

Flyers in backpacks

School Messenger in English and Spanish (voice and e-mail)

March 28, 2012: School Messenger March 28, 2012: Email flyer September 12, 2012: School messenger, flyers, notice to press, parents, staff and stakeholders regarding community meeting September 24, 2012: Citizen’s Communication October 3, 2012 – School Messenger Announcement in English/Spanish for Oct. 17 & Oct. 18 community meetings October 8, 2012 – Principals’ Weekly Update October 8, 2012 – Email Flyer

EXHIBIT "B"

5 | Touch Points

October 15, 2012 – School Messenger Announcement in English/Spanish for Oct. 17 & Oct. 18 Community meetings November 12, 2012 – School Messenger Announcement in English/Spanish for Nov. 28 Community meeting November 19, 2012 – Principals’ Weekly Update November 19, 2012 – Email Flyer November 26, 2012 – School Messenger Announcement in English/Spanish for Nov. 28

Principal-led School Specific Meetings and Outreach CAC

PTA

Parent coffees

Staff

Students (if appropriate)

September 20, 2012: Doss Elementary December 4, 2012: Doss Elementary February 19, 2012: Doss Elementary May 7, 2012: Doss Elementary October 2012: Pending Confirmation November 2012: Pending Confirmation

District-led School Specific Meetings and Outreach Parents

Staff

Parent Support Specialists Students (if appropriate) p.m.

ELLAC meetings @ Sanchez Elementary 6:00 p.m. – 7:30 p.m. August 7, 2012 Cancelled September 4, 2012 October 2, 2012 November 7, 2012 December 4, 2012 AAFR Team Planning Meetings: August 29,2012 @ Sanchez 6:00 – 7:30 September 08, 2012 @ Perez Elementary 8:30 a.m. – 12:00 p.m. September 17, 2012 @ Sanchez Elementary 6:00 – 7:30 September 24, 2012 @ Sanchez Elementary 4:30 – 7:30 October 1, 2012 @ Zavala Elementary 4:30 – 7:30 p.m. October 6, 2012 @ Perez Elementary 8:30 – 12:00 p.m. October 8, 2012 @ Zavala Elementary 4:30 – 7:30 p.m. November 8, 2012@ Zavala Elementary 6:00 – 7:30 p.m.

EXHIBIT "B"

6 | Touch Points

Dual Language Parent Gathering September 26, 2012 @ Kealing Middle School from 6:00 to 8:00 p.m.

Board Approved Advisory Group Engagement Presentation to DAC executive committee and members

Outreach to ACPTA

Other

ELLAC meetings @ Sanchez Elementary 6:00 p.m. – 7:30 p.m. August 7, 2012 August 29,2012 September 4, 2012 October 2, 2012 November 6, 2012 December 4, 2012

Stakeholder Engagement Meetings with key elected officials (i.e. Mayor, city council

members, etc)

Meetings with key civic leaders (i.e. thought-leaders)

E-mail communication to neighborhood associations

E-mail communication to funders, partners and stakeholders

Other

AAFR Team Planning Meetings: September 08, 2012 @ Perez Elementary 8:30 a.m. – 12:00 p.m. September 17, 2012 @ Sanchez Elementary 6:00 – 7:30 September 20, 2012 @ Doss Elementary 5:30 – 7:00 September 24, 2012 @ Sanchez Elementary 4:30 – 7:30 October 1, 2012@ Zavala Elementary 4:30 – 7:30 p.m. October 6, 2012 @ Perez Elementary 8:30 – 12:00 p.m. October 8, 2012 @ Zavala Elementary 4:30 – 7:30 p.m. November 8, 2012@ Zavala Elementary 6:00 – 7:30 p.m.

Public Hearings and Citizens Communications Public hearings

Citizens Communications

Other

September 24: Citizen’s Communication October 29: Citizen’s Communication October 30: Public Hearing November 19: Public Hearing November 26: Citizen’s Communication December 17: Citizen’s Communication

EXHIBIT "B"